The document discusses engineering drawing and constructing diagonal scales. It provides examples of constructing scales with representative fractions of 1:50, 1:4000, 1:32, and 1:66 2/3 to measure distances in meters, decimeters, centimeters, yards, feet and inches. It explains that a diagonal scale is used to accurately measure very small distances or distances in multiple units. The key steps to construct a scale are to determine the representative fraction, units to represent, maximum length to measure, and scale length using the formula: Length of scale = Representative Fraction x Maximum Length.
Scales
THIS SLIDE CONTAINS WHOLE SYLLABUS OF ENGINEERING DRAWING/GRAPHICS. IT IS THE MOST SIMPLE AND INTERACTIVE WAY TO LEARN ENGINEERING DRAWING.SYLLABUS IS RELATED TO rajiv gandhi proudyogiki vishwavidyalaya / rajiv gandhi TECHNICAL UNIVERSITY ,BHOPAL.
Scales
THIS SLIDE CONTAINS WHOLE SYLLABUS OF ENGINEERING DRAWING/GRAPHICS. IT IS THE MOST SIMPLE AND INTERACTIVE WAY TO LEARN ENGINEERING DRAWING.SYLLABUS IS RELATED TO rajiv gandhi proudyogiki vishwavidyalaya / rajiv gandhi TECHNICAL UNIVERSITY ,BHOPAL.
This presentation is very useful for students who are just beginning their journey to learn Engineering graphics.
It has a very basic explanation with simple to complex example strategy
All given topics covered with animations how to solve problem of E.G.
1. Scales
2. Engineering Curves - I
3. Engineering Curves - II
4. Loci of Points
5. Orthographic Projections - Basics
6. Conversion of Pictorial View into Orthographic Views
7. Projections of Points and Lines
8. Projection of Planes
9. Projection of Solids
10. Sections & Development
11. Intersection of Surfaces
12. Isometric Projections
13. Exercises
14. Solutions – Applications of Lines
This presentation is very useful for students who are just beginning their journey to learn Engineering graphics.
It has a very basic explanation with simple to complex example strategy
All given topics covered with animations how to solve problem of E.G.
1. Scales
2. Engineering Curves - I
3. Engineering Curves - II
4. Loci of Points
5. Orthographic Projections - Basics
6. Conversion of Pictorial View into Orthographic Views
7. Projections of Points and Lines
8. Projection of Planes
9. Projection of Solids
10. Sections & Development
11. Intersection of Surfaces
12. Isometric Projections
13. Exercises
14. Solutions – Applications of Lines
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. A diagonal scale is used when very minute distances such
as 0.1 mm etc. are to be accurately measured or when measurements are
required in three units; for example, dm, cm and mm, or yard, foot and
inch.
Problem. 1. Construct a diagonal scale of 1:50 to read metre, decimetre
and centimeter and long enough to measure up to 5 metre.
Mark a distance of 2.56m.
(i) R.F=1/50
(ii) Unit to be shown=1m, 1dm, 1cm
(iii) Maximum length=5m
(iv) Length of scale=R.F x Maximum length= 1/50 x5m=1/50x
500cm=10cm
4. Construct a diagonal scale of R.F=1/4000 to show, metres and
long enough to measure up to 500 metres. Shows the distance
of 374 metres.
Data
(i) R.F= 1/4000
(ii) Unit to be shown= 1m
(iii) Maximum length= 500m
(iv) Length of scale=R.F x maximum length= 1/4000x500m=
1/4000x500x100cm=12.5cm
5. 0 100 200 300 400
Metre
Metre
100
R.F=1/4000
374m
50
10
8
6
4
2
Metre
6. Problem.3. Construct a diagonal scale of R.F=1/32 showing
yards, feet and inches and to measure up to 4 yards. To show a
distance of 1 yard, 2 feet and 7 inches.
