Book Title

Student’s Book

FET FIRST

Level 3
NATED Series
Author

Engineering drawing N3

Student’s Book

M. Smit and L. van Niekerk

 FET FIRST Engineering Drawing N3
Student’s Book
© M. Smit and L. van Niekerk, 2012

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form
or by any means, electronic, photocopying, recording,
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publication may be liable for criminal prosecution and civil
claims for damages.

First published 2012 by

Troupant Publishers [Pty] Ltd
PO Box 4532
Northcliff
2115

Author: M. Smit and L. van Niekerk

Copy editing by Derek Hawkins
Proofreading by Pat Botes
Cover design by René de Wet
Typesetting by The Purple Turtle Publishing

Distributed by Macmillan South Africa [Pty] Ltd

ISBN: 978 1 430800 49 1

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Contents
Syllabus grid......................................................................................... iv

Module 1: Freehand Drawing of Engineering Components..........................1

Drawing sheets and materials........................................................................... 1
Geometrical constructions................................................................................ 5

Module 2: Isometric Projection and Perspective Drawing.........................45

Isometric projection....................................................................................... 45
One-point and two-point perspective drawings.................................................. 62

Module 3: Sectional Drawing of Machine Parts.......................................78

Machine and surface texture symbols.............................................................. 79
ISO limits and fits.......................................................................................... 83
Orthographic projection.................................................................................. 90
Penetration curves......................................................................................... 99
Sectioning.................................................................................................. 100
Shafts and keys constructions....................................................................... 111

Module 4: Assembly Drawing.............................................................131

Introduction to Assemblies............................................................................ 131
Section of Assembled Objects....................................................................... 134
Sectioning of Assembly Drawing.................................................................... 143
Constructions.............................................................................................. 147

Module 5: Detailed Drawing...............................................................170

Introduction to detailed drawings.................................................................. 170

iii
Syllabus Grid: Engineering Drawing N3

Page in Learning content Learning objectives

SB On completion of this module the student must be
able to draw free­hand and in good proportion given
views of the following engineering components:

MODULE 1: FREE-HAND DRAWING OF ENGINEERING COMPONENTS (WV 10)

10–26 • Spur gears in mesh The following must be considered

• Square threads • Views may be given in first angle orthographic
• Helical springs (round or square) projection, third angle orthographic projection or
• Cam with knife or roller follower as an isometric drawing
• Universal coupling
• Flexible coupling
• Footstep bearing
• Centrifugal clutch
• Ball and roller bearing
• Cotter and knuckle joints
• Piston and crank shaft
• Crosshead
• Flange coupling
• Muff coupling
• Pedestal bearing
• Collar bearing
• Simple braking system
• Plate clutch
• Lubricating devices (gravity feed, syphon wick, sight feed,
needle lubricator, oil-ring lubricator, splash feed and force feed)

DIDACTICAL GUIDELINES
• Students should be given a brief explanation of the function of each component before commencing a drawing in the classroom.

Page in Learning content Learning objectives

SB On completion of this module the student must be
able to:

MODULE 2: ISOMETRIC PROJECTION AND PERSPECTIVE DRAWING (WV 15)

45–62 2.1 Draw an isometric projection of a single item of which at • The isometric scale must first be constructed and
least two views are given, either in first-angle or third-angle then used to draw the isometric projection.
orthographic projection. The following must be considered: • Isometric circles and arcs are drawn as ellipses and
parts of an ellipse respectively, using the four-centre
method of construction.
• Non-isometric lines of an object are drawn at any
given angle.
• Hidden detail of essential detail may be required.
• Centre lines may be required.
• Interpenetrations and fillet radii are not to be
included in this module.
• No dimensions are required.

62–77 2.2 Draw a one-point and two-point perspective view of a single • The picture plane, left vanishing point, right
component. The following must be considered: vanishing point, horizon line, centre of vision,
ground line, station point, height of eye above
the ground line, distance of the eye in front of the
picture plane, measuring point for the centre of
vision.
• The object must be on the ground line, up against
the picture plane and in line with the centre of
vision.
• No circles or arcs will be asked.

