The implementation of the requirements of the main undergraduate educational program presupposes that graduates have developed certain competencies. This paper examines the impact of passive, active and interactive learning tools on learning outcomes. Groups with different approaches to teaching such disciplines as “Theoretical Mechanics”, “Technical Mechanics”, “Modeling in Engineering” are compared. The results of intermediate certifications in technical disciplines were monitored for several years. If we talk about mastery of theoretical material, the results of exams and coursework showed an increase in grades by approximately 3%. However, in the field of solving practical problems, the results are approximately 8–9% higher in groups where innovative pedagogical technologies were used. In addition, students developed the skills of searching for information, the ability to communicate orally and in writing, and working in a team.
technical disciplines
development of competencies
interactive teaching methods
1. Design of the main educational programs of a university in the implementation of level training based on federal state educational standards / ed. S.V. Korshunova. – M.: MIPC MSTU im. N.E. Bauman, 2010. – 212 p.
2. Raevskaya L.T. Professional competencies in the study of theoretical mechanics / L.T. Raevskaya // Education and science: current state and development prospects: a collection of scientific papers based on the materials of the International Scientific and Practical Conference on July 31, 2014: at 6 o’clock. Part 1. – Tambov: Ucom Consulting Company LLC, 2014. – pp. 143-144.
3. Buderetskaya I.V. Interactive teaching methods //Materials of the seminar “Interactive methods and innovative teaching technologies in the educational process” [Electronic resource]. – URL: http://nsportal.ru/nachalnaya-shkola/materialy-mo/2013/12/21/interaktivnye-metody-obucheniya (date of access: 06/09/2017).
4. Tatur Yu.G. Educational process at a university: methodology and design experience: textbook. allowance /Yu.G. Tatur. – M.: Publishing house of MSTU im. N.E. Bauman, 2009. – 262 p.
5. Rogova E.M. Features of organizing the learning process based on the case method. Methodical manual / ed. M.A. Malysheva / Modern technologies of teaching at a university (experience of the National Research University Higher School of Economics in St. Petersburg). – Department of operational printing of the National Research University Higher School of Economics – St. Petersburg, 2011. – 134 p.
In the federal state educational standards of higher education, a mandatory requirement for the results of mastering a bachelor's degree program is the formation of a certain set of competencies. The concept of competence includes modules - knowledge, skills, and personal qualities. “A modular educational program is a set and sequence of modules aimed at mastering the competencies necessary to assign a qualification.”
Innovative technologies are those that involve not so much mastering a discipline, but rather the formation of competencies, for which they use active and interactive teaching methods. Such technologies include, for example, information and communication technologies (involving computer science in the study of technical disciplines), personality-oriented technologies (developing students’ natural abilities, communication abilities), didactic (using new techniques, methods in the educational process), etc.
From the first meetings with students, teachers of technical disciplines must provide a specific understanding of the goals of studying the discipline, the contribution of this discipline to the formation of competencies. To achieve this, the educational program should provide mostly problem-based, research-based learning, motivating future graduates to acquire the required competencies. It is customary to identify several basic methods of organizing classes used by teachers in their field. The passive method is a form of interaction between the teacher and the student, in which the teacher is the main actor who controls the course of the lesson, and the students act as passive listeners. We do not believe that the passive method should be completely abandoned. The question is the ratio, the share of passive methods in the entire process of cognition. This method should not prevail.
An active learning method is an organization of the educational process that promotes more active interaction with the teacher than the passive method. If passive methods assumed an authoritarian style of interaction, then active ones assumed a democratic style. At the same time, the teacher “has to reconsider the traditional teaching methodology, when in the classroom there is only the usual blackboard and chalk.”
Interactive method. Today it is not enough to be competent only in your field and be able to transfer a certain amount of knowledge to students. Currently, the teacher needs to organize the process in such a way as to involve the students themselves in acquiring knowledge, which is facilitated by active, and even more so, interactive teaching methods. It is known that students more easily understand and remember the material they have studied through active involvement in the learning process. The interactive method is the “closure” of students to themselves. The main thing is communication between students in the process of gaining knowledge. The role of the teacher in interactive classes comes down to directing the students’ activities to achieve the goals of the lesson. Interactive learning is primarily dialogue learning.
There are many forms of active and interactive learning, let us recall just a few of them: creative tasks, lectures with errors, brainstorming, conferences with presentation of reports and discussion, educational discussion, learning using computer programs, case method. The case method can be represented as a complex system that includes other, simpler methods of cognition. It includes modeling, system analysis, problem method, thought experiment, simulation modeling, classification methods, game methods, which plays its role in the case method. The acquisition of competencies is based on activity. This means that the very possibility of acquiring knowledge, skills, and abilities depends on the activity of students. Correctly organizing this activity is the task of a teacher at a higher educational institution.
Objectives of the study
Long-term observations of the educational process have revealed increasingly weaker mathematical preparation of applicants, a lack of independence and interest in learning, a desire to look for an answer on the Internet for any reason, an inability to concentrate, a fear of public speaking and a lack of tolerance for the statements of others. All this stimulated the search for some new approaches to working with current students.
In the learning process, it is necessary to pay attention, first of all, to those methods in which students identify themselves with the educational material, are included in the situation being studied, are encouraged to take active action, experience a state of success and motivate their behavior accordingly. For example, a discussion in small groups gives each participant a chance to contribute something of their own to the discussion, feel independent from the teacher, demonstrate leadership qualities, and repeat the material. And although new views on learning are not accepted by all teachers as a guide to changing their own teaching patterns, searching for interactive ways to interact with the group, we cannot ignore research data confirming that the use of active approaches is an effective way of teaching.
The purpose of our experimental study was to determine the possibility and effectiveness of using active and interactive forms in teaching technical disciplines. The objectives of the study were the following: to monitor the results of intermediate certifications in several technical disciplines in a number of groups for three years; in several groups, gradually from year to year increase the share of active and interactive approaches both in lectures and in practical and laboratory classes; Conduct traditional classes in technical disciplines in one group; conduct a comparative analysis of the results of intermediate certifications in groups with a large proportion of active methods and in the group of traditional training for three years; collect information, if possible, about the main most effective methods. Classes in all groups were taught by the same teacher.
Research methods
Based on the objectives of the study, groups of directions were selected on 03/08/01. “Construction”, 03.13.02. “Electrical power engineering and electrical engineering” (undergraduate profile), with which the authors of this article worked. We used active forms of interaction in teaching such disciplines as “Theoretical Mechanics”, “Technical Mechanics”, “Modeling in Engineering”. Theoretical mechanics is studied in the third semester, students take an exam and graded coursework. Technical Mechanics is given in the fourth semester and students must take credit as a result. The course “Modeling in Engineering” is taught to third-year bachelors, intermediate certification is a pass.
Several methods were selected.
The brainstorming method was used mainly in the lecture. Lectures necessarily contained problematic questions, the answer to which was proposed to be found using this method. In theoretical mechanics, for example, it was necessary to determine the number of unknown reactions of supports in statics, to formulate the concept of vector-moment or the order of solving problems. In the course of technical mechanics, when first getting acquainted with Assur groups, it was proposed to calculate the class of a given Assur group, simulate a 4th class group, followed by a presentation in front of the entire audience, in which it was necessary to justify your choice. In the lecture on the discipline “Modeling in Engineering,” after explaining the classification of types of modeling, it was proposed to characterize the CFD modeling program (computational fluid dynamics), which reproduces on a computer the process of flowing around an object with some liquid or gas (which was demonstrated by showing slides). It was necessary to answer the questions: real or mental model, dynamic or static, discrete or continuous, etc.
