A tool for measuring the diameter of a cylindrical workpiece. Production of cylindrical and conical parts with hand tools - Knowledge Hypermarket. Turning cylindrical parts

Paper modeling and construction means the art of creating scale models from paper.

Despite all the attractiveness, paper construction using different techniques is the most difficult type of this activity. It assumes that children have well-developed spatial representations and does not allow them to act by trial and correct incorrect actions, since folding, cutting, etc. can no longer be corrected, which means that it is impossible to achieve success.

Background

Paper has been used in modeling since its invention several thousand years ago. The origins of what we call cardboard modeling today go back to 15th century France, when printing technology and papermaking technology met and went hand in hand. The first models were the simplest rectangular drawings that were cut out and pasted onto wooden cubes for the purpose of teaching children. I must say that they have survived to this day. At first, for obvious reasons, religious themes prevailed, but over the centuries that have passed since then, the topics have expanded significantly.

The peak of passion for cardboard modeling falls on the end of the nineteenth - the beginning of the twentieth centuries, but by the 20s it is declining. The reason is the beginning of mass production of kits for assembling models from wood and metal. But the beginning of the second World War noticeably knocked down the production of wooden tanks in favor of real ones, and paper models began to gain popularity again.

Tools and materials.

The main material for making models is paper. You can use ordinary A4 sheets with a density of 65-80 g / m3, but if the model is large, then it is better to use a denser drawing or drawing paper (160-180 g / m3), for the smallest details you can try (if you find it, of course, I could not) cigarette. For cardboard parts, you can take various boxes from under the products or buy cardboard in a stationery store.

For work, you will also need scissors, compasses, a pencil and a ruler.

The basic operations of modeling from cardboard are:

cutting out parts with scissors or a knife;

Folding (the operation of bending, folding);

molding (assembly);

· gluing.

Some subtleties.

Cardboard parts after cutting are processed along the contour with sandpaper to smooth out irregularities.

In order to bend a piece of cardboard or thick paper exactly along the fold line, draw a sharp object (the tip of a knife, an empty ballpoint pen, scissors, etc.) along the line so that a trace remains, but without cutting through the sheet. After that, the fold will not break and will go exactly along the drawn line (this operation is called scoring. Scoring is the operation of applying a straight groove on a sheet of paper. It is necessary for subsequent folding along the paper line with a density of more than 170 g / m². The groove itself is called - scoring. Scoring performed if the paper is likely to be damaged by normal folding).

If it becomes necessary to roll the part into a tube or bend it smoothly, then pull it with one side through the corner of the table or ruler, the part will bend in the opposite direction.

The main (basic) elements of cardboard models are cylinders and cones. Cylinders can be cross section square or rectangular, which is used when modeling buildings, or oval, for example, when assembling an aircraft fuselage. There are even polygonal sections, such as, for example, a castle tower. Cylinders can have non-parallel walls, the limiting case of such a cylinder is a cone. Again, cones can have a square base (pyramids) or a round base.

Children's first exposure to paper modeling always starts with simple geometric shapes such as the cube and pyramid. Not many succeed in gluing a cube the first time, sometimes it takes several days to make a truly even and flawless cube. More complex cylinder and cone shapes require several times more effort than a simple cube.

In order to glue the cylinder, you must:

First, take a compass and draw a circle with the radius you need. Then, add one centimeter to the radius and draw another circle from this center. Cut out the workpiece along the line of the larger circle. Cut the teeth along the circle line. The top of the teeth should rest against a line of smaller radius. Bend the teeth to one side. You should get something like round table. Where the teeth play the role of legs. Make another one like this. These will be the cylinder caps.

Using the formula, 2∏R, where R is the radius of your cylinder, calculate the circumference, which will correspond to the width of the workpiece. The length of the workpiece will be equal to the height of the cylinder.

Draw a rectangle with the dimensions obtained, add one centimeter to the circumference and draw another line, this is an allowance for gluing.

Lubricate the centimeter strip with glue and glue the cylinder. Let it dry.

Take the cylinder caps, grease the teeth with glue and insert them inside the cylinder, glue the caps to it. All your cylinder is ready.

Subject: technology.

Lesson topic: "Manufacturing of cylindrical parts by hand"

Class: 6

UMK: textbook V.D. Simonenko "Technology 6th class."