DIDACTICAL GUIDELINES
• Models, wall charts as well as clay or modelling wax can be beneficially used to assist the student in visualising and developing the
correct necessary insight.
• Free-hand isometric projection, using isometric grids, should be used to develop skills in this section of the module.

iv
Page in Learning content Learning objectives
SB On completion of this module the student must be able to draw the
primary orthographic views of machine parts according to scale in
first or third angle orthographic projection. The following must be
considered:

MODULE 3: SECTIONAL DRAWING OF MACHINE PARTS (WV 25)

78–130 • Single or multi-part components may be

required
• Multi-part components may have a maximum of
eight components (fasteners excluded).
• Multi-part components must be given
assembled.
• Sectional views to include, full, half, partial,
revolved and removed sections.
• Outside views may be required
• Only the starting point and end point need be
determined for interpenetration curves larger
than 5 mm on the drawing in this module. These
points must then be joined using a flexi-curve or
french curve template.
• Conventional representation of drilled and
tapped holes, bolts, nuts and studs is required.
• Instructional notes, eg internal and external
chamfering, spotfacing, counterboring,
countersinking, drilling and tapping
specification, may be required.
• Machining and surface texture symbols are
required and include the following:
–– removal of material by machining
–– removal within a limit
–– removal between a high and low limit
–– production method
–– sample length
–– machining allowance
–– no machining
–– no machining with a limit
–– method to avoid repeating a symbol
• Limits and fits are required, {students may be
supplied with tables and can be expected to use
the applicable tables and to insert the tolerances
in micro-metres converted to millirnetres on the
drawing)
• Drawings to a scale of 1:1, 1:2, 1:5, 1:10, and 2:1
may be required
• Hidden detail may be required in parts that are
not in section.

DIDACTICAL GUIDELINES
• Note should be taken of all parts that are not sectioned in their length including ribs, webs, shafts, spokes pins and fastening devices,
etc.
• Cutting planes lines are short chain lines suitably thickened at the ends (refer to SABS 0111, Code of Practice for Engineering Drawing).
• Refer to the latest copy of the SABS 0111, Code of Practice for Engineering Drawing and the additional Code of Practice for Engineering
Drawing at technical colleges.
• Use various models and wall charts to assist with the visualization and to develop the necessary insight.
• Note should be taken of the correct angle and spacing of the sectional lines, (45 degrees is accepted as the norm, unless otherwise
required).
• Hidden detail is not shown on views that are in section unless it is absolutely necessary.

v
Page in Learning content Learning objectives
SB On completion of this module the student must be able to:

MODULE 4: ASSEMBLY DRAWING (WV 30)

131–141 4.1 Draw the assembly of the components from the given The following should be considered:
detailed drawings. • Sectional views to include, full, half, partial, revolved and
143–169 4.2 Draw the primary views of the assembly, according to removed sections.
scale, in either first-angle or third-angle orthographic • A maximum of 10 items may be given, (bolts, nuts, studs, pins,
projection. and other fastening devices excluded).
4.3 Draw sectional or outside views of assemblies. • Fastening devices will not necessarily be shown on the diagram
4.4 Use the following correctly on the assembly sheet but will be referred to in the item list.
drawings: • A nut and bolt template may be used.
• Item numbers and parts lists. • Draw to a scale of: 1 : 1, 1 : 2, 1 : 5, 1 : 1 0 or 2 : 1.
• Hidden detail.
• Conventional representation of bolts, nuts, studs
and drilled and threaded holes.

DIDACTICAL GUIDELINES
• Models, wall charts should be used to assist the student to visualise and develop the correct insight.
• Items that are not sectioned in their length, ie fastening devices, pins, shafts, spokes, ribs, webs etc.
• Isometric exploded views, showing how the parts fit together, should be used in the presentation of this module to develop the skills
of insight, analysis and synthesis.

