CETG 111:

Engineering
Graphics
 Natural World vs Designed World

AS DESIRED BY: [GOD]

AS DESIRED BY: MAN
Designed World, e.g. Majestic Five

3
A DISTINCTION IS OFTEN MADE
BETWEEN:

1. How SCIENCE responds to the World, and

2. How ENGINEERING responds to the same

World
 SCIENCE VS.
 Deals with the natural world.
 Is concerned with what exists
in the natural world (i.e.:
Biology, Chemistry, Physics,
Astronomy, Geology, etc.)
ENGINEERING
 Deals with how humans
modify, change, alter, or
control the natural world.
 Is concerned with what can
or should be made, or
developed from natural world
materials and substances to
satisfy human needs and
wants
Edited slide from an unknown source
THE PROCESS OF: SCIENCE VS. ENGINEERING
 THE SCIENTIFIC METHOD  THE ENGINEERING
seeks out the meaning METHOD alters and
of the natural world changes the natural
through: world through

 Enquiry  Invention,

 Discovering  Innovation,

 Exploring  Practical Problem

Solving

DESIGN
Edited slide from an unknown source
 :

The thinking required for most science courses,

hence the concept of ENGINEERING-SCIENCE

is required for project-based design courses

Katz, R., Integrating analysis and design in mechanical engineering education.

Procedia CIRP, 36, 23-28 (2015).
  Analytical Thinking

 Students develop correct solutions to a well-

defined problem in a specific knowledge domain
using the language of mathematics.

 Analytical thinking may be described as a

converging process that leads to a single correct
answer.

Katz, R., Integrating analysis and design in mechanical engineering education.

Procedia CIRP, 36, 23-28 (2015).
  Analytical Thinking
A 1.2 m long link is in equilibrium under the system of forces
depicted in Figure T2-03. Sketch an appropriate polygon of the
force system and compute the resultant forces, N and Q.
  Design Thinking

 Student must weigh several plausible concepts,

 select the one that best satisfies the customer’s

requirements, and

 then describe it in detail using multilingual tools including

physics, mathematics, graphics, and verbal and written
representation.

 Design thinking is thus a diverging-converging process in

which more than one concept may be found suitable

Katz, R., Integrating analysis and design in mechanical engineering education.

Procedia CIRP, 36, 23-28 (2015).
  Design Thinking
A system to transport 60 people everyday from
Gaborone to Francistown.
PARAMETER ANALYTICAL THINKING IN DESIGN THINKING IN DESIGN COURSES
ANALYTICAL COURSES
LANGUAGE Multilingual: physics, mathematics, graphical
representations, verbal and written statements

DATA Precisely stated Customer’s requirements are given and the data may
be precisely stated, known, estimated or measured

SOLUTIONS Only one is expected Several are possible; all of them should meet the
requirements
SKILLS REQUIRED Mainly analytical Ability to synthesize, but advanced analytical skills
make an outstanding designer
THINKING Converging Diverging-converging
CREATIVITY Somewhat limited Limitless; several design concepts are expected

MODELING Perfect, using symbolic Imperfect, using realistic representation

representation
ERROR Penalized Learning from errors is accepted

TRIAL-AND-ERROR Discouraged Encouraged

APPROACH
WORK STYLE Individual Team work
MAIN GOAL Educate young researchers Educate engineers for design and manufacturing jobs
for academic careers
 SCIENTIFIC METHOD VS
ENGINEERING DESIGN IDENTIFY A PROBLEM,
NEED OR OPPORTUNITY

ASK A QUESTION PROCESS

DO RESEARCH

DO RESEARCH
DEVELOP POSSIBLE
SOLUTIONS

FORM A HYPOTHESIS
EVALUATE AND SELECT
BEST SOLUTION

EXPERIMENT
BUILD A PROTOTYPE

ANALYZE DATA
TEST AND EVALUATE

REPORT RESULTS COMMUNICATE THE

SOLUTION
COMMUNICATION IN IDENTIFY A PROBLEM,
NEED OR OPPORTUNITY
ENGINEERING DESIGN
DO RESEARCH

DEVELOP POSSIBLE
SOLUTIONS

EVALUATE AND SELECT

BEST SOLUTION

BUILD A PROTOTYPE

TEST AND EVALUATE

COMMUNICATE THE
SOLUTION
How should we communicate?
  Nature of Design in Craftsmanship

 The making of artefacts was not preceded by a

process of conception or designing.

 The maker was responsible for, and had control

over the entire processes of product development
with planning and production all rolled into one, in
personnel and in process.
Craftsmanship
 Pictures Courtesy of
jon@jonsbushcraft.com
  Man-and-Change: Towards Modernity

 Man Changed and As Man Changed, like many

things with which man came to be associated,
Design Changed Too.

