Hi,

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RW

Roger Whiteley

Mon, Jan 16, 2023 10:17 AM

The way I approach the impact of translate and rotate is to consider the

object upon which the transformations are to be executed:

Transformations are executed in reverse order -

SECOND FIRST OBJECT

rotate ([0,0,10]) translate ([100,0,0]) cube ([10,10,10]);// a

cube, transformed along X by 100 then rotated in Z

translate ([100,0,0]) rotate ([0,0,10]) cube ([10,10,10]);// a cube

rotated in Z by 10 degrees then transformed along X by 100

Which is why I use this form when editing [something discussed in Vol

93, Issue 30, search for Style Questions]

```
rotate ([0,0,10])
translate ([100,0,0])
cube ([10,10,10]);// a cube transformed in X then rotated
around the Z axis.
```

The trick of putting a % in front of the object really helps when using

difference () in Preview mode, because the object shows up where its

positioned, which can explain why the result of difference () is not as

expected.

I found the semantics of Mathematics enormously difficult as a teenager,

because my brain works with pictures far more effectively than

descriptions - OpenSCAD's brilliance is an instant result - OpenSCAD

would make a wonderful teaching tool for geometry..

The way I approach the impact of translate and rotate is to consider the
object upon which the transformations are to be executed:
Transformations are executed in reverse order -
SECOND FIRST OBJECT
rotate ([0,0,10]) translate ([100,0,0]) cube ([10,10,10]);// a
cube, transformed along X by 100 then rotated in Z
translate ([100,0,0]) rotate ([0,0,10]) cube ([10,10,10]);// a cube
rotated in Z by 10 degrees then transformed along X by 100
Which is why I use this form when editing [something discussed in Vol
93, Issue 30, search for Style Questions]
rotate ([0,0,10])
translate ([100,0,0])
cube ([10,10,10]);// a cube transformed in X then rotated
around the Z axis.
The trick of putting a % in front of the object really helps when using
difference () in Preview mode, because the object shows up where its
positioned, which can explain why the result of difference () is not as
expected.
I found the semantics of Mathematics enormously difficult as a teenager,
because my brain works with pictures far more effectively than
descriptions - OpenSCAD's brilliance is an instant result - OpenSCAD
would make a wonderful teaching tool for geometry..

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