13971
13971
https://testbankmall.com/product/solution-manual-for-technical-
drawing-for-engineering-communication-7th-edition/
https://testbankmall.com/product/test-bank-for-technical-drawing-for-
engineering-communication-7th-edition/
testbankmall.com
https://testbankmall.com/product/test-bank-for-technical-
communication-twelfth-edition/
testbankmall.com
https://testbankmall.com/product/solution-manual-for-technical-
mathematics-4th-edition/
testbankmall.com
https://testbankmall.com/product/test-bank-for-genetics-analysis-and-
principles-6th-by-brooker/
testbankmall.com
Test Bank for Zoology, 11th Edition, Stephen Miller Todd
A. Tupper
https://testbankmall.com/product/test-bank-for-zoology-11th-edition-
stephen-miller-todd-a-tupper/
testbankmall.com
https://testbankmall.com/product/nutrition-concepts-and-
controversies-3e-2014-test-bank/
testbankmall.com
https://testbankmall.com/product/psychology-concepts-and-
applications-4th-edition-nevid-solutions-manual/
testbankmall.com
https://testbankmall.com/product/test-bank-for-psychiatric-mental-
health-nursing-9th-by-townsend/
testbankmall.com
Chapter 1 Employability Skills for Drafting and Design Technicians
Goal
campus should be able to set up internet and email accounts for the students. Have the students send
email messages to each other. You could use email to simulate two CAD operators working on the same
drawing, but in different locations. When using the internet, provide students with a directed task.
They should have step-by-step instructions to follow that allow them to visit a variety for computer and
CAD sites.
© 2016 Cengage Learning®. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
4
Chapter 2 Drafting Tools: Conventional, CAD, and Solid Modeling
Goal
The goal of this chapter is to teach students how to: 1) use the most common conventional drafting
tools; 2) explain the concepts of CAD and solid modeling.
Discussion Topics
1. Discuss the most frequently used conventional drafting tools and the methods/tools that replaced
them.
3. Discuss the most important features of CAD Software and compare opinions.
Chapter Objectives
After studying this chapter you should be able to:
1. Recognize the most frequently used conventional drafting tools.
2. Demonstrate the proper use of the most frequently used conventional drafting tools.
Teaching Hints
The field of drafting and design has come a long way since the advent of personal computers with the
power to run sophisticated CAD software and with advances in the concept of solid modeling and 3D
printing. Although students are going to learn drafting and design using CAD and solid modeling, there
is still value in them learning to use selected conventional drafting and design tools. It is helpful to re-
quire things be done manually and use that competency as ‘license’ to use the far easier technology-based
tools. Some of the concepts that are fundamental to drafting and design and engineering communication
can still be taught more effectively suing these conventional instruments.
Begin the lesson by discussing how some conventional drafting equipment is still important and may
be used in conjunction with CAD and how many of the CAD commands are based on the operation
of certain items of conventional drafting equipment. For instance, in CAD, circles can be drawn from a
given center point, the same way a compass and circle templates operate. During the lesson, discuss with
the students how a drafting tool corresponds to similar CAD commands.
Another option for students to learn how the tools operate is to give each of them two or three tools
for practice use. As you monitor their progress they should write a brief description of the tool, how it
operates, and its purpose. The students can then teach the rest of the class about their particular tool.
Finally, as students work on drawings with drafting tools, ask them individually about the tool they are
using and why they chose it. This will reinforce what they have learned and give you an opportunity
to check their understanding. Once students have a grasp of how these selected conventional tools
are used, move on to CAD and teach them how the conventional tools evolved into CAD and solid
modeling.
© 2016 Cengage Learning®. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
5
Chapter 3 Sketching and Lettering for Engineering Communication
Goal
The goal of this chapter is to teach students how to develop skills in lettering and sketching.
Discussion Topics
1. Explain the concept of talking sketching.
2. Discuss the various styles of freehand lettering and good lettering characteristics.
Chapter Objectives
After studying this chapter you should be able to:
1. Explain the concept of talking sketching including the two kinds.
2. List the various styles of freehand lettering and the characteristics of good lettering.
6
Chapter 4 Geometric Construction
Goal
The goal of this chapter is to teach students how to develop technical drawings using geometric
construction.