 Remember the maxim: “The only thing that doesn’t

change, is change itself.”
  Man-and-Change: Towards Modernity…..

 Engineering and innovation became more

accelerative compared to its steady state progress
during craftsmanship.
 Hence new trends emerged, e.g.:
• Commoditization
• Automation
• Mass production
• Globalisation
• Modularisation
  Engineering Graphics Emerged

 Engineering Graphics, the use of visual images in

engineering to solve problems, convey design
intent and represent ideas.

 More specifically, it is about the use of geometry,

sketching, symbols and annotations instead of
common language to document and communicate
engineering information. Engineering drawings,
later engineering graphics
 Because of Engineering Graphics Emerged
 Man Started Sharing Work
 Engineering Graphics Form(s)
 Modelling

24
  Engineering Graphics Form(s)….
 Sketching and sketches
Design goes through a reasoning process that is itself
enhanced by sketching, calculations, modelling, among
others, partly illustrated below.

(sketch by L. Leswadula)
  Engineering Graphics Form(s)….
 CAD & CADD
Once the Selected Concept has been refined, it is modeled
in CAD to better conceptualise components configurations
 Engineering Graphics Form(s)….
 Moving Towards the Actual Machine
  Engineering Graphics Form(s)….
 Detailing the Machine
To enable production in a machine shop, working drawings
are prepared and detailed
 Engineering Graphics Form(s)….
 Working Drawings
  Engineering Graphics Form(s)….
 Another
Nuts Feed
Version or Solution
Hopper
Geared
Cracker
Motor

Separator/Cleaning
System Motor

Sieve
  Engineering Graphics Form(s)….
 Styles from some engineering disciplines
Mechanical Drafter
Technical Illustrator
 Patent Drawings
• Form an integral part of a patent
application
• Must show every feature of the
invention
Structural Drafter
Industrial Process Pipe Drafter
Electronic Drafter
Civil Drafter
  Engineering Graphics Form(s)….
 Components of engineering graphics

 Engineering graphics therefore has the following

main components?

• Graphics
• Bill of Materials/Quantities
• Annotations
• Notes
• Etc.
 2. Annotations
1. Bill of Materials/Quantities

3. Notes
  Engineering Graphics ….
 Components of engineering graphics

 Thus sketches, annotations and notes go together

in design communication.

 The two are mutually dependent as sketches

convey thoughts that cannot be put in words and
the converse is true.
 A System Described in Words
A special tool is in the shape of a 140 × 80 × 10 mm
rectangular solid. One end rises from zero thickness
to the maximum thickness of 10 mm in a length of 40
mm to form a sharp edge. The opposite end is
semicircular. A 20 mm diameter hole is positioned so
the center of the hole is 40 mm from the semicircular
end and 40 mm from either side of the tool.

 SHOW THE SYSTEM DESCRIBED

  Engineering Graphics ….
 How much of design is engineering graphics?

Bertoline, G.R. and Wiebe, E.N., in “Fundamentals of Graphics Communication”,

2004, observe that
2. RESULTS
Describing Systems in Graphics
 1. Nonconforming Sketches
In this category are sketches which contain too many mistakes to be accepted as true
mappings of the textual information given. This would include invalid objects and
what in solid modelling is referred to as nonsense objects.
 2. Conforming Sketches
Notwithstanding differences of scale, neatness and style, the samples shown in
Figure 3 were assessed as conforming.
 3. Deviating Sketches
From A: the sharp edge terminates into a sharp point like a spear
From B: whereby the sharp edge is symmetrical or starts from the middle of the basic
rectangular shape. Two sketches took this form.
From C: whereby the sharp edge is located across the width of the rectangular basic shape as
opposed to its length. One sketch took this form.
From D: whereby the sketches contain few mistakes. For instance, the 20mm hole may be
wrongly-located or the semi-circular end omitted as illustrated.
Students’ Answers
3. Results: Students performance as
per their skill levels
 4. Results: Level of Ambiguity
• As noted in Table 1, a total of 29 sketches did not conform to the
Model Answer, out of which 12 were of the Axe-Head form
mentioned under Section 3.5 above. This means that 39 different
interpretations of the same text information were made in this
study.
4. Results: What Else was Observed?
• Sketch primitives: Most students used primitives to represent the main
features (e.g. semicircle, sharp edge or rectangle). Amateur students were
especially able to put their knowledge to good use, combining 3-D primitives
to give accurate graphical representations. Novices tended to combine
primitives in an archaic way including resorting to textual descriptions.

NOVICES
AMATEURS
5. Results: What Else was Observed?
• Pictorial representations:

• It was further observed that in all the sketching done, pictorial

representations were used. This was so even without having
asked the students to do it. It thus appears that pictorial
representation is a preferred way of drawing by both amateurs
and novices.