Page in Learning content Learning objectives

SB On completion of this module the student must be able to:

MODULE 5: DETAILED DRAWING (WV 20)

170–186 5.1 Draw the required detailed parts of a given The following should be considered:
assembly drawing. Sectional as well as outside views are required.
5.2 Draw the primary views in first-angle or third-angle • Sectional views to include, full, half, partial, revolved and
orthographic projection, of each specified separate removed sections.
item (part). • A maximum of 10 items may be given in an assembly (fasteners
excluded).
• Machining and surface texture symbols as well as ISO limits
and fits and instruction notes may be required.
• Conventional representation of drilled and tapped holes, as
well as specially manufactured bolts and nuts is required.
• Hidden detail may be indicated on parts not in section.
• Dimensioning and printing of the title and scale may be
required.
• Draw to scale of: 1 : 1, 1 : 2, 1 : 5, 1 : 1 0 or 2 : 1.

DIDACTICAL GUIDELINES
• Students should be encouraged to use models to physically assemble and dismantle multi-item machine parts.

vi
 Module 1:
FREEHAND DRAWING OF
ENGINEERING COMPONENTS

OVERVIEW
On completion of this module you will be able to:
Draw freehand, and in good proportion, given views of the following engineering components:
• Spur gears in mesh
• Square threads
• Helical springs (round or square)
• Cam with knife or roller follower
• Universal coupling
• Flexible coupling
• Footstep bearing
• Ball and roller bearing
• Centrifugal clutch
• Lubricating devices (gravity feed, siphon-wick, sight-feed, needle lubricator, oil-ring lubricator,
splash feed and force feed)
• Cotter and knuckle joints
• Piston and crankshaft
• Crosshead
• Flange coupling
• Muff coupling
• Pedestal bearing
• Collar bearing
• Simple braking system
• Plate clutch
The following must be considered:
Views may be given in first-angle orthographic projection, third-angle orthographic projection or as an
isometric drawing.

Drawing sheets and materials

Scales for preparing drawings

Drawings should be prepared to an appropriate scale, preferably one of those given in Table 1.1.
The scale used should be clearly indicated on the drawing.

Note
If, for a special application, there is a need for a larger enlargement scale or a smaller reduction scale
than those shown in the table, the recommended range of scales may be extended in either direction,
provided that the required scale must be derived from a recommended scale by multiplying by a
multiple of 10. In exceptional cases where, for functional reasons the recommended scales cannot be
applied, intermediate scales may be chosen.

1
Table 1.1 Scales for preparing drawings

1 2

Category Recommended scales

50:1 20:1
Enlargement 10:1
5:1 2:1

Full size 1:1

1:2 1:5
1:10
Reduction 1:20 1:50
1:100
1:200 1:500

Sizes
a) Drawing sheets should be of one of the sizes given in Table 1.1. Drawing sheets of lengths exceeding
1 189 mm may be used in exceptional circumstances.
b) The smallest of the recommended sizes that is consistent with clarity should be used wherever possible.
Layout of information
1. General. The layout of drawing sheets with regard
to title blocks, parts lists, etc., and the printing
style should be decided by each organisation to suit
its specific requirements. Pre-printing of drawing
and tracing sheets should be done on the front face
to avoid loss of definition in microfilms.
2. Camera alignment marks. In the border at the
midpoint of each of the four border lines of the
drawing, a camera alignment mark (centring
mark) should be drawn in the form of an arrow
or a thick line of length equal to the width of the
border (Figure 1.1). Figure 1.1 Page layout

Size of drawing sheets:

Table 1.2: iso A Series

1 2 3

Dimensions Width of border

Designation
(mm) (mm)

AO 841 × 1 189 20
Al 594 × 841 20
A2 420 × 594 15
A3 297 × 420 15
A4 210 × 297 15

2
Table 1.3: Types of lines

Letters, figures and symbols

General
The essential requirements for lettering on engineering drawings are:
• legibility
• uniformity
• projection lines
• suitability for microfilming, photographic and other types of reproduction
Rules
In order to ensure that these requirements are met, the following rules should be observed:
a) Characters should be clear and of uniform size and density, as well as being clearly distinguishable
from one another in order to avoid any confusion between them.

