To the authors of this text, teaching graphics is not a job; it is a "life
mission." We feel that teaching is an important profession, and that the
education of our engineers is critical to the future of our country. Further,
we believe that technical graphics is an essential, fundamental part of a technologist's
education. We also believe that many topics in graphics and the visualization
process can be very difficult for some students to understand and learn. For
these and other reasons, we have developed this text, which addresses both traditional
and modern elements of technical graphics, using what we believe to be an interesting
and straightforward approach. In Chapter 1 you will learn about the "team" concept
for solving design problems. The authors of this text used this concept, putting
together a team of authors, reviewers, industry representatives, focus group,
and illustrators, and combining that team with the publishing expertise at WCB/McGraw-Hill
to develop a modern approach to the teaching of technical graphics. Engineering and technical graphics have gone through significant
changes in the last decade, due to the use of computers and CAD software. It
seems as if some new hardware or software development that impacts technical
graphics is occurring every year. Although these changes are important to the
subject of technical graphics, there is much about the curriculum that has not
changed. Engineers and technologists still find it necessary to communicate
and interpret designs, using graphics methods such as drawings or computer models.
As powerful as today's computers and CAD software have become, they are of little
use to engineers and technologists who do not fully understand fundamental graphics
principles and 3-D modeling strategies, or do not possess a high-level visualization
ability. This new-generation graphics text is therefore based on the
premise that there must be some fundamental changes in the content and process
of graphics instruction. Although many graphics concepts remain the same, the
fields of engineering and technical graphics are in a transition phase from
hand tools to the computer, and the emphasis of instruction is changing from
drafter to 3-D geometric modeler, using computers instead of paper and pencil.
Much of this text is still dedicated to the instruction of graphics using hand
tools, but the instruction is generic, so that either hand tools or computers
can be used. A reasonable mix of hand tool and computer tool instruction is
afforded by the use of CAD references. The primary goal of this text is to help the engineering and
technology student learn the techniques and standard practices of technical
graphics, so that design ideas can be adequately communicated and produced.
The text concentrates on the concepts and skills necessary to use both hand
tools and 2-D or 3-D CAD. The primary goals of the text are to show how to: - Clearly represent and control mental images.
- Graphically represent technical designs, using accepted standard practices.
- Use plane and solid geometric forms to create and communicate design solutions.
- Analyze graphics models, using descriptive and spatial geometry.
- Solve technical design problems, using traditional tools or CAD.
- Communicate graphically, using sketches, traditional tools, and CAD.
- Apply technical graphics principles to many engineering disciplines.
Acknowledgments We want to thank the following for reviewing this third edition: Larry Beuder, Loyola-Marymount
Robert A. Chin, East Carolina University
Ron De Vaisher, University of Evansville
Debra Dudick, Corning Community College
Robert Matthews, University of Louisville
Michael H. Pleck, University of Illinois- Urbana/Champaign
Clarence E. Teske, Virginia Polytechnic Institute and State University We would like to thank Len Nasman for all his work in the
first edition; Tom Sweeney, an expert in GDT from Hutchinson Technical College,
for authoring parts of Chapter 9; Pat McQuistion for his review and updating
of Chapter 9 to conform to ASME Y-14.5M-1994 standards in the second edition,
and to Ted Branoff for his major changes in the third edition; William A. Ross,
Purdue University, for his numerous ideas on designing the text and end-of-chapter
problems; Terry Burton for his review and input into the sketching chapter;
and H. J. de Garcia, Jr., University of Missouri-St. Louis, for contributing
problems used in this book. Accuracy checking of end-of-chapter problems was
done by Ted Branoff, North Carolina State University; Ed Nagle, Tri-State University;
Jim Hardell, Virginia Polytechnic Institute; and Murari Shah, Purdue University.
Special thanks to Peter Booker for the use of historical figures found in his
text, A History of Engineering Drawing. Thanks to Kevin Bertoline for
the solutions to some of the "Classic Problems" and sketches in the
third edition. Jason Bube and Travis Fuerst contributed updated and new illustrations
in the third edition. Special thanks must go to Michael Pleck from the University
of Illinois. Professor Pleck has spent countless hours reviewing the text and
giving the authors many ideas on how to improve the content. Professor Pleck
has shared his vast knowledge in graphics because of his dedication to the profession.
The authors are truly indebted to him and greatly appreciate all he has done. The authors would also like to thank the publisher, McGraw-Hill,
for its support of this project. This has been an expensive and time-consuming
process for the authors and the publisher. Few publishers are willing to make
the investment necessary to produce a comprehensive, modern graphics text from
scratch. The technical graphics profession is indebted to McGraw-Hill for taking
the risk of defining a discipline in transition. The authors would like to thank
Tom Casson, for his support and encouragement throughout the project; Bill Stenquist,
for the many hours he spent with the authors designing the contents and the
strategy necessary to complete a project of this size and complexity; John Wannemacher,
for his creative marketing and willingness to work with the authors to see that
instructors would understand the features of this text; and Kelley Butcher for
all the work she put into this project. She is simply the best developmental
editor with whom the authors have ever worked. Betsy Jones has given us the
support and direction needed to complete the project and stay focused at a time
when everything needed to be done "yesterday." Our thanks also to
the production staff at McGraw-Hill and Precision Graphics, especially Mary
Powers, J.C. Morgan, and Matt Harshbarger, who pulled the graphics and text
together into a beautifully designed and easy-to-use textbook. There are many
others at McGraw-Hill, who assisted on this project, and we are grateful for
all they have done to make this text a success. Gary Bertoline would like to especially thank his wife, Ada,
and his children, Bryan, Kevin, and Carolyn, for the sacrifices they made so
that he might fulfill this important mission in his life. His thanks also go
to Caroline and Robert Bertoline, who encouraged him to pursue his studies.
He would also like to thank all his colleagues, especially those at Purdue University
and The Ohio State University, his instructors at Northern Michigan University
who inspired him to pursue graphics as a discipline, and Wallace Rigotti who
taught him the basics. Finally, we would like to know if this book fulfills your
needs. We have assembled a "team" of authors and curriculum specialists
to develop graphics instructional material. As a user of this textbook, you
are a part of this "team," and we value your comments and suggestions.
Please let us know if there are any misstatements, which we can then correct,
or if you have any ideas for improving the material presented. Write in care
of the publisher, McGraw-Hill, or E-mail Gary R. Bertoline at grbertol@tech.purdue.edu.
Gary R. Bertoline
Eric N. Wiebe
Craig L. Miller
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