Discussion Topics
1. Quiz students on geometric nomenclature and terms.
Chapter Objectives
After studying this chapter you should be able to:
1. Define the most frequently used terms in geometric nomenclature.
5. Demonstrate the proper procedures for supplementary construction including the following: spiral;
helix; involute of a line, triangle, square, and circle; and cycloidal curve.
Teaching Hints
Students need to develop a working definition of the terms in the chapter to fully understand and imple-
ment geometric construction. A working definition includes a written and a drawn example, plus it
describes the subject item’s use in everyday life. The terms and a written definition have been provided
in the PowerPoint slide presentation. As you proceed through each term, be sure to draw an example of
each on the board. Students then should be able to identify where they have seen the shapes being used
in everyday life.
If students understand the basic concepts of constructing geometric shapes using drafting tools, then
they will make an easier transition to the fundamentals of CAD. It may not be necessary to work through
every shape detailed in the chapter as a class. Many of the directions have been summarized in the
PowerPoint slide presentation. These can be projected onto a screen and drawn at the same time. Some
of the problems should be given to the student to follow the directions and solve individually. Have the
students check their work by writing an explanation of why they did each particular step. Although they
may find this exercise tedious, when they need to reference their work later it will be easier to remember
the procedures.
Finally, demonstrate to the student how to draw some of the common shapes (circle, square, ellipse,
octagon, tangent arcs and lines, triangles, and lines) detailed in the chapter using CAD. To improve their
CAD skills, you could also have the students follow the directions given in the chapter to draw the shapes
using CAD as if it were a drafting tool. In other words, when they are to draw a tangent arc between
two lines, students should draw the arcs parallel to each line, attach tangential lines, and then draw the
resulting arc from the line intersection. This will show them that the same techniques are possible with
CAD, and sometimes absolutely necessary.
© 2016 Cengage Learning®. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
7
Other documents randomly have
different content
"I want no thanks, Lizzie; it was a pleasure to me to make the
dress for you. Let me sit by your bedside a little--in the dark. Take
off the dress; I am glad you like it--there, that will do. Now jump
into bed. You have to get up early in the morning."
She arranges the dress over the back of a chair, and blowing out
the light, sits by the bed in darkness.
"I don't think I shall sleep any more to-night, Mrs. Lenoir."
"Yes, you will, Lizzie. Sleep comes to the young and happy."
"Not always."
"It must be dreadful not to be able to sleep. One has such happy
dreams. Do not you?"
"I dream but seldom, Lizzie; and when I do, I wake up with the
prayer that I had died in my sleep. When I was as young as you, I
used to have happy dreams, but they never came true."
"As I hope you will be soon, I will make you a prettier dress than
this."
Mrs. Lenoir goes to the window and draws the curtain aside. A
shudder passes over her as she sees how bright and clear and
beautiful the night is.
"I am so happy!"
"Do not take any notice of me, Lizzie. I will sit here quite quietly,
and when you are asleep, I will go to my room."
"Oh, I beg your pardon, Mrs. Lenoir. What a foolish girl you must
think me--and how ungrateful!"
The girl raises her arm, and draws Mrs. Lenoir's head to her
pillow. "Remember, I have no mother." She presses her lips to Mrs.
Lenoir's face, which is wet with tears. "Mrs. Lenoir, you have been
crying."
"But you are not alone now; I am with you, and I love you."
"It is kind of you to say so; you are in the mood to love, and to
believe all things fair and good."
"Yes."
"Yes."
"With love?"
"Oh, yes."
"If," says Mrs. Lenoir, with almost painful hesitation, "she had
died, or you had lost her earlier, do you think you would have
forgotten her?"
"Oh, no, Mrs. Lenoir; I should have always remembered her, have
always loved her."
"You mean," says Mrs. Lenoir, with fierce eagerness, "she loved as
a mother loves, as a woman loves--as only a woman loves!"
"Mrs. Lenoir," asks Lizzie slowly, "do not men love as faithfully as
women?"
