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model the following object

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volaff

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Hello everyone, I'm here with a "new" question.

I should model this object with solidworks and, before I started, I wanted to ask someone the meaning of the quota "circle" in red and if someone knows what it refers to?

ps: in the table with solidworks it is advisable to put the quotas by hand one at a time or use the "automatic quotation" tool? ?

Good evening to all
 

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In fact, I didn't even know what that quota is. If you realize the model, you find that you don't need to indicate something else like the plug reference.

if you have everything well according to a standard (functional or geometric) criterion, you can also put tolerances in addition to quotas directly in the model and use automatic quotation of entities so as to make the odds you used in the 3d model appear
 
Well to say the true model a little to the "refused" being of untidy nature...xd!!!

thank you for the answer!
 
volaff said:
I should model this object with solidworks and, before I started, I wanted to ask someone the meaning of the quota "circle" in red and if someone knows what it refers to?
Click to expand...
the distance between the axes of the two fixing holes (12 drill 2 holes). the second of course is hidden.. .

and now a question for experts: but it is normal to find drawings made so caxo :cool: or are they specifically designed to exercise students?
 
marcof said:
the distance between the axes of the two fixing holes (12 drill 2 holes). the second of course is hidden.. .

and now a question for experts: but it is normal to find drawings made so caxo :cool: or are they specifically designed to exercise students?
Click to expand...
c-c = center/center
If I don't make those drawings, I'm also corrected, but maybe I'm wrong. :smile:
 
marcof said:
the distance between the axes of the two fixing holes (12 drill 2 holes). the second of course is hidden.. .

and now a question for experts: but it is normal to find drawings made so caxo :cool: or are they specifically designed to exercise students?
Click to expand...
the professor who assigned this design deserves the jail.

In this way the ideas are even more confused because the odds must be interpreted as if they were hieroglyphics... and this is definitely a test track.
 
exactly pierarg is just a trace of examination.

asks to critically evaluate the numerical values of the quotas as well as their arrangement.
Moreover, we must propose any corrections to identified errors.

ps:honestly I didn't understand much and I will have to make a graphic proof just like this, without taking into account then the table!! !

God save me!
 
PierArg said:
the professor who assigned this design deserves the jail.

In this way the ideas are even more confused because the odds must be interpreted as if they were hieroglyphics... and this is definitely a test track.
Click to expand...
I would say that these teachers are better addressed in other less dangerous activities for students and other ordinary mortals.

It's hard for the engineer's profession, but putting so silly balls doesn't do anything. Maybe it would be better to teach really....art now unknown
 
Hi, I have an exam on Monday.
Do you have other exercises like this to pass me!?
I can obviously return.
 
I'm getting more and more convinced that the engineer of once is all another thing.
with this new and brand new order I lost, personally, only time and dividing the exams in several parts, it only helped to lose "pieces" on the street.

as soon as I modeled the object, can I ask for some advice on the table?
I'll tie that, of course!

Good evening to all!
 
PierArg said:
the professor who assigned this design deserves the jail.

In this way the ideas are even more confused because the odds must be interpreted as if they were hieroglyphics... and this is definitely a test track.
Click to expand...
The idea that you move from these exercises is that of a flying school where they teach you on a aircraft with the inverted controls and the tools mounted below, that when you cuckold the engine drops and when you pull the cloche you go in beaten.
Perhaps you survive and imapress to fly that thing, but you will never be able to fly a real plane, hopefully, are the majority of those available to a pilot.
If it wasn't for "volaff," you don't know how much I want these "scientists": alcohol: didactics read threads where their students come here to cheide advice
 
This exercise is a cretin. I don't mean it's simple, I mean it doesn't need anything. as you can think of quotating a particular or criticizing the quotation if it is not known as working and how it is mounted in the axieme.
It is a pure fantasy exercise that makes students believe that when they enter the world of work it is possible to quote in a fanciful way particular and to be able to call the result "drawing".
 
re_solidworks said:
This exercise is a cretin. I don't mean it's simple, I mean it doesn't need anything. as you can think of quotating a particular or criticizing the quotation if it is not known as working and how it is mounted in the axieme.
It is a pure fantasy exercise that makes students believe that when they enter the world of work it is possible to quote in a fanciful way particular and to be able to call the result "drawing".
Click to expand...
I'll tell you in full.

now we do too much on the "card" and too little in reality!
 
that quota means 48mm from center to center (holes).. a minimum of imagination and you get it. the same piece has already been released months ago on the student forum seems to me; If you do a search you find it.

I would not be too much mental saws, nor would I be scandalized more than so; Those drawings, those exercises, are very old (you can also see from the quality and type of printing). the same who have been in schools for at least 40 years.. and there is nothing wrong with it; are to be seen more like "quoted scraps" than as drawings to rule of art. they assigned them already more than 30 years ago (and they were already old.. the same as I still see turning here in the forum) to the two-year of theitis. it is not true that they do not serve anything; in the two years when technology, construction, materials, functionality etc. were not yet known, we simply did "technical drawing" (obviously strictly by hand, at the tecnigraph limit). those "models" in assonometry served to move your brain and bring it to interpret the piece to bring it back correctly in the oprtogonal projections. then it was up to you to represent and share according to norm. We have made an infinity, starting from the cubes with a hole up to the particular "mechanical tests" like this. Now evidently they use them to practice and take confidence with cad 3d... true, seen now are of trivial simplicity, but for a fifteen-year-old team at hand, pulling down the correct views was an immanent effort. and again we see it here among the exercises of the various aspiring engineers (with interpretations sometimes really from straight hair).
I would not hesitate to underestimate them, I find they are very formative.

greetings
Marco:smile:
 
sampom said:
that quota means 48mm from center to center (holes).. a minimum of imagination and you get it. the same piece has already been released months ago on the student forum seems to me; If you do a search you find it.

I would not be too much mental saws, nor would I be scandalized more than so; Those drawings, those exercises, are very old (you can also see from the quality and type of printing). the same who have been in schools for at least 40 years.. and there is nothing wrong with it; are to be seen more like "quoted scraps" than as drawings to rule of art. they assigned them already more than 30 years ago (and they were already old.. the same as I still see turning here in the forum) to the two-year of theitis. it is not true that they do not serve anything; in the two years when technology, construction, materials, functionality etc. were not yet known, we simply did "technical drawing" (obviously strictly by hand, at the tecnigraph limit). those "models" in assonometry served to move your brain and bring it to interpret the piece to bring it back correctly in the oprtogonal projections. then it was up to you to represent and share according to norm. We have made an infinity, starting from the cubes with a hole up to the particular "mechanical tests" like this. Now evidently they use them to practice and take confidence with cad 3d... true, seen now are of trivial simplicity, but for a fifteen-year-old team at hand, pulling down the correct views was an immanent effort. and again we see it here among the exercises of the various aspiring engineers (with interpretations sometimes really from straight hair).
I would not hesitate to underestimate them, I find they are very formative.

greetings
Marco:smile:
Click to expand...
Hello, Marco.

I still don't agree. According to me the school should teach a method of work, method that is based on the conceptual reasoning of solutions and the functionality of the pieces. According to the latter, the drawings should be quoted, reasoning precisely on the most important quotas, which should be explicit, taken by the correct (and not by chance) and accompanied by tolerances. then to follow the rest + verification quotas.
This activity is no longer done, new graduates and graduates generally do not know how to do it, I have made a dozen interviews at the beginning of the year with experts from 3 itis different and I guarantee that post school baggage is depressing.
In this case I would not feel to blame the boys, perhaps it is easier to give an exercise to copy than to explain the concepts.
 

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