Target:

Ensuring that students master the techniques for manufacturing cylindrical parts by hand

Tasks:

To formulate students' knowledge about the graphic representation of details;

Teach proper manufacture cylindrical parts;

To cultivate constructiveness and variability of thinking.

Lesson type: combined

Teaching methods: verbal, visual, practical, business game.

Visual aids: samples of cylindrical parts made using hand carpentry tools (handle for hammer, ax, sledgehammer).

Tools and equipment:carpenter's workbench, ruler, pencil, thickness gauge, rasp, hacksaw, sanding paper, routing making a shovel handle, computer.

Board layout: topic of the lesson, new words (octahedron, grinding, calipers), homework.

Object of labor: shank for a children's shovel.

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Subject: technology.

Lesson topic : "Manufacturing of cylindrical parts by hand"

Grade: 6

UMK: textbook V.D. Simonenko "Technology 6th class."

Target :

Ensuring that students master the techniques for manufacturing cylindrical parts by hand

Tasks :

To formulate students' knowledge about the graphic representation of details;

To teach the correct manufacture of cylindrical parts;

To cultivate constructiveness and variability of thinking.

Lesson type : combined

Teaching methods:verbal, visual, practical, business game.

Visual aids:samples of cylindrical parts made using hand carpentry tools (handle for hammer, ax, sledgehammer).

Tools and equipment:carpenter's workbench, ruler, pencil, thickness gauge, rasp, hacksaw, sandpaper, technological map for the manufacture of a shovel handle, computer.

Board layout:topic of the lesson, new words (octahedron, grinding, calipers), homework.

Object of labor: shank for a children's shovel.

TSO: multimedia

During the classes.

I. Organizational moment.

Teacher greeting, attendance control.

Checking students' readiness for the lesson

II. Knowledge update.

Repetition of the material covered.

Teacher . What is a spike joint?

What types of staggered connections exist?

Student . The manufacture of many parts from wood bars are interconnected. The simplest is the connection in half a bar (half a tree), stepped. The bars are connected by sections cut in half. The connection can be along the length, at a right or other angle.

Teacher . How to mark up and make a connection?

Student: The first step is marking, first mark the base line of the length of the workpiece. Next, mark out the thickness of the cut sections, using a thickness gauge for this. After that, mark the length of the cut sections. After marking, start sawing. First, cut along the fibers, and then cut across the fibers to remove part of the workpiece. A connection is being made, it is necessary to strive to ensure that the parts directly from after the saw, without additional fitting, fit snugly against each other. But sometimes everything, you have to correct errors in work with the help of a chisel and a file.

Teacher . What is used to build a connection?

Student. In order to fix the connection, glue is used, you can use nails, screws. More reliable is the connection on the dowel. Nagel is a wooden cylindrical rod with a diameter of 6-10 mm. The pin is installed on the adhesive in a hole drilled through the connection. The protruding ends of the dowel are cut off and leveled with sandpaper. The connection will be strengthened when using two dowels.

Teacher. Where is a staggered connection used?

Student . The stepped connection has found very wide application due to the simplicity of the connection. With the help of such a connection, you can assemble frames, coasters: for flowers, stands, posters, a Christmas tree.

III. Search and research stage.

3. Message of the purpose and topic of the lesson.

Teacher. What time of year are we approaching?

Student: Winter.

Teacher . What associations do you have with the word "Winter"?

Student . New Year, frost, blizzard, slide, snow.

Teacher. What associations does the word "Snow" evoke?

Student. Snowballs, snow figures, snow removal.

Teacher . A shovel is used to clear snow. What part of the shovel has a rounded shape?

Student . Spade handle.

Teacher . What do you think is the theme of our lesson?

Student. Manufacturing of cylindrical parts.

Teacher. Quite right. The topic of our lesson is "Manufacturing Cylindrical Parts by Hand".

You and I will make the detail “handle of a children's shovel”, it is called a stalk.

What kind of wood is the cutting made of and why?

Student. From hardwood, as the product will be durable.

Teacher . Let's open our textbooks to page 32 and read the paragraph.

(One reads aloud, the rest follow).

Teacher. What is the sequence of manufacturing wood products. And we will draw up a route map ourselves, considering Figure 21 on page 32, and write this map in a notebook.

Let's open the notebooks and write down the date and the topic of the lesson.

Teacher . How do we start manufacturing a rounded part?

Student. A square section is taken. As a rule, bars sidesquare should be about 1-2 mm larger diameter manufactured part, and the length of the bar by 20 mm longer than the required part.