"Ask your own heart. You love Charlie and he loves you. Which do
you suppose is the stronger love, the most constant, the most likely
to endure?"
"I do not know," replies Lizzie, her sadder tone denoting that Mrs.
Lenoir's sadness is contagious. "I do not want to think that Charlie's
love is not as strong as mine, and yet--and yet--I do not believe he
can love me as much as I love him."
"It need not distress you, Lizzie, to think so; it is in the nature of
things. It is impossible for a man to love with the whole soul as a
woman loves--often, alas! unhappily for her."
"And often, too, happily for her," remonstrates Lizzie, with sudden
and tender cheerfulness. "A moment ago I felt inclined to regret the
thought you put into my mind--that a woman's love is naturally
stronger than a man's; but when I think of it, as I am thinking now,
I would not have it altered if I could. It is far better for us that it
should be so. If I loved Charlie less, I should be less happy; and it
makes me glad to think that I can give him more love than he can
give me."
But Lizzie's fond arms cling to Mrs. Lenoir's neck; she is loth to let
her go without obtaining from her a mark of affection which has
been withheld.
"Well, Lizzie."
"And will kiss you twenty times more--there, and there, there! O,
Mrs. Lenoir, will you not give me one kiss?--you have not kissed me
once."
"I made a vow years ago, Lizzie, never to press my lips to human
face until I met with one that my eyes may never behold. Good
night."
CHAPTER XXI.
Still another picture. This one on the sea, to give variety to the
group.
A fresh breeze is blowing, the white sails are full, and a noble
vessel--the Blue Jacket, a famous clipper--is ploughing her way
through the snow-crested waves. Holding on to the bulwarks, a lad,
scarcely eighteen years of age, is gazing now into the billowy depths
into which they are descending, now to the curling heights up and
over which the ship is sailing. A rapture of delight dwells in his great
spiritual eyes, and a flush rises to his pale and pensive face, as he
gazes on the wonders of the deep. His heart is pulsing with worship
of the beautiful, and with his inner sight he sees what is hidden from
many. The breeze brings to him musical and thrilling whispers; the
laughing, joyous waters teem with images of spiritual loveliness.
By his side, gazing also into the water's depths, and holding on to
a rope with a stronger and more careless grip, stands a man whose
years exceed two score. A handsome, strongly-built man, with a
mole on his right temple which adds to rather than detracts from his
beauty. That he is of a commoner order than the lad by whose side
he stands is clearly apparent; yet he is one in whom the majority of
women would instinctively take a deeper interest because of his
riper development and the larger power expressed in him. His
features are wanting in the refinement and delicacy which
characterise his young companion, but they have boldness and
fulness which, allied with good proportion, possess a special and
individual attraction of their own.
The young gentleman's name is Arthur Temple; the name of his
valet is Ned Chester; and the ship is ploughing her way to England's
shores.
The lad is the only child, by his wife, Lady Temple, of Mr. Temple,
a name famous in the superior Law Courts of England, a gentleman
of wealth, distinction, and high position in the land. From his birth,
Arthur Temple has been the object of the most anxious and devoted
care of his parents--the devotion mainly springing from the mother's
breast, the anxiety from the father's. Not that the father was
wanting in love. On the contrary. As much love as it was in his
nature to bestow, he bestowed upon his son. But it was not like the
mother's love, purely unselfish; it was alloyed with personal
ambition, and was consequently of a coarser grain. From a delicate
babe, Arthur Temple grew into a delicate boy--so delicate that his life
often hung upon a thread, as ordinary people express it, and he was
not sent to a public school for his education. The best private tutors
were obtained for him, and the lad showed an eager desire to
acquire what they were engaged to teach. But his mental vigour ran
ahead of his physical power, and the physicians ordered that his
studies should be discontinued. "His brain is too wakeful," they said,
"his nerves too sensitive. The difficulty will be not to make him
study, but to keep him from it." So it turned out. Free from the
trammels of enforced study, and left to follow his own inclination,
the lad flew to the books most congenial to his nature, and learnt
from them what he most desired to learn. The intellectual power
apparent in the lad delighted his father as much as his lack of
physical strength distressed him. Mr. Temple's ambition was various.
