Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G.

Holmes Cone Development, Surface Created by Cylindrical Interruption Cone development is not particularly difficult, but as intersections may create curved surfaces that cannot be developed through direct projection, drawing complexity increases considerably and additionally in the use of Splines to create the curvature of these developed surfaces.

Figure 2-1: Cone, solid model, with cylindrical void regular to its axis, over center

Figure 2-2: Cone, wire frame solid model in orthographic projection of Figure 2-1

Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G. Holmes Right, Regular Cone Development For an uninterrupted right cone (Figure 2-3), development is simplified by the geometric and mathematical relationship. The true length of the side of the cone forms the radius of the circular pattern in its development, and the angle to fill is a function of the cones base radius divided by true length the side, and then multiplied by 360, as follows (R/S x 360):

Figure 2-3: Cone, right regular, and geometric/mathematical relationship for development

Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G. Holmes Cone, Orthographic Projection, Preceding Development Drawings Interrupted cones, as in Figure 2-1, and Figure 2-2, require several additional steps to account for irregularity in their development, which begins with orthographic drawings of the object being considered. Figure 2-2 illustrates the orthographic projection of the cone in Figure 2-1, but in a wire frame visualization of the solid model. Solid modeling, however, is inadequate in the extraction of information necessary in the development of this cone, thus, 2-D drafting (orthographic projection) will be utilized, and as can be seen in Figure 2-4, this process can become somewhat tedious. This tutorial will attempt to guide you through the steps at creating such developments, adjunct to the assigned text book.

Figure 2-4: Orthographic representation of cone illustrated in Figure 2-1 and Figure 2-2

Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G. Holmes Cone, Orthographic Projection, Delineation of Area of Interest Since the prism being demonstrated is a right, regular cone (uniform slant with perpendicular axis), our area of interest with respect to projection is contained within the removed cylindrical portion. The cones regularity allows us to slice the front view into any number of sections desired and draw projected, concentric circles in the top view corresponding to the intersection of these slices at the cones true edge. Where these represented slices (lines) in the front view intersect with the interrupting geometry (removed cylinder) projecting to the corresponding circles in the top view provides a point of delineation for creating the top view geometry. Accordingly, when projected from the top and front views, we acquire point information for the right side view, Figure 2-5. Splines connecting each of these points provide the resulting outlines of the curved features for each view. The information we extract from these orthographic drawings, specifically the top and front views, will provide us with the information to create the development of the surface that represents the intersected area of the cone

Figure 2-5

Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G. Holmes Cone, Orthographic Projection, Delineated Area of Interest Developing the surface representing the void caused by the intersecting cylinder is a matter measurement, either manually, or by using AutoCAD. It is, however, a tedious process in either case, and careful placement of reference characters is essential in producing the desired results. What we need to know is the length of the line segment at each interval where the projection line crosses its corresponding ring in the top view. This reveals to us the width of the curved surface at each height interval Figure 2-6. In the step following this, we must find the individual arc lengths between these intervals se we can match the width of the curve at a specific height on the cone to the interval represented by the arc between the slices Figure 2-7.

Figure 2-6

Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G. Holmes Cone, Arc Measurement for Linear Layout of Development Since we cannot project a curve in a revolved view, we will have to discover its length mathematically, or by using the tools in AutoCAD. In this case, viewing the properties of the arc in the front view indicates a length of 87.9646mm. (Exercise 7.48-4 in the assigned text) Accordingly, we must also know the lengths of the arc segments between each section to appropriately space the widths discovered in Figure 2-6. In CAD, you can copy the objects, trim between the sections, and reveal their lengths from the properties palette or in the LIST command. An AutoCAD Table is used in the example (Figure 2-7), and after checking the lengths of each arc, they were copied into the table to the right. Note that the total generated total matches the arc length previously measured (AutoCAD Tables have XLS functionality).

Development Tutorial 2, Part 1, Cone w/ Curved Void, CAD-212, Fall 2010, Bryan G. Holmes Cone, Combining Elements in Surface Development Spacing the developed surface widths at selected points, as derived in from the top view (represented by the line lengths crossing the slices) the distance of the linear arc length as acquired in their properties (listed in the table) provides the pattern for utilizing the SPLINE command in AutoCAD in connecting these points. This pattern now represents the surface that is created by the cylinder interruption of the sample cone (Figure 2-8). The next section Development Tutorial 2B will deal with that development of the cones sides. Please use this sample in the development problem already assigned (Exercise 7.48-2), as similarities present in both problems, and methodology is identical.

Figure 2-8