3
 Note
The following characters can easily be confused when badly formed or wrongly placed:
i. B, 8 and 3 v. C and G
ii. 6 and 9 vi. a and Q
iii. D and 0 vii. 5 and S
iv. 3 and 5 viii. 2 and Z

b) The same style, spacing and size of letters and figures should be used in each note on a drawing.
c) In a drawing that may be used for microfilming, and for photographic and other types of
reproduction, the space between characters should be at least twice the line thickness.
d) The line thickness for lower-case and capital letters should be the same in order to facilitate lettering.
e) Capital letters should be used in preference to lower-case letters, since they are less congested and are
less likely to be misread when reduced in size.

Note
Lower-case letters should be used where they form part of a standard symbol, code or abbreviation.

f) Lettering should be either vertical (upright) or inclined up to 15° to the right.

Size and spacing of letters and figures

a) Height and line thickness. The height h of capital letters is taken as the basis for dimensioning.
The standard values of h are 2.5 mm; 3.5 mm; 5 mm; 7 mm; 10 mm; 14 mm and 20 mm. (The ratio
between successive standard values is approximately 3. This ratio is derived from the standardised
progression of dimensions for the A-series of paper sizes.) The height and the line thickness of the
characters on a drawing should conform to the relevant values given in Table 1.4.
The value for both h and c (height of lower-case letters) should be at least 2.5 mm.
This means that when capitals and lower-case letters are used together and the value of c is 2.5 mm,
h will be 3.5 mm.
b) General dimensions. The symbols designating the various dimensions and spacing of letters and
figures are given in Table 1.5.
Table 1.4: Paper sizes and lettering

1 2 3 4 5

Character Line thickness Line thickness

Application Drawing sheet size height h, (ink) l, mm, (pencil) d,
mm, min. min. mm, min.

AO, A1, A2 and

7 0.7 0.7
A3
Drawing numbers, etc.
A4 5 0.5 0.5

AO 3.5 0.35 0.3

Dimensions and notes
Al, A2, A3 and A4 2.5 0.25 0.3

4
Table 1.5: Lettering spacing

1 2 3 4 5 6 7 8 9

Characteristic Symbol Dimensions (mm)

Height of capital letters

h 2.5 3.5 5 7 10 14 20
Height of lower-case letters (without ascender or
c = (7/10) h – 2.5 3.5 5 7 10 14
descender)

Spacing between characters a = (2/10) h 0.5 0.7 1 1.4 2 2.8 4

Spacing between base lines, min.
Spacing between words, min.
b = (14/10) h 3.5 5 7 10 14 20 28

e = (6/10) h 1.5 2.1 3 4.2 6 8.4 12

Thickness of lines (in ink) l = (1/10) h 0.25 0.35 0.5 0.7 1 1.4 2

Arrowheads
a) The arrowhead should be drawn as a short line forming barbs at any convenient included angle
between 15° and 90°. The arrowhead may be open, closed, or closed and filled in.
b) The size of the arrowhead should be proportionate to the size of the drawing, but not larger than is
necessary for clarity.
c) Only one style of arrowhead termination should be used on a single drawing.

Layout of drawings
a) Information: the necessary information (on the drawing) should be given in a clear, concise manner
and the drawing should not be complicated by over-elaborate and unnecessary views, or with verbose
notes.
b) Spacing: details of components, views and notes should be spaced far enough apart to give clarity to
the finished drawing.
c) Notes: notes should be placed adjacent to the details of components or views to which they refer, unless
this reduces clarity, in which case the notes should be tabulated.
d) Underlining: notes on drawings should not be underlined.
e) Emphasising: where a note or heading has to be emphasised, the characters should be larger than those
used for other notes or headings.

