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15. What does the term single stroke mean with regard to free-hand lettering?
ChaPTer 6 Lines and LeTTering ProbLems
LINE PRObLEmS
Part 1: Problems 6.1 Through 6.11
1. Using the selected engineer’s layout as a guide only, create an original drawing following your course objectives. Make a preliminary sketch if required by your instructor. Draw only the object lines, centerlines, hidden lines, and phantom lines as appropriate for each problem. Do not draw dimen-sions. Keep in mind that the engineer’s sketches are rough and not meant for tracing.
2. Complete the drawing using the correct line standards de-scribed in this chapter.
3. Use an appropriately sized ASME sheet and use ASME sheet blocks. Complete the title block.
a. The title of the drawing is given.b. The material the part is made of is given.c. The drawing or part number is the same as the problem
number.d. Specify the scale and other unspecified information.
4. Reproduce your drawing for checking unless otherwise specified by your instructor.
Problem 6.2 Straight object lines only (in.)Part Name: Milk StencilMaterial: .015-in.-thick wax-coated cardboard. Used as a stencil to spray paint identification on crates of milk.
Problem 6.10 Arcs, centerlines, and hidden lines (in.)
Part Name: Pin
Material: Phosphor bronze
LETTERINg PRObLEmS
Part 2: Problems 6.12 Through 6.14
Use a Gothic lettering style such as Arial, Century Gothic, RomanS, or SansSerif unless otherwise specified by your instruc-tor. Use text .12-in. (3-mm) high. Space lines of lettering .12 in. apart unless otherwise specified by your instructor. Reproduce your drawing for checking unless otherwise specified by your instructor.
Problem 6.12The standard for lettering was established in 1935 by the Ameri-can National Standards Institute. This standard is now conveyed by the American Society of Mechanical Engineers Document ASME Y14.2, Line Conventions and Lettering. Letters and num-bers should be opaque and clearly spaced. Lettering can be verti-cal or inclined, but only one style should be used throughout the
Ø.380
4X .090
3X Ø.420Ø.540
Ø.550 Ø.320Ø.385
R .020
2.120
1.900
.350
.400
3X Ø.400
R .020
Problem 6.11 Multiviews (2 views), object lines, and hidden lines (in.)
drawing. Uppercase letters are used on drawings unless lower-case letters are required for a specific application. The lettering style used when revising a drawing should match the original drawing lettering style.
Problem 6.13According to ASME Y14.2, the minimum recommended lettering height depends on the drawing-sheet size and the application on the drawing. Typically, lettering height on engineering drawings is .12 in. (3 mm). All dimension numerals, notes, and other let-tered information should be the same height except for titles, drawing numbers, section and view letters, and other captions, which are .24 in. (6 mm) high.
Problem 6.14
NoTeS:
1. Unless otherwise specified, all dimensions are in millimeters.
2. Dimensions and tolerances per ASME Y14.5-2009.
3. Remove all burrs and sharp edges.
4. All fillets and rounds r6.
5. Caseharden 62 rockwell c scale.
6. Areas where material has been removed shall have smooth transitions and be free of scratches, grind marks, and burrs.
7. Finish black oxide.8. Part to be clean and free of foreign debris.
maTh PRObLEmS
Part 3: Problems 6.15 Through 6.19
Problem 6.15 For the illustration of the block shown:
2 14
2 18
1
y1y21
2
14
14
a. Determine dimension y1.b. Determine dimension y2.c. Determine the overall width of 12 of the blocks laid side
to side.d. Convert each of the four given dimensions of the block to
decimal fractions.Problem 6.16 Twenty-five pieces of metal are needed for a job. Each piece is to be 3 3/320 in length. Disregarding the cutting loss, what length of stock is needed?
Problem 6.17 A piece of stock 25 7/80 long is to be cut into five equal lengths. Allowing 1/160 lost per cut, what will be the length of each of the five pieces?
Problem 6.18 A drawing shows a dimension of 4.18750. Convert this decimal fraction to a common fraction.
Problem 6.19 Convert each decimal fraction to a common fraction: