The document discusses scales used in technical drawings to represent objects that are too large or too small to draw at their actual dimensions. It defines scale as the ratio between the dimensions of an object in a drawing compared to the actual object. Different types of scales are used - reduced scales make drawings smaller, actual scales are the same size, and enlarged scales make drawings bigger. Examples are provided of calculating scales based on given dimensions. The key steps to working with scales are also outlined.
Types of Technical & Engineering Drawing Lines and Their Usesterihagh
This PDF article contains figures and explanations of various types of lines used in technical & engineering drawing practice, and their application or uses.
in Engineer’s language scale means the proportion or ratio between the dimensions adopted for the drawing and the corresponding dimensions of the object.
Types of Technical & Engineering Drawing Lines and Their Usesterihagh
This PDF article contains figures and explanations of various types of lines used in technical & engineering drawing practice, and their application or uses.
in Engineer’s language scale means the proportion or ratio between the dimensions adopted for the drawing and the corresponding dimensions of the object.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Representing objects
Some objects cannot be represented in their real
dimensions because they are much larger than the
drawing paper.
Representation on objects
3. Representing objects
Another ones cannot be represented in their real
dimensions because they are soo small than it
would be impossible to draw them with the
necessary precision.
Representation on objects
This is a fly in its actual
dimensions.
But, can you see any
detail?
And now?
4. Representing objects
The solution to this problem is to, proporcionally,
reduce or amplify all the dimensions of the object.
Representation on objects
yes
no
5. Scales
The ratio between the
dimensions of the drawing
and the dimensions of the
actual object is called scale.
Representation on objects
Scale =
Dimensions of the object in the drawing
Dimensions of the actual object
Mathematically, it´s expresed as:
6. Scales
A scale is, for example, 1:2.
Representation on objects
Scale =
Dimensions of the object in the drawing
Dimensions of the actual object
According to the mathematical formula it
means that 1cm in the drawing is 2 cm in the
real .
But, what does it mean?
S =
1
2
S =
1
2
7. Scales S = 1:2
Representation on objects
1cm in the drawing corresponds to 2 cm in
actual object.
OR
1km in the drawing corresponds to 2 km in
actual object.
OR
1mm in the drawing corresponds to 2 mm in
actual object.
OR…
Because scales are
ratios.
It implies
scales
haven´t got
units.
8. Scales
Representation on objects
The ratio is: 2 squares 6 squares, or, wha´t
is the same, 1 square 3 squares, so, it´s
reduced three times.
So, the scale is 1:3
6 squares 2 squares
9. Scales
There are different types of scales:
Representation on objects
Reduced
scale
The draw is
smaller than the
real object
Actual
scale
The draw is
like
the real object
Enlarged
scale
The draw is
bigger than the
real object
10. Scales: reduced scale
Representation on objects
Reduced
scale
The draw is
smaller than the
real object
It´s used to represent big
objects, so they can be drawn
on paper
The standard reduced scales are
1:2, 1:5, 1:10, 1:20, 1:50; 1:500, ….
Other not standard reduced scales are
1:7, 3:8…
E:1:100
We have reduced
100 times the real
size of the elephant
11. Scales: actual scale
Representation on objects
Actual
scale
The draw is the
same than the
real object
It´s used to represent medium
objects, that can be drawn on
paper
The only standard actual scale is 1:1
Other not standard actual scales are 2:2,
3:3, 59:59…
E:1:1
We haven´t reduced
or amplified the real
size of the hamster
12. Scales: enlarged scale
Representation on objects
Enlarged
scale
The draw is
bigger than the
real object
It´s used to represent small
objects, so they can see them
on paper
The standard enlarged scales are
2:1, 5:1, 10:1, 20:1, 50:1; 100:1, ….
Other not standard enlarged scales are
9:1, 14:5…
We have enlarged
100 times the real
size of the mosquito
E:50:1
13. How can you work with scales?
Let´s solve this problem:
Representation on objects
The distance between Zaragoza and Huesca is 4 cm in
the map.
The real distance is 72 km.
So, whay scale have we used?
We´ll always follow these steps:
1. Summary the data.
2. Write the formula
3. Replace the letters in the formula
with the numeric dates
4. Solve the equation.
5. Remark the result
14. How can you work with scales?
Representation on objects
The distance between Zaragoza and Madrid is 4 cm in the map.
The real distance is 72 km.
So, whay scale have we used?
1. Summary the dates.
DATA:
Scale= ?
Real size=72 km= 7200000 cm
Drawing size=4 cm
Notice the real size must be
expressed in the same units
as the drawing size
15. How can you work with scales?
Representation on objects
The distance between Zaragoza and Madrid is 4 cm in the map.
The real distance is 72 km.