Teacher . Yes, this will be the first step. Let's write it down.

1. Pick up a square bar.

Teacher. What are we going to do in the second stage?

Student. In order to make a cylindrical workpiece from a square section, it is necessary to find the center at the ends of the workpiece by crossing the diagonals and use a compass to enter a circle with a radius of 0.5 diameter. (Fig. 4).

(Slide)

Teacher. Excellent! We write down:

2. Mark the diagonals at the ends, draw a circle.

Teacher. Our third step will be?

Student. Tangent to the circle from each end with the help of rulers, draw the sides of the octahedron and outline the lines with a thickness gaugecut off facetson the sides of the workpiece.

Teacher. The technological operation for marking the side faces is carried out with a thickness gauge, the main thing is to correctly set it to a size of 2/7 of the Diameter.

Okay, let's write it down!

3. Mark the faces with a thickness gauge.

Teacher. What carpentry tools can be used to mark the side faces if there is no thickness gauge?

Student . Ruler. But it will be very long.

Teacher. Our fourth action?

Student. The workpiece is fixed on the cover of the workbench between the wedges and planed to the marking line with a planer, giving the workpiece an octagonal shape that does not go beyond the markings made at the ends of the part.

Teacher. Simply put, we get an octahedron.

In our workshop, it will be better to fix the workpiece in the clamp of the workbench.

4. Plane the ribs until you get an octahedron.

Teacher . The fifth step we will do what?

Student. 5 - we stretch the edges until we get a 16-tihedron.

Teacher . And we'll write it down!

Will it be the sixth step?

Student . 6th step - processing to a round shape with a file.

Teacher . Recording!

What will be the seventh stage?

Student. The cylindrical surface is finished with sandpaper. In this case, one end of the workpiece is securely fixed in the clamp of the workbench, and the other is ground along the tangent circle up and down.

Teacher . Sometimes the workpiece is wrapped with sandpaper, clasped with the left hand, and rotated with the right hand and moved along its axis of rotation. Similarly, the workpiece is ground from the other end.

7. Clean the product with sandpaper. Make the appropriate entry in your notebook.

Teacher. What tool can be used to measure the diameter of a cylindrical part?

Student . Caliper.

It consists of two arched legs fastened in the middle with a fixing screw similar to an ordinary compass.

Teacher. What tool, besides a caliper, can measure the diameter of a cylindrical part?

Student. Caliper.

Teacher . In order to make a cylindrical part from a square bar using a hand tool, we have compiled a route map. This map shows the sequence of all technological operations, beginningfrom the choice of workpiece to the finished product.(Attachment 1).

What tool will we work with?

Student. Planer, thickness gauge, compasses, sandpaper, caliper and file.

Teacher . Let's remember the safety rules.

Safety regulations.

1. When planing, secure the workpiece securely in the wedges of the workbench or in the clamp.
2. The fingers of the hand clasping the block of the planer, do not attach closeto the sole of the planer.
3. Put the planer in the tray with the tip turned away from you.
4. When sanding a part, hold the sanding pad or block securely.
5. When working, do not keep a caliper or caliper in the pockets of a dressing gown.
6. Put the compass on the workbench with the tip away from you.
7. Do not grab the tip of the file with your fingers.
8. Do not blow off the sawdust, but sweep it away with a brush.

IV. Practical stage.

Practical work"Shank for a children's shovel."

1. Induction training

Students complete the task at their own workspace. To perform the work you will need: a carpentry workbench;

tools - thickness gauge, pencil, ruler, rasp, caliper, saw, planer, sandpaper, sanding block;

materials - a blank made of square-section hardwood (beech, oak, ash, maple, birch).

Acquaintance with the product is carried out during the conversation:

What is the purpose of this product?

What kind of wood is suitable for this product?

What determines the shape and length of the product?

The teacher finds out if there are any among the students who want to suggest the shape and size of the product. All offers are considered. The best idea is chosen.

Teacher. Look carefully at the itinerary(Attachment 1) and a drawing of the product “Shank for a shoulder blade”.

Students receive blanks, tools and begin to manufacture the product.

(The teacher exercises control, individual work.

V. Reflective - evaluation stage.

Teacher . Consider possible errors and their causes.

Possible errors and their causes:

1. The part during processing is obtained with a variable diameter along the entire length. (When processing a part cutting tool was allowed to go beyond the boundaries of the markup).