Geometrical constructions
Freehand drawing (sketching)
Introduction
The following work is revision of work that was done in N1–N2. Freehand drawing is always an integral part
of drawing and designing, from the beginner draughtsman to the engineer. Most of your work that you are
going to do in N3 should be planned before you commit it to paper. This is where the technique of freehand
drawings will help you to get the proportions of your drawing correct.
A sketch or a freehand drawing is a quickly executed drawing that is not intended as a finished work. In
general, sketching is a quick way to record an idea for later use. Engineers’ sketches primarily serve as a
way of trying out different ideas and establishing a composition before undertaking a more finished work,
especially when the finished work is expensive and time-consuming.
Engineering sketches are sometimes types of diagrams. These sketches are used by the designers or
engineers as a means of communication in aiding design collaboration.
This tool helps the designer to abstract attributes of hypothetical provisional design (designs that do not
yet exist) solutions and summarise their complex patterns, thereby enhancing the design process.

5
 The properties of a good freehand drawing are the same as those of a finished instrument drawing.
That means that the lines that are used in the freehand drawing should explain the concept. A centre line
is still a centre line; it is just not drawn by using a ruler.
Freehand drawings should be drawn in good proportion and scale. The finishing of the freehand drawing
should not detract from the ideas that the designer is trying to convey.

Steps to making a good freehand drawing

1. Choose a soft pencil (F, H or HB). This will make is easier to erase mistakes.
2. Remember that an eraser is an essential piece of equipment when making a freehand drawing. Do not
hesitate to use it. That is why you should use a soft pencil.
3. Draw the lines as short lines, not continuous lines.
4. Divide the object into smaller parts or proportions, and concentrate on each part separately.
5. Make use of construction lines to get the outline and size of the object.
6. Turn the paper below your hand and do not try to turn your body around the drawing.
7. Always hold the pencil at the same angle.
Table 1.6: Construction steps for freehand circle

Description Method

1. Construct the centre lines, vertical and horizontal.

2. Draw a light square around the centre lines. The square has to be the same
size as the circle that will be constructed.

3. Draw the first quarter of the arc. Make use of the palm of your hand to act
like the compass point.

4. Rotate the paper and draw the next part of the arc.

5. Keep rotating the paper and complete the drawing.

6
Table 1.7: Construction of large circles

Description Method
1. Construct the centre lines.

2. Divide the centre points with two 45° degree lines.

3. Mark the radius of the circle on a strip of paper. This paper is called a trammel.
Use the trammel to mark the radius on the lines.

4. Connect the points and complete the circle. Remove the construction lines.

Drawing horizontal lines

Mark the points of the line
where it will begin and where
it will end. Mark a few points at
regular intervals. These points
should be in line with each
other.
Place the pencil at an angle. Figure 1.2
Keep your eyes focused on the next reference point and pull the pencil at a constant
speed towards each successive point (Figure 1.2). If you should find the line is not
straight, do not continue, use the eraser and start from the last reference point.

Drawing vertical lines

The same technique should be used to draw vertical lines. Hold the pencil at an angle to
help you to see the line (Figure 1.3).

Figure 1.3

7
Table 1.8: Drawing squares

1. Indicate the centre of the square by drawing the centre lines.

2. Mark the size of the square by marking the vertical and horizontal lines with half of the
square size.

3. Complete the square by drawing in the vertical and horizontal lines.

4. Erase the construction lines.

Example
Figure 1.4 shows a pair of pliers that has to
be drawn to the full scale of the figure. That
means that the final drawing should be the
same size as the given object.
Step 1
Divide the object into different areas (Figure Figure 1.4
1.5) and make light blocks (construction
lines) that will contain each part. The
more parts you divide the object into, the
cleaner the final drawing will be. It is very
important to keep the block in proportion
to the original object.
Step 2
Figure 1.5
Start to draw the different parts of
the object (Figure 1.6). It may be a good
idea to make the first lines light. Remember
to use the eraser when the lines do not
look correct. Make use of the technique
that was described for drawing of arcs
and circles.
Figure 1.6

8
Step 3
Complete the object (Figure 1.7). When
all the lines are correct and in proportion,
make the lines darker. Make use of
continuous lines, and not the typical lines
used by artists. The line types of a freehand
drawing are the same as those used in an
instrument drawing. To scale the drawing
up or down, you only have to increase or
Figure 1.7
decrease the size of the blocks.