Wealth he loved for the sake of the luxury and ease it conferred;
power he coveted, and coveted the more as he rose, for its own
sake, and because it placed him above his fellows, and gave him
control over them; but beyond all, his chief ambition was to found a
family, which should be famous in the land. To the accomplishment
of this end two things were necessary: the first, that he himself
should become famous, and should amass much wealth; the second,
that his son--his only child--should marry, and have children. In the
first, he was successful. It is not necessary to inquire by what
means--whether by superior talent, by tact, by industry, or by force
of patronage--he rose to power, and passed men in the race who at
least were equal with himself. The fact is sufficient; he rose above
them, and it was acknowledged that the highest prize in his
profession might one day be his.
"There is but one chance of his attaining manhood," they said; "a
complete change must be effected in his life. He must travel. Not on
the Continent, or in cities where money can purchase the
indulgences of existence. A long sea-voyage in a sailing vessel, to
the other end of the world. A sojourn there of twelve or eighteen
months. Then home again, with blood thickened, and bones well
set."
"He may," replied the physicians; "but there, at all events, he has
a chance of living. Keep him at home, and you condemn him to
certain death."
"You are my one only hope," said Mr. Temple to his son; "but for
you, all the honours I have gained would be valueless in my eyes.
Get strong, for your mother's sake and mine, and come home to
take your proper position in society--a position which I have made
for you, and which you will worthily sustain. You have yet to choose
your career--it will be politics, I hope; it opens out the widest field to
a young man of wealth and talent. Before I die, I may see my boy in
office."
Arthur shook his head. He had his dreams of the path in which he
would choose to walk; the pen should be the weapon by means of
which he would carve his way to fame. He expressed his hope, with
a boy's timidity and bashfulness, to his father, who was too wise to
fan the fire by a show of opposition.'
"I do not know how I should act if wisdom and sentiment clashed.
I have heard you say I am given to sentiment."
"I hope never to alter, sir. What I intended fully to say was this:
that if a matter were before me in which wisdom and sentiment
clashed, I do not know how I should act. But I do know how I
should act in a matter where wisdom and justice pulled different
ways. I may not always be wise; I should despise myself if I
suspected that I should not always be just. Had I to choose between
a wise and a just man, I know whose hand I should take. Why, sir, it
enters into my love for you"--his arm here stole around his father's
shoulder--"that I know you to be a just man, incapable of a base or
mean action! I will follow in your footsteps; the example you have
set me shall not be thrown away."
"Yes."
"Yes; on this."
In the slight laugh with which Ned Chester met this assertion was
conveyed a suddenly-born reproach against society for having
overlooked such superlative talent as he possessed.
"May be."
"I beg your pardon," said Arthur, with a sensitive flush. "Are you
in Mr. Fitzherbert's employment?"
Mr. Fitzherbert was the name of the squatter for whose home
station he was bound, with letters of introduction.
"Over the hill yonder you will see a wagon track. It will take you
straight to the house."
"I beg your pardon," said Arthur Temple, his face flushing again;
"I had no intention of hurting your feelings. Good day."
"Good day."
The impression made upon him by the incident was powerful and
durable, and he inwardly resolved to see the man again. This resolve
being carried out, Ned Chester was not slow in turning to his own
advantage the interest exhibited in him by Arthur Temple. His
superior cunning enabled him very soon to obtain the particulars of
the personal history of the young gentleman who he determined
should become his patron. His patron Arthur Temple certainly did
become; he engaged the vagabond man of the world as his valet at
a liberal salary, and congratulated himself upon securing as his
companion a person whose discovery and undoubted genius formed
one of the most romantic episodes of his travels. It was fortunate for
Ned that during his association with Arthur Temple in the colonies he
met with no friend or acquaintance who might have exposed him to
his young master. Nothing in his conduct betrayed him; he behaved
in the most exemplary manner, and grew day by day in the goodwill
of Arthur. He took pride in his personal appearance, and seizing with
avidity the advantages such a connection opened out to him,
dressed carefully and well, drank little, and was, to all outward
appearance, a most respectable character. He became saving in his
habits, also, and at the end of the nine months, which brought the
visit of Arthur Temple to the colonies to an end, he was in
possession of a sum of money larger than his salary; Ned had not
fought with the world for nothing, and his experience was a key
which fitted many locks. Arthur Temple was recalled home
somewhat earlier than he anticipated.