• Monitoring the performance of work with a sherhebel, planer, rasp.

Chips occur during planing wood material in the processing plane. (Planing against the grain of the wood or into the bone knots).

• Reduce the output of the cutting edge of the sherhebel or planer; rotate the workpiece 180°.

1. Misalignment of the end of the part when sawing with a hacksaw. (Poor fixing of the part; not used when sawing the miter box).

Mark around the entire circumference of the part. Control the sawing process.

Consolidation of the studied material

Teacher . I ask you to take a test.

Test. "Production of cylindrical parts)

1. What tool is needed to mark a cylindrical part?

a) square, thickness gauge, ruler;

b) ruler, square;

c) ruler, square, thickness gauge, pencil;

d) pencil, ruler.

1. By how much should the width of the bar be greater than the diameter of the product?

a) by 5-7 mm; c) by 1-2 mm.

b) by 10 mm;

1. What tool is used to measure the diameter?

a) ruler; c) surface gauge;

b) caliper; d) a square.

1. What tool can be used to make an octahedron from a square?

a) using a file;

b) using a sandpaper;

c) with the help of a chisel;

d) using a planer.

1. What is the difference between a marking compass and a caliper?

a) the length of the legs (for calipers they are longer);

Teacher . The leaves have changed. We do a cross check.

(Teacher names the correct answers, students check)

Who answered correctly to all questions - mark "5";

Who answered four questions - mark "4";

Who answered three questions - mark "3".

Teacher. Homework: prepare a message on the topic: "Wood turning machines"

Bibliography

1. Technology : A textbook for grades 6 of educational institutions: an option for boys. / Ed. V. D. Simonenko. 4th ed., revised Enlightenment, 2008.
2. Technology : Technical work. Grade 6: Textbook for educational institutions / Ed. V. M. Kazakevich, G. A. Molevoy. Moscow: Bustard, 2004.

Mark the edges with a thickness gauge.

Subject: Manufacturing of cylindrical parts hand tool .Purpose: to acquaint students with the technology of manufacturing cylindrical and conical parts with a hand tool, to teach them how to make cylindrical parts correctly, to cultivate constructiveness and variability of thinking. Educational and educational tasks: 1. To form students' knowledge about the graphic representation of details.2. Develop cognitive interest when working with wood.3. To cultivate accuracy, hard work, respect for work. Equipment, visual aids: carpentry tools, carpentry workbench, planer, wooden blanks, hacksaws, safety posters. Type of lesson: combined Form of training: group, practical work - individual activity. Methods: verbal, visual, practical. The course of the lesson. I. Organizational moment. Checking readiness for the lesson. Entry of students into the workshop.II. Repetition of the material covered. In the previous lesson, we studied the topic “Graphic representation of cylindrical parts”. And today you must complete the practical work "Production of cylindrical parts with a hand tool." III. Presentation of the program material. Details of a cylindrical shape, which in cross section have the shape of a circle of constant diameter, can be made from square bars. Bars are usually sawn out of boards (Fig. 1a). The thickness and width of the bar should be 1 ... 2 mm more than the diameter of the future product, taking into account the allowance (reserve) for processing. Before manufacturing a round part from a bar, it is marked. To do this, at the ends of the workpiece, the center is found by crossing the diagonals and a circle is drawn around it with a compass with a radius equal to 0.5 of the workpiece diameter (Fig. 1b). Tangent to the circle from each end, with the help of a ruler, draw the sides of the octahedron and outline with a thickness gauge lines 1 of the cut edges of width B on the sides of the workpiece. The workpiece is fixed on the cover of the workbench between wedges or installed in a special device (prism) (Fig. 1 e ).Rice. 1. The sequence of manufacturing a cylindrical part with a hand tool: a - sawing a square bar out of a board; b - marking the ends and edges of the workpiece; c - octagonal shape of the workpiece; d - sixteen-sided shape of the workpiece; d - processing of a round shape with a file; e - cleaning with a sandpaper. The edges of the octahedron are cut with a sherhebel or planer to the marking lines of the circle (Fig. 1 c). Once again, tangents to the circle are drawn, lines 2 are outlined along the ruler and the faces of the hexagon are sharpened (Fig. 1 d). Further processing is carried out across the fibers with a rounding of the shape, first with a rasp, and then with files with finer notches (Fig. 1 e). The cylindrical surface is finally treated with a sandpaper. In this case, one end of the workpiece is fixed in the clamp of the workbench, and the other is covered with sandpaper and rotated. Sometimes the workpiece is wrapped with sandpaper, clasped with the left hand, and rotated with the right hand and moved along its axis of rotation (Fig. 1f). Similarly, the workpiece is ground from the other end. The diameter of the part is measured with a caliper first on the part (Fig. 2 a), and then it is checked with a ruler (Fig. 2 b). 2. Control of the diameter of a round part: a - measuring the size with a caliper; b - reading the size on the ruler The sequence of all the listed operations when obtaining a cylindrical billet from a square bar can be recorded in the route map. This map records the sequence (route, path) of processing one part. Route map. Making a handle for a shovel. No. Sequence of work octahedron, draw the sides of the octahedron on the edges with a thickness gauge4 Fix the workpiece on the workbench and cut the edges until an octahedron is obtained5 Mark the workpiece from the ends to the hexagon, draw on the edges along the ruler of the sides of the hexagon6 Fix the workpiece on the workbench and cut the edges to obtain a hexahedron7 Clean the part with a rasp until a cylindrical shape8 Check the diameter details with calipers and a ruler. If necessary, process to the desired size9 Mark the length of the cone and its diameter on the end of the part10 Plane the cone with a planer11 Rasp the chamfer from the other end of the part12 Clean the product with sandpaperIV. Practical part. Develop a drawing and draw up a route map for the manufacture of a cylindrical or conical product. Mark and make a handle for a shovel according to the drawing) and a route map. V. Current briefing. Safety precautions when working with cutting tools. Correct fixing of workpieces. Correction common mistakes during work.VI. Consolidation of the material covered. - What is the sequence of manufacturing a part of a cylindrical and conical shape? - How to measure the diameter of a part with a caliper? - What is recorded in the route flow chart? VII. Final part. Evaluation. Reflection. Cleaning of workplaces and workshops