So, whay scale have we used?
2. Write the formula
DATA:
Scale= ?
Real size=72 km= 7200000 cm
Drawing size=4 cm
S=
Drawing size
Real size
16. How can you work with scales?
Representation on objects
The distance between Zaragoza and Madrid is 4 cm in the map.
The real distance is 72 km.
So, whay scale have we used?
3. Replace the letters in the formula
with the numeric datesDATA:
Scale= ?
Real size=72 km= 7200000 cm
Drawing size=4 cm
S=
Drawing size
Real size
S=
4
7200000
17. How can you work with scales?
Representation on objects
The distance between Zaragoza and Madrid is 4 cm in the map.
The real distance is 72 km.
So, whay scale have we used?
4. Solve the equation or simplify it
DATA:
Scale= ?
Real size=72 km= 7200000 cm
Drawing size=4 cm
S=
Drawing size
Real size
S=
4
7200000
S=
1
1800000
18. How can you work with scales?
Representation on objects
The distance between Zaragoza and Madrid is 4 cm in the map.
The real distance is 72 km.
So, whay scale have we used?
5. Remark the result
DATA:
Scale= ?
Real size=72 km= 7200000 cm
Drawing size=4 cm
S=
Drawing size
Real size
S=
4
7200000
S=
1
1800000
S=1:1800000
19. How can you work with scales?
Representation on objects
1. Summary the dates.
DATA:
Scale= 1:100
Real size= ?
Drawing size=4.5 cm
This drawing is 4,5 cm high. If we have used a
1:100 scale, how high is the real rocket?
20. How can you work with scales?
Representation on objects
2. Write the formula
DATA:
Scale= 1:100
Real size= ?
Drawing size=4.5 cm
This drawing is 4,5 cm high. If we have used a
1:100 scale, how high is the real rocket?
S=
Drawing size
Real size
21. How can you work with scales?
Representation on objects
3. Replace the letters in the formula with the
numeric dates
DATA:
Scale= 1:100
Real size= ?
Drawing size=4.5 cm
This drawing is 4,5 cm high. If we have used a
1:100 scale, how high is the real rocket?
S=
Drawing size
Real size
=
4,5
x
1
100
22. How can you work with scales?
Representation on objects
4. Solve the equation or simplify it
DATA:
Scale= 1:100
Real size= ?
Drawing size=4.5 cm
This drawing is 4,5 cm high. If we have used a
1:100 scale, how high is the real rocket?
S=
Drawing size
Real size
=
4,5
x
1
100
x=
100 x 4,5
1
x = 450 cm
23. How can you work with scales?
Representation on objects
5. Remark the result
DATA:
Scale= 1:100
Real size= ?
Drawing size=4.5 cm
This drawing is 4,5 cm high. If we have used a
1:100 scale, how high is the real rocket?
S=
Drawing size
Real size
=
4,5
x
1
100
x=
100 x 4,5
1
x = 450 cm
Real size =4,5 m
24. How do you know what scale to
draw an object at?
Representation on objects
Let´s solve this problem now:
You want to draw a bus measuring 5 m long an 2 m high
on a sheet of DIN A4 paper (210 x 297 mm).
What scale you must use?
25. How do you know what scale to
draw an object at?
Representation on objects
You want to draw a bus measuring 5 m long an 2 m high
on a sheet of DIN A4 paper (210 x 297 mm).
What scale you must use?
Remember your bus must fit on the two
dimensions, long and high.
Remember that scales are ratios.
26. How do you know what scale to
draw an object at?
Representation on objects
You want to draw a bus measuring 5 m long an 2 m high
on a sheet of DIN A4 paper (210 x 297 mm).
What scale you must use?
Divide the long of the bus by the long of
the sheet, and you´ll know how many
times can you reduce the bus size.
= 16,83
5000
297
You can reduced your bus more
than 16 times, that is, 17 times
27. How do you know what scale to
draw an object at?
Representation on objects
You want to draw a bus measuring 5 m long an 2 m high
on a sheet of DIN A4 paper (210 x 297 mm).
What scale you must use?
Divide the high of the bus by the high of
the sheet, and you´ll know how many
times can you reduce the bus size.
= 9,52
2000
210
You can reduced your bus more
than 9 times, that is, 10 times
28. How do you know what scale to
draw an object at?
Representation on objects
You want to draw a bus measuring 5 m long an 2 m high
on a sheet of DIN A4 paper (210 x 297 mm).
What scale you must use?
Considering the long, you can reduce the
bus dimensions 17 times.
Considering the high, you can reduce the
bus dimensions 10 times.
So, yo must reduce the
dimensions 17 times
E= 1:17
(If we only reduce them 9 times, it won´t fit the lenght)
