I am a mechanical engineering student and I am facing a problem.
I have to make the graph of the connections of this technical drawing but I am stuck because I am not sure if part n°4 really belongs to part n°2 whose whole I have colored in red.
In addition, I can't understand how part n°4 is linked to room n°2 if it is well connected. I don't see any screws or other means of tightening.
Commentary from mechanic or other is welcome. I need help please, I 've been on it for two days...
I think that people (or worse if they are dusty teachers) who give drawings like that are terrorists. Wasting students' time with this kind of plan at the c.. which must date from 1857 is really rubbish. There is so much to do with drawings to meet today's standards that doing this kind of thing makes me want to unpin gonads.
[OFF Lead Punch MODE]
@ Azumpo Can you post the uncolored drawing as well as all the data of the problem posed, it would perhaps allow you to see more clearly
Hi @Rim-b
It reminds me of a tool that allows you to block or index something on an axial displacement. There are some missing views which does not make the whole drawing very explicit hence the "farting mode" above. Happy holidays: -)
By screwing or unscrewing part 3 into part 1, this has the effect of sliding part 2 into part 1 and thus bridling or unbridling part 4 via the V-shape. Rooms 2 and 4 are 2 separate rooms, that's also why there are 2 bubbles...
I quite agree with Zozo_mp's comments, if it's a teacher who distributes this kind of plan well it's high time he retires...
It's still useful to know how to read an old map and as d.roger points out if there are two bubbles it's not for nothing.
After that, what annoys me is to see students/pupils who come here to be faced with their work. Knowing how to ask questions is good, but knowing how to think and take time on a subject is also good.
Between the Millennials who don't know how to think and the new interns who are forced to type a 1/10 ration calculation on google to get the result, I'm disappointed.
Sorry his grave on you but there are more and more questions related to TDs and even if the people here are very nice and answer your questions it won't help you for later and it won't help our companies either....
Good! You're right @Mandragore but even I who have understood for 15 days what a right and left view is thanks to the forum: it still took me more than an hour to come up with a hypothesis that may be totally stupid by the way.
I made a 3D PDF drawing of what I understood.
I didn't make the "Green-yellow screw" of blocking which does not represent any particular difficulty
(to read the 3D PDF double click on the link ==> option at the top right ==> Approve document ==> loading with a tiny watch ==> after a few seconds click on the center of the screen and the 3D part can then be manipulated in all directions.
Zozo_mp it's great that you're understood that I haven't even seen the subject that deals with the question!
I will have to show it to my trainee, when I asked him to show me the front view he managed to mount me 6 times the side/top views before moving to the front I thought I was going to give in and take the mouse! Sorry I'm letting go, it must be the tiredness of New Year's Eve.
Azumpo, the principle is that the clamping screw (3) slides part 2 into part 1, which serves as a guide, and comes to "fix" part 4 by tightening.
Being an IS teacher from what I see I will be able to take my machine plans out of the driver's manual (https://gallica.bnf.fr/ark:/12148/bpt6k3769047/f5.image), there are some really nice plans......
I think Zozo_mp was misled by the coloring of the drawing, its quality, the annotations and the number of reproductions.
Apparently someone used it to show the matching traits between the frames in addition to using it for kinematic modeling. I think we can imagine the original drawing being:
(Thread representation not included)
The system is therefore a clamping system with V for cylindrical part (a kind of vice)
Thank you for your responsiveness, efficiency and help.
As for the functioning of the mechanism, I understood it well, but it was indeed this part n°4 that caused me problems because I didn't understand what it corresponded to.
Thank you @Rim_B for your responsiveness but in your answer I think you meant "slide 2" and not "slide 4".
Thank you @Zozo_mp and @maldoror00 for your illustrations of the problem, I'm very visual and this piece 4 was totally blocking me.
Thank you @d.roger for the story of the bubble. I knew it was a clue but the doubt persisted. Moreover, I realized the inconsistency later on the groups of links, the equivalent links and the graph of the links. There cannot be three groups. So there are 4 of them.
@mandragore
Don't worry, I didn't come to this forum to do my job but to enlighten me after having tried in vain to find a lead on the internet.
I am in ATS prep and this exercise is the simplest of the homework of mechanics. It is true that the drawing is of poor quality following the many reproductions and this is what blocked me since the piece n°4 has a dotted part while it is supposed to be totally visible on the top view. That 's all, I'm stuck on details but that doesn't prevent me from understanding how the rest of the mechanism works.
Thank you all for your help in any case.
I'm sending you an image of the plan without the coloring. I'm going to color room no.4 with another color as a result.
There is a mistake in the subject, I don't think it is a "mechanical reducer"...