"If you are well," his father wrote, "and if your health is
sufficiently established to come home, do so at once, my dear lad.
Your mother and myself long for your society. I never cease to think
of you, and I want the world to see and appreciate you as I do,
though it can never love you as you are loved by your father,
"Frederick Temple."
"It has been my endeavour," said Ned, "for years past, but I have
not had the means; and it has been my misfortune until now never
to have met with a friend."
"No, sir."
Then Ned, with guarded enthusiasm, poured out his soul into the
sympathetic ears of Arthur Temple, and spoke, but not by name, of
the Duchess of Rosemary Lane, as one whom he had loved for
years, and to see whom would complete the happiness of his life. He
extolled her beauty, too, with sufficient fervour to carry conviction
with it. He knew that these utterances made his position more
secure, and imparted to his service a sentiment which was far from
disagreeable to Arthur Temple.
This retrospect brings us to the ship, the Blue Jacket, sailing for
England, with Arthur and Ned aboard. Arthur enjoys every hour of
the voyage. All is fair before him. With youth, with good health, with
a pure mind stirred by noble desires, with a father awaiting him
holding a high and honourable position in the land, the book of the
lad's life, the first pages only of which are opened, is filled with
glowing pictures, and he looks forward with calm delight to his
arrival home. Ned is less calm. The ship never goes fast enough, the
days are longer than they ought to be; he burns with impatience to
present himself to the idol of his dreams. Hour by hour the links that
bind these men, so strangely brought into association, to other lives
in the old land are drawn closer and closer. At length the good ship
arrives in port. Arthur is pressed to his father's breast.
"Thank God!" says the father, "that you are home and in good
health."
Ned Chester looks around, draws a free full breath, and murmurs:
"At last!"
CHAPTER XXII.
It was unfortunate that, despite his affection for his son, Mr.
Temple could never avoid introducing into their conversations chance
words and phrases which grated upon the sensitive mind of the
younger man. The word "profit" was one of these. Arthur, however,
made no comment upon this, and the rebellious expression which
overcast his features for an instant was not observed by his father.
"You have much to speak of," continued Mr. Temple, "that will be
new and interesting to many of our friends, and I need not say that
as my son you will be heartily welcomed."
"That, of course, sir," said Arthur; "it will not be, I am afraid, for
my own deservings."
"That cannot come, Arthur, until you are personally known, and
then I trust it will be for your sake as well as for mine that friends
will attach themselves to you. But indeed I have no doubt that such
will be the case."
"You are more confident than I am, sir," said Arthur seriously. "I
have my fears as to whether I shall feel at home in this new and
polished atmosphere, after my experiences of the last two years."
"I must confess that it was not with entire confidence I saw you
depart for your travels, but you have returned improved, if anything.
Contact with the world has already improved you, and has opened
your mind to the value of the requirements of society."
"In what shape, sir? And have you met with yours?"
"You were saying, Arthur," said Mr. Temple, with a direct evasion
of Arthur's light question, "that you saw much to admire in the
rough manners of the men among whom you travelled."
"If you will pardon me," replied Arthur with modesty, "I have not
gone as far as that. I have my thoughts, but I must see more before
I should consider myself justified in accusing. I merely record what
present themselves as clear pictures to my mind."
"When you see more, and are able from positive experience and
observation to form just conclusions, you will admit that we must
accept the world as we find it, and that the only wise course is to
make use of it to our advantage."
"Most certainly."
"I know you love me, sir," interrupted Arthur, warmly, "but I do
not like the idea you have expressed. I think you would scarcely
uphold it in its fulness."
"Yes, if you put it that way, though there are pleasanter ways of
expressing it."
"Yes."
"Not quite that, sir, but in some small way I can imagine
circumstances in which I should deem defeat a victory."
"You have hit a nail, Arthur," said Mr. Temple, with emphasis;
"'consequently not prosperous.'"