(i) R.F= 1/32
(ii) Unit to be shown= 1y, 1ft, 1inch
(iii) Maximum length= 4yards
(iv) Length of scale=R.Fx Maximum
length=1/32x4yard=1/32x4x3ft=1/32 x 12x12 inches= 4
1/2inches
PQ=1y-2f-7inches
8. Construct a diagonal scale of 3: 200 i.e. 1:66 2/3
showing metres, decimetres and centimetres and to
measure up to 6 metres.
9. When drawings are drawn smaller than the actual size
of the objects (as in case of buildings, bridges, large
machines etc.) the scale used is said to be a reducing
scale (1 : 5). Drawings of small machine parts,
mathematical instruments, watches etc. are made larger
than their real size. These are said to be drawn on an
enlarging scale (5 : 1 ).
10. The scales can be expressed in the following three ways:
(1) Engineer’s scale: In this case, the relation between the
dimension on the drawing and the actual dimension of the
object is mentioned numerically in the style as 10 mm = 5 m
etc.
2) Graphical scale: The scale is drawn on the drawing itself.
As the drawing becomes old, the engineer's scale may shrink
and may not give accurate results.
However, such is not the case with graphical scale because if
the drawing shrinks, the scale will also shrink. Hence, the
graphical scale.is commonly used in survey maps.
11. (3) Representative fraction: The ratio of the length of
the object represented on drawing to the actual length
of the object represented is called the Representative
Fraction (i.e. R.F.).
R.F. = Length of the drawing/Actual length of object
When a 1 cm long line in a drawing represents 1 metre
length of the object, the
R.F. is equal to 1cm/1m = 1cm/1x100cm=1/100
and the scale of the drawing will be
1 : 100 or 1/100 full size.
12. The R.F. of a drawing is greater than unity when it is
drawn on an enlarging scale. For example, when a 2 mm
long edge of an object is shown in a drawing by a line
1cm long, the R F is 1 cm/2mm=10mm/2mm= 10/2= 5
such a drawing is said to be drawn on scale 5 : 1 or five
times full-size.
13. The scales used in practice are classified as under:
(1) Plain scales (4) Vernier scales
(2) Diagonal scales (5) Scale of chords.
(3) Comparative scales
14. When an unusual scale is used, it is constructed on the
drawing sheet. To construct a scale the following
information is essential:
(1) The R.F. of the scale.
(2) The units which it must represent, for example,
millimeters and centimeters, or feet and inches
etc.
(3) The maximum length which it must show.
The length of the scale is determined by the formula:
Length of the scale = R.F. x maximum length required
to be measured.
15. In every scale,
(i) The zero should be placed at the end of the first main
division, i.e. between the unit and its sub-divisions.
(ii) From the zero mark, the units should be numbered to
the right and its sub-divisions to the left
(iii) The names of the units and the sub-divisions
should be stated clearly below or at the
respective ends.
(iv) The name of the scale (e.g. scale, 1 : 10) or its R.F.
should be mentioned below the scale.
16. A plain scale consists of a line divided into suitable number of
equal parts or units, the first of which is sub-divided into
smaller parts. Plain scales represent either two units or a unit
and its sub-division
17. Problem 1. Construct a scale of 1:4 to show centimetres and
long enough to measure up to 5 decimetres. Measure on it a
distance of 3.7dm.
0 1 2 3 4
Decimetres
Centimetres
10 5
R.F=1/4
3.7dm
18. Steps
(i) Determine R.F. of the scale.1/4
(ii) Determine length of the scale.
Length of the scale = R.F. x maximum length = 4 x 5 dm = 12.5 cm.
(iii) Draw a line 12.5 cm long and divide it into 5 equal divisions,
each representing 1 dm.
(iv) Mark O at the end of the first division and 1, 2, 3 and 4 at the end
of each subsequent division to its right.
(v) Divide the first division into 10 equal sub-divisions, each
representing 1 cm.
(vi) Mark ems to the left of O as shown in the figure.
To set-off any distance, say 3.7 dm, place one leg of the divider on
3 dm mark and the other on 7 cm mark. The distance between the
ends of the two legs will represent