Assessment Activity 1.1

1. Using only a pencil and eraser, make a full scale (use the size given in the book) freehand drawing
of the pliers shown in Figure 1.8 below.

Figure 1.8 Freehand pliers

2. Use only a pencil and eraser to make a freehand drawing of the hammer shown in Figure 1.9.
The drawing should be twice the size of the original.

Figure 1.9 Freehand hammer

9
3. Using only a pencil and eraser, make a full scale freehand drawing of the bench vice shown in Figure
1.10a below. Figure 1.10b shows the isometric view of the real object. Do not draw Figure 1.10b.

Figure 1.10a Bench vice Figure 1.10b

4. Make a freehand drawing, twice the size of the original drawing, of the expansion joint in
Figure 1.11a. Figure 1.11b shows the isometric view of the real object. Do not draw Figure 1.11b.

Figure 1.11a Expansion joint Figure 1.11b

5. Make a freehand drawing, approximately full scale, of the object shown in Figure 1.12a.
Figure 1.12b shows the isometric view of the real object. Do not draw Figure 1.12b.

Figure 1.12a Machine support Figure 1.12b

10
6. Make a freehand drawing, approximately full size, of the pedestal bearing shown in Figure 1.13a.
Figure 1.13b shows the description and an isometric view of the real object. Do not draw this
object.

Figure 1.13a

Pillow blocks or pedestal bearings usually refer to the housings

which have a bearing fitted into them, thus saving the user from
having to purchase the bearings separately. Pillow blocks are
usually mounted in cleaner environments, and generally are
meant for lesser loads in general industry. These differ from
plummer blocks, which are bearing housings supplied without
any bearings and are usually meant for higher load ratings and
corrosive industrial environments. However, the terms pillow
block and plummer block are used interchangeably in certain
parts of the world.

Figure 1.13b Pedestal bearing

7. Make a freehand drawing twice the given size (66 mm) of the plug valve shown in Figure 1.14a.
Figure 1.14b shows a description and isometric view of the object. Do not draw this figure.

Figure 1.14a

11
 Stopcocks or plug valves are valves with cylindrical or conically tapered ‘plugs’
which can be rotated inside the valve body to control flow through the valve.
The plugs in plug valves have one or more hollow passageways going sideways
through the plug, so that fluid can flow through the plug when the valve is open.
Plug valves are simple and often economical.

Figure 1.14b Stopcock

8. Make a freehand drawing of the diaphragm regulator shown in Figure 1.15a below. Figure 1.15b
shows the description of the object and an isometric view) of the object. Do not draw this figure.

Figure 1.15a

12
 A diaphragm regulator’s primary function is to match the flow of gas
through the regulator to the demand for gas placed upon the system. If
the load flow decreases, then the regulator flow must also decrease. If the
load flow increases, then the regulator flow must increase in order to keep
the controlled pressure from decreasing due to a shortage of gas in the
pressure system.

Figure 1.15b Regulator

9. Make a freehand drawing of the connecting rod shown in Figure 1.16a. Figure 1.16b shows the
description of the object and an isometric view of the object. Do not draw this figure.

Figure 1.16a

In a reciprocating piston engine the connecting rod, or

con-rod, connects the piston to the crank or crankshaft.
Together with the crank, they form a simple mechanism
that converts linear motion into rotating motion.
Connecting rods may also convert rotating motion into
linear motion. Historically, before the development of
engines, they were first used in this way.
As a connecting rod is rigid, it may transmit either a push
or a pull and so the rod may rotate the crank through
both halves of a revolution, i.e. piston pushing and piston
pulling. Earlier mechanisms, such as chains, could only
pull. In a few two-stroke engines, the connecting rod is
only required to push.

Figure 1.16b

13
10. Make a full scale drawing of the insulators shown in Figure 1.17a. Figure 1.17b shows the
description of the object and an isometric view of the object. Do not draw this figure.