6. Production of cylindrical and conical parts with hand tools

Cylindrical parts, which in cross section have the shape of a circle of constant diameter, can be made from square bars. Bars are usually sawn out of boards (Fig. 22, a). The thickness and width of the bar should be 1 ... 2 mm more than the diameter of the future product, taking into account the allowance (reserve) for processing.

Before manufacturing a round part from a bar, it is marked out. To do this, at the ends of the workpiece, the center is found by crossing the diagonals and a circle is drawn around it with a compass with a radius equal to 0.5 of the diameter of the workpiece (Fig. 22, b). Tangent to the circle, from each end, with the help of a ruler, draw the sides of the octahedron and outline with a planer the lines 1 of the mated edges of width B on the sides of the workpiece.

The workpiece is fixed on the cover of the workbench between the wedges or installed in a special fixture (prism) (Fig. 22, e).

The edges of the octahedron are cut with a sherhebel or planer to the marking lines of the circle (Fig. 22, c).

Once again, tangents to the circle are drawn, lines 2 are drawn along the ruler and the faces of the hexagon are cut off (Fig. 22, d).

Further processing is carried out across the fibers with rounding the shape first with a rasp, and then with files with finer notches (Fig. 22, e).

The cylindrical surface is finished with sandpaper. At the same time, one the end of the workpiece is fixed in the clamp of the workbench, and the other fit with sandpaper and rotate it. Sometimes the workpiece is wrapped with sandpaper, clasped with the left hand, and rotated with the right hand and moved along its axis of rotation (Fig. 22, f). Similarly, the workpiece is ground from the other end.

The diameter of the part is measured with a caliper first on the part (Fig. 23, a), and then it is checked with a ruler (Fig. 23, b).

The sequence of all these operations when obtaining a cylindrical billet from a square bar can be written in route map. In this map, the sequence (route, path) of processing one part is recorded. Table 2 shows a route map for the manufacture of a handle for a shovel. On fig. 24 shows a drawing of a handle for a shovel. Practical work Production of a cylindrical product 1. Develop a drawing and draw up a route map for the manufacture of a cylindrical or conical product, for example, shown in fig. eleven. 2. Mark and make a handle for a shovel according to the drawing (Fig. 24) and route map (Table 2). New terms: Caliper, route map. Questions and tasks. 1. What is the sequence for manufacturing a cylindrical and conical part? 2. How to measure the diameter of a part with a caliper? 3. What is recorded in the route technological map?