Figure 1.17a Insulator

Porcelain insulators used for high-voltage power transmission are made from glass,
porcelain or composite polymer materials. Porcelain insulators are made from clay,
quartz or alumina and feldspar, and are covered with a smooth glaze to shed water.
Insulators made from porcelain rich in alumina are used where high mechanical
strength is a criterion.

Figure 1.17b

11. Make a full scale drawing of the cottered joint shown in Figure 1.18a. Figure 1.18b shows the
description of the object and an isometric view of the object. Do not draw this figure.

Figure 1.18a Cottered joint

14
 One of the earliest standards of crank interface, cottered cranks are now
considered obsolete in developed countries, but are still in common use
in China, India and other developing nations. The spindle is a cylinder,
with a flat region across it (a land). The crank has a hole through it to fit
onto the spindle, with a transverse hole for the cotter pin. The cotter pin
is cylindrical with one side flattened at an angle to form a wedge to match
the spindle land. When tightened, this produces a simple and effective
interface.
Because all the load is on one very small area of the cotter pin and the
crank land, the cotter pin deforms plastically under normal use and so
must be replaced regularly.
If this is not done the crank and the spindle wear and must be replaced.
There is a warning caused by a characteristic creaking sound that ageing
pins cause the cranks to make.

Figure 1.18b

12. Make a half scale drawing of the knuckle joint shown in Figure 1.19a. Figure 1.19b shows the
description of the object and an isometric view of the object. Do not draw this figure.

Figure 1.19a Knuckle joint

A knuckle joint is used to connect the two rods, which are under
tensile load when there is requirement for a small amount of
flexibility, or angular moment is necessary. There is always axial, or a
linear line of action of the load.
The knuckle joint assembly consists of the following major components:
1. single eye
2. double eye or fork
3. knuckle pin.

Figure 1.19b

15
13. Make a half scale drawing of the muff coupling shown in Figure 1.20a. Figure 1.20b shows the
description of the object and an isometric view of the object. Do not draw this figure.

Figure 1.20a

A clamp coupling is different from a sleeve coupling in that

the sleeve used in this type is split on one side. The shafts are
entered and keyed to this sleeve and then the split sides are
screwed together.

Figure 1.20b

16
14. Make a full scale drawing of the piston and rod shown in Figure 1.21a. Figure 1.21b shows the
description of the object and an isometric view of the object. Do not draw this figure.

Figure 1.21a Piston and rod

In a reciprocating piston engine, the connecting rod, or con-rod, connects the piston to the crank,
or crankshaft. Together with the crank, they form a simple mechanism that converts linear motion
into rotating motion.
Connecting rods may also convert rotating motion into linear motion. Historically, before the
development of engines, they were first used in this way.

Figure 1.21b

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15. Make a full scale drawing of the flexible coupling shown below in Figure 1.22a.
Figure 1.22b shows the description of the object and an isometric view of the object. Do not draw
this figure.

Figure 1.22a Flexible coupling

A flexible coupling, also known as a flex disc, is a flexible coupling

used to transmit rotational torque between the drive shaft
and the companion flange on mechanical devices, such as an
automobile engine.
Flexible couplings are used to transmit torque from one shaft
to another when the two shafts are slightly misaligned. Flexible
couplings can accommodate varying degrees of misalignment up
to 3°, and some parallel misalignment. In addition, they can also
be used for vibration damping or noise reduction.

Figure 1.22b

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16. Make a full scale freehand drawing of the siphon-wick lubricator shown in Figure 1.23a.
Figure 1.23b shows the description of the object and an isometric view of the object. Do not draw
this figure.

Figure 1.23a Siphon-wick lubricator

This lubricator is filled with oil to within 10 mm of the top of the central
tube. The wick soaks up the oil by capillary action until it is saturated. The
part inside the tube is carried on a piece of twisted wire which compresses
the wick and reduces its capacity to retain the oil.
Gravity and vibration cause the oil to drip off the lower end of the wick
within the tube.
The amount of lubrication can be adjusted by changing the size of wick
within the tube.

Figure 1.23b

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