The “creative task” method helped develop students’ research skills. Students received such assignments after becoming familiar with the basic approaches to formalizing and modeling the equilibrium and motion of material bodies. For example, in theoretical mechanics, in the tasks of the “Statics” section, first-year students were asked not only to calculate the reactions of bonds, but also to find their dependence on the type of bonds. After a little research, they should come to a conclusion about the advantages of certain supports. In the “Kinematics” and “Dynamics” sections, students solve the same problem using different methods, which broadens their horizons, helps them repeat the material, and develops problem-solving skills. In technical mechanics, it was necessary to conduct a comparative analysis of methods for solving statically indeterminate problems. Beam-rod structures were proposed for consideration; the decision should be made using the energy method and the method of comparing deformations and justifying the advantages of one or another method.
The case study method is a proposal to a group of a specific situation in order to find a solution, justify this decision with a detailed analysis of the search for a solution. It became possible to use the case method in teaching technical disciplines for work in small groups. Small group activities are one of the most effective strategies, as they give all students the opportunity to participate in the work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, and resolve disagreements). For example, first-year students who began studying theoretical mechanics were offered tasks like: “Two loads of masses m1=m kg and m2=3m kg, connected by a weightless inextensible thread, must be lifted and transferred. One worker suggested lifting a weight by holding the first weight, a second worker suggested holding on to the second weight while lifting, and a third said that no matter which weight to hold on to, it would not break the thread between the weights. Who is right? In which situation is the probability of the thread breaking less, if in any case the same force F is applied to the corresponding load for lifting? At the beginning of the lesson, the principles of working in a group were discussed: the lesson is not a lecture, general work is expected with the participation of each student in the group; all participants are equal regardless of age, social status, experience; each participant has the right to his own opinion on any issue; there is no place for direct criticism of the individual (only the idea can be criticized).
The time for discussing the task and solution was limited to 30-40 minutes. After which, a representative from each group made a short presentation in accordance with the list of issues that needed to be covered. The questions included not only the result of the solution, but also an analysis of the process of finding a solution. After the presentation of all groups, the teacher summed up the results, indicating common mistakes, and drew conclusions.
The “Computer Simulation” method was used in teaching the discipline “Modeling in Technology”. Students, for example, were offered tasks on modeling a technological process using visualization tools. It was proposed to diagnose the transient process when starting up the device, and then use the method of selecting parameters to optimize the transient process. The group was divided into subgroups of 2 students. The following goals were set: 1) familiarization with the instrumental applications of the Scilab software package, gaining skills in initial work with the Xcos visual modeling system; 2) computer research of the dynamic properties of the object. As an example, we proposed the simplest closed-loop system for controlling the liquid level in a flow with negative feedback, including a control object (CO) in the form of a 1st order inertial link with a delay and a control device (CU) representing a PI regulator (see Fig. 1 ). The flow level h is adjusted by changing the position S of the adjustable gate.
Rice. 1. Diagram of the liquid level control system
Students must create a model of the system from the appropriate blocks in the application palette, investigate the transient process, select such transfer coefficients and integration time constants that would reduce the transient process time and the amplitude of oscillations when starting the level control system. Parameters kр - regulator transfer coefficient; Ti - integration time were tuning. hЗ - specified flow level. Modeling the process began with drawing up a differential equation and obtaining the transfer functions of the control object (Wo-(p)) and the control device (Wр-(p)). After working in the program according to the resulting graph of the transient process, it was necessary to verify the correctness of the specified adjustment parameters of the regulator kp and Ti. By selecting parameters, we optimized the transient process.
Testing method. The department has developed sets of test tasks on computers, containing hundreds of tasks in sections of general technical disciplines. They are offered to students to check their mastery of the material after completing some sections of technical disciplines during the semester. These tasks require some research and quite a lot of calculation. In the department's computer class, testing on specific topics helps to master the educational material.
Thus, such professional competencies as PC-1, PC-2, PC5, PC-6 are formed, which are necessary, for example, for qualifying bachelors in the field of “Construction”.
General cultural competencies should also be developed during the study of technical disciplines. The ability to logically correct, reasonedly construct oral speech (OK-2), culture of thinking, goal setting, self-development, advanced training (OK-1, OK-6), organizational abilities, teamwork. To develop competent oral communication skills and overcome the fear of public speaking, for example, in the process of studying the “Technical Mechanics” course, each student is asked to prepare an essay and give a presentation on a chosen topic. Students are introduced to the rules for creating slides for a presentation and are given a time to speak. Here are several topics of reports related to future professional activities in the field of mechanical engineering: methods and means of protection against vehicle vibrations; industrial safety; vibration and protection against it, vibration damping.
Results. conclusions
Our universities use a hundred-point assessment of the results of intermediate certification. Let us present several results. Average score for the group for course work in theoretical mechanics (in groups where the share of active and interactive methods increased annually): 1st year - 71.2 points, 2nd year - 75.4 points, 3rd year - 76 ,2 points. Approximately the same dynamics can be seen in exam grades in theoretical mechanics. Average score for the test in technical mechanics: 1st year - 75.9 points, 2nd year - 79.7 points, 3rd year - 88.3 points. In the group with a predominance of passive learning tools, the results remained approximately the same over three years: 70-73 points for course work, 70-75 for the test in technical mechanics. The average score for the group for the test in engineering modeling: 1st year - 68.3 points, 2nd year - 76.4 points, 3rd year - 78.2 points. Figure 2 shows the average results for the last three academic years compared to the 2013-14 academic year (passive learning method predominated) in some technical disciplines.
Fig.2. Row 1 - modeling in technology, row 2 - theoretical mechanics, row 3 - technical mechanics
Thus, we can state an improvement in learning outcomes in all disciplines, but the changes in technical mechanics are especially noticeable, where the average score for 3 years was 81.3, and in relation to the average the increase in the third year was 8.6%. And although the results for other disciplines are more modest, it can be assumed that the use of active and interactive approaches in teaching makes it possible to more effectively approach the requirements of federal state educational standards. The use of innovative technologies requires significant methodological work from the teacher: preparing cards, assignments, slides, manuals. All this contributes to a higher level of mastery of educational material. In addition, this can be achieved by solving non-standard problems, participating in intra-university, city and regional competitions, for example, in theoretical mechanics, in which students of our university actively participate. The main results in the formation of general cultural competencies are as follows: students became more active in the educational process and acquired the skill of working in a team. In the future, it is planned to extend the experience of using new teaching methods to such disciplines as “Mechatronics” for masters, “Analytical Mechanics”, “Strength of Materials”.
Bibliographic link
Raevskaya L.T., Karyakin A.L. INNOVATIVE TECHNOLOGIES IN TEACHING TECHNICAL DISCIPLINES // Modern problems of science and education. – 2017. – No. 5.;URL: http://science-education.ru/ru/article/view?id=26753 (access date: November 26, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
MINISTRY OF EDUCATION OF THE KRASNOYARSK REGION
Regional state budgetary professional educational institution
"KRASNOYARSK INSTALLATION COLLEGE"
A.V. Pashikhina
METHODOLOGY FOR TEACHING THE FUNDAMENTALS OF TECHNICAL MECHANICS IN VARIOUS TYPES OF LESSONS
Krasnoyarsk
2017
A methodological manual on the basics of Technical Mechanics has been compiled for teachers involved in teaching students of specialties that are part of an enlarged group of specialties:
22.00.00 “Material Technologies”;
08.00.00 “Engineering and construction technologies”;
15.00.00 “Mechanical Engineering”;
21.00.00 “Applied geology, mining, oil and gas engineering and geodesy”;
13.00.00 “Electricity and heat power engineering”
The purpose of the methodological manual is to demonstrate pedagogical experience in teaching the discipline “Technical Mechanics” in lessons of various types.
The organization of the lesson and its implementation is determined by the type of lesson and its structure. Most often, when teaching the fundamentals of “Technical Mechanics,” the following types of lessons are used: presentation of new material, practical exercise, combined lesson, the teaching methods of which will be discussed in this article.
GENERAL GUIDELINES
The discipline “Technical Mechanics” covers a wide range of issues from different fields of science: theoretical mechanics, strength of materials, machine parts and mechanisms.
The inclusion of this discipline in the curriculum of educational institutions is aimed at:
To increase the level of technical knowledge of students so that they understand the structure and operation of mechanisms and machines.
Contribute to a deeper scientific substantiation of issues studied in special technology, materials science and other technical disciplines.
Ensure a conscious understanding of the work techniques and technological processes covered in lessons.
Teach students to make calculations of structural elements for strength, rigidity, stability, shear, crushing, compression.
Carry out assembly and disassembly work in accordance with the nature of the connections of parts and assembly units.
To instill in students a materialistic worldview and raise their cultural level.
Meet the employer’s requirements by demonstrating your level of training at international competitions “Young Professionals” (WorldSkillsRussia).
A large volume of educational material with a limited number of hours allocated to studying the discipline creates difficulties in teaching this subject.
This article proposes a methodology for teaching the fundamentals of the discipline “Technical Mechanics” in various types of lessons. It is taken into account that the main form of training is a lesson with a constant group of students.
LESSON No. 1 Presentation of new material.
Subject: Introduction. Technical mechanics and its sections.
Target: To familiarize students with the basic concepts and terminology of mechanics. To interest the subject by indicating the variety of objects studied by mechanics.
Visual aids:
Portraits of the most prominent mechanical scientists.
Posters depicting objects whose motion or equilibrium are considered in various sections of the discipline “Technical Mechanics”.
Presentation.
Models of mechanical transmissions and machine parts.
Small architectural and interior forms made from machine parts.
Lesson content: Any lesson begins with a greeting to the audience and the teacher, introductions or checking the attendance of students for the lesson.
The difference between this type of lesson and a lesson, for example, a combined type, is that there is no survey or checking of homework. The presentation of new material occurs at the beginning of the academic year or the beginning of studying a new section of the discipline.
This article proposes the structure of the lesson, which falls on the first lesson in the discipline “Technical Mechanics”.
The effectiveness of the learning process depends not only on the content of training, but also on how the material is absorbed. Improving the quality of material assimilation is solved by motivation, increasing the efficiency of perception, understanding and control of material assimilation. All elements of effective teaching must interact with health.
Motivation gives the educational process direction, selectivity, meaningfulness, dynamism and is the most important factor in successful learning. To develop educational motivation, it is necessary to form it by the teacher himself, thanks to the correctly selected type of training.
The effectiveness of perception implies a variety of techniques used. The variety of methodological techniques does not lead to fatigue of students, since slurred speech complicates perception, as does loud speech. Long-term viewing of video material leads to rapid visual fatigue, and an audio stream leads to auditory fatigue, etc. Therefore, I believe that the first lesson is the key to further success. When presenting a discipline, it is necessary to involve all types of perception: auditory, visual, tactile. As a basis, you can take the saying of Confucius “Tell me - and I will forget, show me - and I will remember, let me do it - and I will understand.” Therefore, the first lesson involves a demonstration of portraits, posters, presentations, models of mechanical transmissions, machine parts.
The presentation of new material must begin with brief historical information. When outlining the main stages in the development of mechanics, it should be noted that mechanics, like other sciences, developed in connection with the practical needs of society. It is necessary to point out the works of the greatest scientist of antiquity - Archimedes, and the studies of Leonardo da Vinci, Galileo and Newton. To quote Leonardo da Vinci as proof of the usefulness of science: “Mechanics is the noblest and, most importantly, the most useful of sciences.” Indicate some interesting details of the biographies of M.V. Lomonosov and N.E. Zhukovsky and the role of Russian scientists in the development of mechanics (presentation is expected).
The sections of “Technical Mechanics” must be presented with a structural diagram, which will give some consistency in the study of the discipline. When characterizing the branches of mechanics, it is necessary to point out the variety of problems solved by their methods. Show familiar quantities from the physics course on posters.
Pointing out the role of technology in the modern world, present to your attention the variety of parts and methods of their connections. Using mock-ups, allow students to independently name the areas of application of a particular mechanical transmission (chain transmission), thereby establishing a dialogue. Pay attention to the material used to make the gear (worm gear), and be sure to voice all the points that will be studied later.
Creative potential must also be used. Extracurricular activities for students are provided - design and modeling of various figures, which are subsequently repeatedly used in the classroom when studying sections of “Technical Mechanics”. During the introductory lesson, small architectural and interior forms made by students of previous academic years are presented. This is an interesting, accessible, entertaining and easily digestible option for studying the discipline. Tell that when the figures are ready, an exhibition of technical creativity “Entertaining Mechanics” is necessarily held; the results of this extracurricular activity are presented in the college group of the social network “VKontakte”, where students can vote for the model they like. All project participants receive additional points when passing an exam or receiving a credit, which motivates students to participate in extracurricular activities of this type. Motivation for extracurricular activities has a positive effect on students’ academic performance and belongs to the category of health-saving pedagogical technologies.
During the introductory lesson, it is necessary to announce the number of practical and independent works provided for by the curriculum. Outline the need for timely decision and delivery of work as the key to successful completion of the session. To consolidate the material, the teacher conducts a survey-conversation with students, during which he gives additional explanations, clarifies individual wording and answers students’ questions. The final part of the lesson is homework, which follows from the content of the lesson.
LESSON #2 Combined lesson
Subject: A couple of forces and their effect on the body. Moment of a couple of forces and equivalence of couples.
Target: To familiarize students with the concept of a pair of forces and its physical meaning.
Visual aids:
Ball.
Poster.
Lesson content: The lesson begins with a greeting and checking the attendance of students for class. The teacher then moves on to checking homework, which usually begins with students briefly reviewing their notes in their notebooks. At the same time, it is established to what extent the homework was correctly understood and completed by students. The content of the homework depends on the material covered in the previous lesson and is checked in one of the following ways: questioning students, checking solutions to problems, test tasks, completing diagrams, etc. In a lesson on this topic, to test knowledge and restore students’ memory in a logical sequence of the entire complex of questions studied, test tasks are provided on the topic “Plane system of converging forces.” Test tasks last 20-25 minutes and include theoretical questions (choosing the correct answer, completing a missing word) and practical questions (composing equations ∑Fixand ∑Fiy).
After checking the homework, the teacher moves on to presenting new material, the presentation of which is the most important part of the lesson, requiring careful preparation by the teacher. When preparing for a lesson, the teacher determines the content of the educational material, outlines the sequence of its presentation, selects questions and examples necessary to determine the degree to which students have mastered the new material and consolidates it in the students’ memory, selects educational and visual aids necessary for demonstration in the lesson.
On a new topic, the teacher introduces the concepts of a couple of forces, leverage, moment of a couple, equivalence of couples. Afterwards, the teacher invites students to independently determine what will happen to the body to which a pair of forces is applied. The answers are different and not always correct. Then the teacher demonstrates the action of a pair of forces by picking up a ball. After a visual explanation, students easily answer that a pair of forces tends to rotate the body. Next, the teacher gives an explanation of the moment of the pair, leverage, equivalence of pairs, and the moment of the resulting pair. After presenting new material, students have the opportunity to ask questions. If there are questions about the topic, the teacher explains them. If there are no questions, then the next stage of the lesson is to consolidate the new material.
To consolidate the material, students are offered the solution of several problems to determine the moment of a couple, the value of forces, and the resulting moment.
Task 1. Determine the value of the couple forces if M = 100 N*m, a = 0.2 m.
Problem 2. How will the value of the couple forces change if the shoulder is doubled while maintaining the numerical value of the moment.
Problem 3. Which of the following pairs are equivalent:
F 1 = 100 kN, a 1 = 0.5 m; F 2 = 20 kN, a 2 = 2.5 m; F 3 = 1000 kN, a 3 = 0.03 m.
Problem 4. Given a pair of forces, the value of which is 42 kN, the shoulder is 2 m. Replace the given pair of forces with an equivalent pair.
Problem 5. The system of force pairs is given schematically and the values of force and leverage are indicated. It is necessary to determine the moment of the resulting pair.
Sample problems may be interspersed with questions. Problems are solved at the board by students one at a time, other students are involved in answering and solving examples and problems on the spot.
The final stage is the assignment of homework: you need to repeat the notes and use A.I.’s textbook. Arkusha “Technical Mechanics” pp. 27-33. And also complete the task of determining the moment of the resulting pair.
LESSON No. 3 Practical lesson
Visual aids:
1. Methodological instructions for performing practical work.
2. Poster.
Lesson content: The lesson begins with a greeting and checking the attendance of students for class. The implementation of practical work begins with solving a general example problem. Students are shown an algorithm for solving a problem, rules for constructing diagrams and composing equations. To complete each stage of solving a problem, students can be called to the board. During the explanation, students are shown all the possible options that are encountered when performing practical work. After solving the general problem, students ask existing questions and receive additional explanations and formulations for them.
Students perform practical work on an individual basis. This allows you to check the level of knowledge of each student.
As an additional motivation for educational activities, the students of the group are offered the following: if the work (solving the problem and its design) is completed in a time equal to the duration of the classroom lesson, then no additional protection will be required when passing the practical work.
During practical work, students are given methodological instructions that provide brief theoretical information, an example of practical work, and variants of problems with diagrams.
Practical lesson No. 1
Subject: Determination of reactions of ideal bonds by an analytical method.
Target: Learn to compose equilibrium equations and determine the reactions of ideal bonds analytically.
Brief theoretical information.
Equilibrium condition for a plane system of converging forces:𝛴 Fкх=0,𝛴 Fku=0.
For the equilibrium of a plane system of converging forces, it is necessary and sufficient that the algebraic sums of the projections of all forces of the system onto each of the two coordinate axes are equal to zero.The projection of the system onto the axis is equal to the magnitude of the force multiplied by the cosine of the angle between the force and the axis.
- - - - - - - - - - - - α - - - - - - - - - - - - - - - X
F x =FCOSα
- - - - - - - - - - α - - - - - - - - - - - - - - XF x = - FCOSα
XF x =F
XF x = - F
XF x = 0
Example: Determine analytically the forces in rods AB and BC of a given rod system (Figure 1.1).
Given: F 1 = 28kN; F 2 = 42kN; α 1 = 45°; α 2 = 60°;α 3 = 30°.
Define: efforts S A and S C .
Rice. 1.1
Solution:
a) we consider the equilibrium of point B, at which all the rods and external forces converge (Fig. 1.1);
b) we discard the connections AB and BC, replacing them with forces in the rodsS A AndS C . We will take the directions of forces from node B, assuming the rods are stretched. Let us draw on a separate drawing a diagram of the action of forces at point B (Fig. 1.2).
Fig.1.2
c) choose a coordinate system so that one of their axes coincides with an unknown force, for example withS A . Let us designate on the diagram the angles formed by the acting forces with the axis X and draw up the equilibrium equations for a plane system of converging forces:
𝛴 F kh = 0; F2 + F1 · S c · - S A = 0; (1)
𝛴 F ku = 0; F2 - F1 - S c = 0 (2)
From equation (2) we find the forceS c = .
Let's substitute the numerical values:S c = = 16.32 kN.
Found valueS c we substitute equation (1) and find from it the valueS A ;
S A = F2 + F1 · S c · ;
S A = 42 · 0.259 + 28 · 0.5 + 16.32 · 0 = 24.88 kN.
Answer: S A = 24.88 kN;S WITH = 16.32 kN.
Signs indicate that both rods are stretched.
Initial data
1Scheme
F 1 , kN
F 2 , kN
α 1 , hail
α 2 , hail
α 3 , hail
Bibliography
1. Federal Law No. 273-FZ dated December 29, 2012 (as amended on April 3, 2014) “On Education in the Russian Federation”
2. Abaskalova N.P., Prilepo A.Yu. Theoretical and practical aspects of health-oriented pedagogical technologies // Vestn. Ped. Innovations.- 2008.-No. 2
3. Internet resource tsitaty.com
4. Arkusha A.I., Frolov M.I. Technical mechanics // Textbook, Moscow, Higher School. - 2005.
Ministry of Education and Science of the Chelyabinsk Region
Plastovsky technological branch
GBPOU "Kopeysk Polytechnic College named after. S.V. Khokhryakova"
METHODOLOGICAL DEVELOPMENT
case study
to conduct a lesson
on the topic "TORSION"
by discipline
"Technical Mechanics"
Developer: Yu.V. Timofeeva, teacher of the Plastovsky technological branch of the State Budgetary Educational Institution “KPK”
The educational case is intended for organizing independent classroom work of students according to the declared profile. Contains both theoretical information and practical material for the formation of general and professional competencies.
Explanatory note
Practical classes in the discipline “Technical Mechanics” are aimed at developing the general and professional competencies of students.
When conducting practical classes, modern educational technologies are used, namely case method technology. The case method allows students to be interested in studying the subject, contributes to the formation of general and professional competencies, collection, processing and analysis of information characterizing various situations. The technology of working with a case in the educational process includes individual independent work of students with case materials, work in small groups to agree on the vision of the key problem and its solutions, as well as presentation and examination of the results of small groups during a general discussion within the study group.
Practical classes using the case method develop such professionally significant qualities as independence, responsibility, accuracy, creative initiative, research skills (observe, compare, analyze, establish dependencies, draw conclusions and generalizations).
The necessary structural elements of practical classes, in addition to the independent activity of students, are instructions given by the teacher, as well as the organization of a discussion of the results of completing assignments. The implementation of practical classes is preceded by testing the students’ knowledge - their theoretical readiness to complete tasks.
For each practical lesson, detailed instructions have been developed for students, which indicate the order of necessary actions, as well as test control questions.
The main position of the student in the educational process is active - active, subjective - includes independent search, decision-making, and evaluation activities.
The main position of the teacher is a leader and partner in performing practical tasks.
Students prepare reports from practical classes in special folders for practical work.
Analysis of specific educational situations (case study)- a training method designed to improve skills and gain experience in the following areas: identifying, selecting and solving problems; working with information - understanding the meaning of the details described in the situation; analysis and synthesis of information and arguments; working with assumptions and conclusions; evaluation of alternatives; making decisions; listening and understanding other people - group work skills.
Dolgorukov A. Case-study method as a modern technology of professionally oriented training
The case-study method or the method of specific situations (from English case - case, situation) is a method of active problem-situational analysis, based on learning by solving specific problems - situations (solving cases).
The method of specific situations (case-study method) refers to non-game simulation active teaching methods.
The immediate goal of the case-study method is to work together with a group of students to analyze a case situation that arises in a specific state of affairs and develop a practical solution; the end of the process is the evaluation of the proposed algorithms and selection of the best one in the context of the problem posed.
General and professional competencies developed in the educational case:
OK 1. Understand the essence and social significance of your future profession, show sustained interest in it.
OK 2. Organize your own activities, choosing standard methods and ways of performing professional tasks, evaluate their effectiveness and quality.
OK 3. Make decisions in standard and non-standard situations and take responsibility for them.
OK 4. Search and use information necessary for the effective performance of professional tasks, professional and personal development.
OK 5. Use information and communication technologies in professional activities.
OK 6. Work in a team and in a team, communicate effectively with colleagues, management, and consumers.
OK 7. Take responsibility for the work of team members (subordinates) and for the result of the task.
OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development.
OK 9. To navigate the conditions of frequent changes in technology in professional activities.
PC1.2 Monitor the operation of the main machines, mechanisms and equipment in accordance with the passport characteristics and the specified technological regime
PC 1.3 Ensure the operation of transport equipment
PC 1.4 Provide control over production service processes
PC 1.5 Maintain technical and technological documentation
PC 1.6 Monitor and analyze the quality of feedstock and enrichment products.
PC 2.1 Monitor compliance with the requirements of industry standards, instructions and safety rules when conducting the technological process
PC 2.4 Organize and carry out production control of compliance with industrial safety and labor protection requirements at the site.
Subject : «»
Lesson type : combined.
Lesson type : practical lesson.
The student must know : what is “torsion”, “diagram”, rules of signs, the relationship between the conditions for the rational arrangement of pulleys on the shaft and the degree of load on the shaft.
The student must be able to : using the section method, calculate the shaft for strength and torsional rigidity, construct diagrams of torque and balancing moments during shaft torsion, and rationally position the pulleys on the shaft.
Lesson Objectives :
- educational purpose : organize student activities to consolidate knowledge, skills and abilities in constructing diagrams of torque and balancing moments during shaft torsion and rationally position pulleys on the shaft;
- educational purpose : create conditions that ensure the development of interest in the future specialty;
- developmental goal : contribute to the development of students’ skills to conduct analysis, comparisons, and draw the necessary conclusions.
Equipment :
computer;
projector;
educational case;
presentation;
methodological development of a practical lesson.
Lesson macrostructure :
Organizational stage (greeting, roll call)
Motivation. To perform calculations for the strength and torsional rigidity of a shaft, you should be able to: calculate the shaft for strength and rigidity, and draw diagrams. This makes it possible to identify the rational location of the pulleys on the shaft. The practical lesson involves the possibility of consolidating knowledge and skills in the issue of constructing diagrams of torque and balancing moments.
Updating basic knowledge and skills . IN In order to provide a theoretical basis for the practical lesson, students are asked to draw up a supporting summary when working with a training case and answer the test questions. This is followed by training in constructing diagrams in groups. Then students receive an individual assignment.
Consolidation and application of knowledge . Completing individual tasks.
Control and correction. Checking the diagrams constructed so far in the lesson under the guidance of a teacher. Those who wish are invited to exchange notebooks. Taking into account the errors found, the diagrams should be corrected.
Analysis. The construction of diagrams is completed by identifying the rational location of the pulleys on the shaft.
Homework information (students are asked to complete practical work).
Theory
Torsion. Internal force factors during torsion. Constructing torque diagrams
Have an understanding of torsional deformations and internal force factors during torsion.
Be able to construct diagrams of torques.
Torsional Deformation
Torsion of a round beam occurs when it is loaded with pairs of forces with moments in planes perpendicular to the longitudinal axis. In this case, the generatrices of the beam are bent and rotated through an angle γ, called shear angle(angle of rotation of the generatrix). Cross sections rotate at an angle φ, called twist angle(angle of rotation of the section, Fig. 1).
The length of the beam and the dimensions of the cross-section when screwed do not change.
The relationship between angular deformations is determined by the relation
l- beam length; R - section radius.
The length of the beam is significantly greater than the section radius, therefore, φ ≥ γ
Angular torsional deformations are calculated in radians.
Hypotheses for torsion
The hypothesis of flat sections is fulfilled: the cross section of the beam, flat and perpendicular to the longitudinal axis, after deformation remains flat and perpendicular to the longitudinal axis.
The radius drawn from the center of the cross section of the beam remains a straight line after deformation (does not bend).
The distance between the cross sections does not change after deformation. The axis of the beam does not bend, the diameters of the cross sections do not change.
Internal force factors during torsion
Torsion - is called loading in which only one internal force factor appears in the cross section of the beam - torque.
External loads are also two oppositely directed pairs of forces.
Let's consider the internal force factors during torsion of a round beam (Fig. 1).
To do this, let’s cut the beam with plane I and consider the equilibrium of the cut-off part (Fig. 1a). We consider the section from the side of the discarded part.
The external moment of a pair of forces rotates a section of the beam counterclockwise, the internal elastic forces resist rotation. At each point of the section a transverse force dQ arises (Fig. 1b). Each cross-section point has a symmetrical one, where a transverse force appears, directed in the opposite direction. These forces form a pair with a moment dT= pdQ; R- distance from the point to the center of the section. The sum of the transverse forces in the section is zero: ΣdQ = 0
Using integration, we obtain the total moment of elastic forces, called torque:
The practical torque is determined from the equilibrium condition of the cut-off part of the beam.
The torque in the section is equal to the sum of the moments of external forces acting on the cut-off part(Fig. 1c):
Σ T G = 0, i.e. -t + M G = 0; M G = T= M k.
Torque diagrams
Torque moments can vary along the axis of the beam. After determining the values of the moments along the sections, we construct a graph of the torques along the axis of the beam.
We consider the torque to be positive, If moments of external force pairs directed clockwise, in this case, the moment of internal elastic forces is directed counterclockwise (Fig. 2).
The procedure for constructing a diagram of moments is similar to the construction of diagrams of longitudinal forces. The axis of the diagram is parallel to the axis of the beam, the values of the moments are laid off from the axis up or down, the construction scale must be maintained.
Torsion. Torsional stresses and strains
Have an idea of stress and deformation during torsion, about the moment of resistance during torsion.
Know the formulas for calculating stress at a cross-section point, Hooke's law in torsion.
Be able to perform design and verification calculations for round beams.
Torsional stress
We draw a grid of longitudinal and transverse lines on the surface of the beam and consider the pattern formed on the surface after deformation (Fig. 1a). The transverse circles, remaining flat, rotate through an angle φ, longitudinal lines are bent, rectangles turn into parallelograms. Let's look at beam element 1234 after deformation.
When deriving the formulas, we use Hooke's law under shear and the hypothesis of flat sections and non-curvature of the radii of cross sections.
During torsion, a stress state occurs, called “pure shear” (Fig. 1b).
During shear, tangential stresses of equal magnitude arise on the side surface of element 1234 (Fig. 1c), and the element is deformed (Fig. 1d).
The material obeys Hooke's law. The shear stress is proportional to the shear angle.
Hooke's law for shift g = Gγ, G - shear elasticity modulus, N/mm 2 ; γ - shift angle, rad.
Stress at any point in the cross section
Consider the cross section of a round beam. Under the influence of an external moment, elastic forces dQ arise at each point of the cross section (Fig. 2).
where r is the shear stress; d A- elementary platform.
Due to the symmetry of the force cross section dQ form pairs.
Elementary moment of force dQ relative to the center of the circle
Where R- the distance from the point to the center of the circle.
The total moment of elastic forces is obtained by adding (integrating) the elementary moments:
After the transformation, we obtain a formula for determining stresses at a cross-section point:
When p = 0 r k = 0; the shear stress during torsion is proportional to the distance from the point to the center of the section. The resulting integral JR is called the polar moment of inertia of the section. JR is a geometric characteristic of a section under torsion. It characterizes the resistance of the section to torsion.
Analysis of the resulting formula for JR shows that layers located further from the center experience greater stress.
Diagram of distribution of tangential stresses during torsion(Fig. 3)
Rice. 7
Maximum torsional stresses
From the formula for determining stresses and the diagram of the distribution of tangential stresses during torsion, it is clear that the maximum stresses occur on the surface.
Let's determine the maximum voltage, taking into account that p max = = d/2, Where d - diameter of round beam.
For a circular cross-section, the polar moment of inertia is calculated using the formula.
The maximum stress occurs at the surface, so
Usually Jr/r tah denote W R and call moment of resistance in torsion, or polar moment of resistance sections
Thus, to calculate maximum surface stress round timber we get the formula
For round section
For annular section
Torsional strength condition Fracture of a beam during torsion occurs from the surface; when calculating strength, the strength condition is used
where is the permissible torsional stress.
Types of strength calculations
There are three types of strength calculations:
1. Design calculation- the diameter of the beam (shaft) is determined in dangerous section:
2. Verification calculation- the fulfillment of the condition is checked
strength
3. Determination of load capacity(maximum
torque)
Stiffness calculation
When calculating rigidity, the deformation is determined and compared with the permissible one. Let us consider the deformation of a round beam under the action of an external pair of forces with a moment T (Fig. 4).
In torsion, the deformation is estimated by the angle of twist:
Here φ - twist angle; γ - shear angle; l- beam length; R - radius; R = d/2. Where
Hooke's law has the form r k = Gγ. Substituting the expression for γ, we get
we use
Work G.J. R called section stiffness.
The elastic modulus can be defined as G = 0.4E. For steel G = 0.8 10 5 MPa.
Usually the angle of twist per one meter of beam (shaft) length φо is calculated.
The torsional stiffness condition can be written as
where φ 0 - relative twist angle, φ 0 = φ/ l,
[ φ 0 ]= 1 deg/m = 0.02 rad/m - permissible relative angle of twist.
Answer the test questions.
Torsion Test
| 1. What letters are used to denote torsional deformation?
| |
| 2. Select the missing value in Hooke’s law during shift
| |
| 3. How is stress distributed in the cross section of a beam during torsion?
| |
| 4. How will the maximum stress in the section change during torsion if the diameter of the beam decreases by 3 times? | Will decrease by 3 times |
| Will decrease by 9 times |
|
| Will increase 9 times |
|
| Will increase 27 times |
|
| 5. A sample with a diameter of 40 mm failed at a torque of 230 Nm. Determine the breaking stress. | |
Example solution
Calculation of the shaft for strength and torsional rigidity.
For a steel shaft of circular cross-section constant in length, shown in Figure 6, the following is required:
1) determine the values of the moments M 2, M 3 corresponding to the transmitted powers P 2, P 3, as well as the balancing moment M 1;
2) construct a diagram of torques and determine the rationality of the location of the pulleys on the shaft;
3) determine the required shaft diameter from strength calculations and
stiffness if: = 30 MPa; [φ 0 ] = 0.02 rad/m; w = 20 s -1 ; P 2 =52 kW; P 3 =50 kW; G = 8 × 10 4 MPa.
1. Determine the magnitude of the twisting moments M 2 and M 3
;
.
2. Determine the balancing moment M 1
SM z = 0; - M 1 + M 2 + M 3 = 0;
M 1 = M 2 + M 3; M 1 = 2600 + 2500 = 5100 N m;
3. We construct a diagram of M z in accordance with Figure 6, determine the rationality of the location of the pulleys on the shaft.
Figure 10
4 . We determine the diameter of the shaft for the dangerous area, from the conditions of strength and rigidity (M z ma x = 5100 N m).
From the strength condition
.
From the rigidity condition
= 75.5 mm
The required shaft diameter turned out to be larger based on strength, so we accept it as final: d = 96 mm.
Group assignment
For a steel shaft of constant cross-section, it is necessary to determine the values of the moments M 1, M 2 and M 3, as well as the balancing moment M 0; construct diagrams of torques and rational placement of pulleys on the shaft; determine the required shaft diameter based on strength and stiffness calculations, if = 20 MPa;
[φ 0 ]= 0.02 rad / m; w = 30 s -1 ; G = 8 × 10 4 MPa.
Take data from Table 1 and in accordance with Figure 11.
Round the final diameter value to the nearest even (or ending in five) number.
Table 1 - Initial data
| power, kWt | ||||||||||
Assignment for independent practical lesson No. 8
For a steel shaft of constant cross-section according to Figure 12:
Determine the values of the moments M 1, M 2, M 3, M 4;
Determine the shaft diameter based on strength and rigidity calculations.
Take [τ k ] = 30 MPa, [φ 0 ] = 0.02 rad / m.
Take the data for your option from Table 2.
The final shaft diameter value accepted must be rounded to the nearest even number or number ending in five.
Figure 12 Schemes for practical exercise No. 8
Table 2 – Data for completing independent practical lesson No. 8
| in accordance with Figure 8 | power, kWt | Angular velocity, s -1 |
||||
Literature:
Erdedi A. A., Erdedi N. A. Theoretical mechanics. Strength of materials. – M.: Higher School, Academy, 2001. – 318 p.
Olofinskaya V. P. Technical mechanics. – M.: Forum, 2011. – 349 p.
Arkusha A. I. Technical mechanics. – M.: Higher School, 1998. - 351 p.
Vereina L. I., Krasnov M. M. Fundamentals of technical mechanics. – M.: “Academy”, 2007. – 79 p.
As a form of practical training in teaching general professional disciplines (using the example of technical mechanics) Shchepinova Lyudmila Sergeevna teacher of special disciplines GBOU SPO PT 2 Moscow, g * Role-playing games
The concept of role-playing games Role-playing games occupy an important place among modern psychological and pedagogical teaching technologies. As a method, they became widespread in the 70s of the 20th century. To increase the effectiveness of an educational game, its technology must meet certain requirements: · The game must correspond to the learning objectives; · A certain psychological preparation of the game participants is necessary, which would correspond to the content of the game; · Possibility of using creative elements in the game; · The teacher should act not only as a leader, but also as a proofreader and consultant during the game.
The concept of a role-playing game Any educational game consists of several stages: 1. Creating a gaming atmosphere. At this stage, the content and main task of the game are determined, psychological preparation of its participants is carried out; 2. Organization of the game process, including instruction - explanation of the rules and conditions of the game to the participants - and distribution of roles among them; 3. Carrying out a game, as a result of which the task must be solved; 4. Summing up. Analysis of the course and results of the game both by the participants themselves and by experts (psychologist, teacher).
Role-playing game “Job interview for the position of an auto mechanic at BMW” for the position of an auto mechanic at BMW” The game simulates an interview conducted by a large automobile company when searching for applicants for vacancies of auto mechanics. One of our technical school students actually found himself in a similar situation, and after his story, the idea arose to conduct a similar role-playing game. This interview reveals the basic theoretical knowledge of applicants on the basics of theoretical mechanics (strength of materials, machine parts, etc.) and practical skills in solving simple problems.
Procedure for conducting a role-playing game Before the lesson, students are given the task: to repeat the following sections of theoretical mechanics: basic concepts and axioms of statics, a plane system of converging forces, a pair of forces and the moment of force about a point. At the beginning of the lesson, the teacher explains the goals and objectives of the lesson, the format of the lesson. Students then receive two task cards and an interview sheet. The teacher marks the option number on each sheet. A possible layout of options is presented on the slide. Within minutes, everyone solves the problems on the back of the interview sheet. Then the teacher invites the four most prepared students, who are assigned the role of expert examiners as representatives of the company. In front of each of them there is a sheet with theoretical questions (slide 9).
Interview sheet Number of copies - according to the number of participants Format - Interview sheet (F, I, O) Question code (option number) Number of points Total points Examiner’s signature
Task card ex. Three converging forces F 1, F 2 and F 3 are given. Find their resultant R. Option number F1F1 F2F2 F3F
Task card ex. Show on the diagram all the forces acting on the part AB
Row2 row3 row Possible distribution scheme of options
Theoretical questions for the interview Topic question 1. What system of forces is called balanced? 2. What force is called the resultant of this system of forces? Topic of question 3. First axiom of statics. Can a body be in equilibrium under the influence of one force? 4. Second axiom of statics. Corollary from the first and second axioms; 5. Third axiom of statics; Fourth axiom of statics; Topic of question 6. What is a connection? How is the reaction force of the connection always directed? Types of connections. 7. What is the direction of the coupling reaction force of a smooth surface (support)? Ball joint? 8. What is the direction of the bond reaction force of the thread? Rod? Cylindrical hinge? Topic of question 9. Definition of converging forces. Does such a system have a resultant? 10. Equilibrium condition for a plane system of converging forces (geometric and analytical); 11. What is the projection of force on an axis? What sign can the projection have? 12. Addition of converging forces (geometric and analytical); Topic of question 13. Moment of force relative to a point, its properties. 14. Couple of forces, moment of couple. Equivalent pairs. 15. Addition of pairs lying in the same plane. 16. Condition for equilibrium of a system of pairs lying in the same plane. Only 10 questions. Each question is scored according to a point system: 0; 1 or 2
Procedure for conducting a role-playing game (continued) In total, you need to ask 10 questions. Each answer is rated on a three-point scale: “0”, “1”, “2”. Tasks are assessed in the same way. Next, all the points received are summed up, and the results are entered into the final sheet (slide 12). Then the results are announced: Those who have scored points are invited to work from the coming Monday with a starting salary of $1000. Those who have scored points are invited to work from the next Monday with a starting salary of $800. Those who have scored points are in the reserve with the possibility of an invitation with an additional interview. Those with less than 13 points come back in a year!
Final statement Last name I. O. Number of points 1. Abdrakhmanov R.R. 2.Altunin D.S. 3.Bebikh G.K. 4. Gadzhiev A.M. 5.Galkin D.A. 6.Gusenko P.S. 7. Dunenkov P. A. 8. Zinoviev B. A. 9. Zorkin I. R. 10. Ivanov D. A. 11. Katsapov S.V. 12.Kovalenko I.M. 13. Kondratenko N.V. 14. Kosorukov M.R. 15.Kudinov M.M. 16. Mavlonov N. K. 17. Meliev Z. M. 18. Novoselov M. I. 19. Peshalov A. B. 20. Pisarev V. I. 21. Spassky D. A. 22. Sukhorukov I. S. 23. Khodyakov D. S. 24. Khomyakov A. M. 25. Shchekoldin N. I.
What is needed to play the game: sheet with theoretical questions - 4 copies; card with a graphic task - 15 copies; card with an analytical task - 15 copies; interview sheet - according to the number of participants; final statement - 1 copy. Internet sources used: Shools-geograf.at.>…kachestvo_obrazovanija…vidy …kachestvo_obrazovanija…vidy"> 
Results of the role-playing game During the role-playing game, 18 student applicants were interviewed. One of them scored the maximum possible number of points - 24 points. This student also played the role of a specialist expert. An analysis of the progress of the game showed that for a group of about 20 people it is difficult to conduct a role-playing game in one lesson of 45 minutes: processing the results and their announcement took about another 20 minutes. Some psychological difficulties also arose: one of the supposed experts, quite well prepared, at the last moment refused to play his role. In general, based on the results of the game, the following conclusions can be drawn: - the role-playing game significantly increased the students’ interest in the discipline; - almost all students were involved in the gameplay with interest, were waiting for this lesson, and were preparing for it; - preparation for a role-play lesson should be carried out by the teacher very intensively and include a psychological aspect; - imitates a real situation, develops behavioral skills during employment.
METHODOLOGICAL REPORT
“Advanced technologies for studying the discipline of Technical Mechanics”
teacher of special disciplines
GOBPOU "Gryazinsky Technical College"
1. Active learning methods are methods that encourage independent acquisition of knowledge
In recent decades, so-called active learning methods have become widespread, encouraging students to independently acquire knowledge, activating their cognitive activity, development of thinking, and the formation of practical skills. Problem-search and creative-reproducing methods are aimed at solving these problems.
Active learning methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge, its memorization and reproduction by the student, but at the student’s independent mastery of knowledge and skills in the process of active cognitive and practical activity.
To enhance the cognitive activity of students, traditional teaching methods are used using such techniques as asking questions when presenting the material, including individual practical exercises, situational tasks, turning to visual and technical teaching aids, encouraging them to take notes, and creating supporting notes.
The features of active teaching methods are to encourage students to engage in practical and mental activity, without which there is no movement forward in mastering knowledge.
The emergence and development of active methods is due to the new tasks that arise before the learning process, which consist in not only giving students knowledge, but also ensuring the formation and development of cognitive interests and abilities, creative thinking, abilities and skills of independent mental work. The emergence of new tasks is due to the rapid development of information. If previously the knowledge acquired at school, technical school, university could serve a person for a long time, sometimes throughout his entire working life, then in the age of rapid growth of information it is necessary to constantly update it, which can be achieved mainly through self-education, and this requires a person of cognitive activity and independence.
Cognitive activity means an intellectual and emotional response to the process of cognition, the student’s desire to learn, to complete individual and general tasks, and interest in the activities of the teacher and other students.
Cognitive independence is usually understood as the desire and ability to think independently, the ability to navigate a new situation, find one’s own approach to solving a problem, the desire to understand not only the educational information being absorbed, but also the methods of obtaining it, a critical approach to the judgments of others, and the independence of one’s own judgments.
Cognitive activity and cognitive independence are qualities that characterize a person’s intellectual abilities to learn. Like other abilities, they are manifested and developed in activity. The lack of conditions for the manifestation of activity and independence leads to the fact that they do not develop. That is why only the widespread use of active methods that encourage mental and practical activity, and from the very beginning of the learning process, develops such important intellectual qualities of a person, which further ensure his active desire to constantly master knowledge and apply it in practice.
Active learning methods can be used at different stages of the educational process: during the initial acquisition of knowledge, consolidation and improvement of knowledge, and the formation of skills. It is impossible to sharply divide the available teaching methods into active and inactive.
Depending on the focus on the formation of a knowledge system or the mastery of skills, active teaching methods are divided into non-imitation and imitation. Imitation training, as a rule, involves teaching professional skills and abilities and is associated with modeling professional activities. When used, both professional activity situations and professional activity itself are simulated. Imitation methods, in turn, are divided into gaming and non-gaming, depending on the conditions accepted by students, the roles they perform, the relationships between roles, the established rules, and the presence of elements of competition when performing tasks.
2. Conducting a lesson using the brainstorming method
The problem of developing the creative abilities of students is acquiring enormous socio-economic and social significance these days. One of the factors for the successful development of society is the training of educated, creatively thinking personnel focused on accelerating scientific and technological progress. Active learning methods help solve the problem of developing students' creative abilities in the education system. Lessons in which the search activity of students comes to the fore bring much more benefit than those in which you only need to mechanically memorize and conscientiously absorb the truth expressed by the teacher. Students, to some extent, must be researchers, pioneers. Probably, it is necessary to intensify the learning process, make wider use of active learning methods - problem-based, research, which include business and role-playing games, method, case analysis method, brainstorming method, individual workshops, etc.
This methodological report discusses one of the classes in the discipline “Technical Mechanics”, conducted using the “brainstorming” method. The Epod method promotes the development of dynamic thought processes, forms the ability to focus on any “narrow” issue of the topic being studied. The essence of this method is a collective search for ways to solve problems.
Using the “brainstorming” method requires the teacher to prepare in advance, select a topic for the lesson, and select problems for which students will have to find solutions. It is necessary to carefully and more than once think through the brainstorming procedure, prepare and justify educational tasks, and multiply the conditions and rules for generating ideas.
It is necessary to prepare thoroughly for the final assessment. During the year, you can conduct two to three classes using this method. To conduct such a lesson in the discipline “Technical Mechanics”, the topic “Flat system of arbitrarily located forces” was chosen.
By the time this lesson is conducted, students have already accumulated certain basic knowledge and received the basic basis for a fruitful study of this topic. They already know the basic axioms of statics, the concepts of force, systems of forces, have the skill of adding a flat system of converging forces, have a complete understanding of the conditions for the equilibrium of systems of forces, and practically know how to compose equilibrium equations. Taking all this into account, the teacher carefully develops a lesson plan and scenario.
3. Conducting a lesson using role-playing method
One of the methods of interactive learning is a game, which allows you to involve the largest number of students in the learning process and make learning interesting, exciting and fruitful.
Using interactive games, I pursued the goal of creating comfortable learning conditions in which the student feels successful and intellectually competent, which makes the entire learning process productive.
Any teacher, first of all, cultivates and develops interest in the subject. But the more seriously from a professional, scientific and pedagogical point of view he approaches the solution of this complex problem, the more successfully he solves another, no less important one - the awakening and development in students, on the basis of a special interest, of the desire to study related subjects and master the entire body of knowledge.
Studying the topic “Friction” is of practical importance in the development of students’ analytical thinking. Friction in machines and mechanisms plays a very contradictory role. In some cases, friction is a negative phenomenon; they try to get rid of it, if not completely, then at least reduce it in order to increase efficiency. mechanisms and machines.
In other cases, on the contrary, they increase the cohesion between individual parts to ensure the normal operation of mechanisms (clutches, belt drives, friction gears, brakes, etc.).
This material is not difficult to study, so you can give students the opportunity to study it on their own, and then reinforce it in the lesson using role-playing in the form of a “court hearing.”
Knowledge and skills, which are then developed in the process of solving problems, will be useful to students when studying many topics in technical mechanics, as well as when studying special disciplines and in practical activities.
Before teaching a lesson, the teacher must review the educational material on the topic both in textbooks on technical mechanics and in textbooks on special disciplines, as well as in special literature on friction, in the encyclopedia (TSB). Then divide the material “pros” and “cons”, taking into account the positive and negative role of friction in machines and mechanisms. After this, it will finally become clear how many roles should be involved in the game. This work needs to be carried out: in advance, even when drawing up a calendar and thematic plan.
About two weeks before the lesson, it is necessary to announce in the group about the upcoming game, its purpose, distribute roles taking into account the wishes of the students, indicate what literature to use and direct students to show creative initiative not only in the content of their speeches, but also in their design with visual aids .
Draw students' attention to the fact that in their speeches information about new progressive materials, types of lubricants, and efficiency is desirable. - economic indicators of machines and their individual mechanisms, as well as examples of the practical application of the studied material in agricultural machinery.
The “chairman of the court” and the “assessors” receive brief instructions from the teacher on evaluating the performances of other participants in the game. - For greater objectivity of their assessments, it is advisable to select the “chairman of the court” and “assessors” from among the most successful students.
On the eve of the lesson, the teacher, together with the participants in the game, clarify the course of the “trial”, decorate the class, provide the lesson with visual aids and TOO.
In the auditorium, two tables are set aside for the “court hearing”. They are covered with a tablecloth, a carafe of water is placed, and a bell rings.
The “court” is conducted by the “chairman”. “Assessors” monitor students’ performances and give grades. The “court secretary” calls the participants of the meeting.
The speaking participants in the “court” support their speech with posters, models, machine parts and other visual aids that they have prepared.
The teacher is in the “courtroom” and does not interfere with the course of the game. Only after the “verdict” is made when summing up the lesson does he assess the students’ preparation for the game. Then he announces the next stage of the lesson - solving problems on the topic “Friction”, indicates the purpose of this stage, and the numbers of problems to be solved in the lesson. While solving problems independently, the teacher advises students, and upon completion of the work, makes a conclusion about the lesson and gives grades.
Homework assignments can be given individually for those who did not complete the assignment in class.
4. Problem and game situations when studying the topic
For future mechanical technicians, knowledge of material on this topic is of great importance. Welded joints in all branches of the machine-building complex have almost completely replaced rivet joints due to the great economic effect. Adhesive joints are now widespread in all areas of the national economy for joining a wide variety of materials that cannot be welded. A mechanical technician must have a good knowledge of their technology.
When studying Materials Science, students have already received a certain amount of knowledge on welded and adhesive joints. During practical training in the welding shop, we acquired the skills to perform welding work and consolidated theoretical knowledge. In the section “Strength of Materials”, when studying the topics “Tension and Compression” and “Practical Shear and Collapsing Calculations”, students solved problems for calculating the simplest butt welded joints.
In the disciplines “Engineering Graphics” and “Fundamentals of Standardization, Tolerances and Fit,” students became familiar with state standards for designating welded joints in drawings. Students, after studying the topic “Welded and adhesive joints,” should be able to perform verification calculations of butt and lap welded joints under axial loading of the parts being connected and at the same time be able to select the permissible stress from reference books. The success of acquiring such skills will largely depend on the level of knowledge they acquired while studying mathematics and the basics of computer science.
The ability to make calculations for the strength of welded joints in specific assembly units will be useful to students in the future when developing the structural part of their diploma project. Knowledge of welded joints will be useful to students, will facilitate their study of many topics in the discipline “Maintenance and Repair”, will help them understand the feasibility of welded large-sized structures, in particular, welded gears (when studying the topic “Gears”). All of the above explains the importance of studying this topic.
The program allocates four hours to study the topic “Welded and adhesive joints”. The material is studied in full according to the program. The peculiarity of this topic is that in a relatively short period of time it is necessary to thoroughly study the material and acquire skills in calculating welded joints with recording in long-term memory, therefore it is desirable to use active teaching methods in lessons that will allow students to consciously acquire the necessary amount of knowledge and skills and ensure their strength. It is advisable to use the two hours allocated by the program to study material on the topic, and two hours to consolidate, generalize, systematize this knowledge and develop skills.
Conducting a lesson of this type has a number of common features. In this lesson, of all levels of learning, only perception, understanding and comprehension are realized. Before moving on to presenting new material, the teacher creates a different psychological mood: he emphasizes the theoretical and practical significance of the lesson topic, sets cognitive tasks for students, and, if the content of the material allows, a problem, communicates a plan for presenting the educational material. It is advisable to begin the explanation of new material by updating the background knowledge and showing the internal and interdisciplinary connections of the topic.
The central part of the lesson is devoted to the primary perception of educational material. The presentation must be distinguished by strict logical consistency and sufficiency of facts that reveal the effect of a particular law.
It is especially important when explaining something new to reveal the relationships between the foundations and the conclusions that follow from them.
In students’ perception of new lesson material, a big role is played by the questions that the teacher can pose during the presentation. They encourage students to follow the logic of presentation, isolate the main thing, express their observations, guesses, draw conclusions, and briefly formulate a conclusion. To enhance mental activity, it is good to use diagrams, drawings, and supporting notes.
The success of mastering the main content of the educational material must be identified in the same lesson by analyzing the answers to questions and retelling of the material given by students on a particular scientific position
A lesson of this type has great real opportunities for the development and education of students, especially if it is structured as a problem lesson.
A lesson on improving knowledge, developing skills and abilities on the topic “Welded and adhesive joints” must be carried out after studying the theoretical material on this topic. The main didactic goals in this case are repetition, generalization, and systematization of knowledge.
The distinctive features of this type of lesson are as follows: during their implementation, the essence of the basic scientific concepts and the most significant theoretical conclusions that were studied in this topic is repeated; various connections are established between the phenomena being studied; various phenomena and events are classified according to different criteria; the studied phenomena are assessed based on certain criteria; teaching methods and techniques are used that contribute to the development of intellectual skills in students; tasks are performed that require the synthesis of knowledge from a new angle, the application of knowledge in new educational and production situations, preference is given to tasks of a creative nature.
This methodological report provides a methodology for conducting classes to improve knowledge, develop skills and abilities using a business game, and holding various competitions.
A business game is a management simulation game, during which participants, simulating the activities of a particular person, make decisions based on a given situation. It is aimed at developing students’ skills to analyze specific situations and make appropriate decisions. During the game, creative thinking develops, and if it is carried out in the form of a competition between teams within a group, then a spirit of collectivism is developed, responsibility for the decision made to the team.
In this case, the business game is variable in nature, since it contains various variants of tasks: this is a cross-sectional survey, and solving problems, crosswords, and holding competitions. All this makes the lesson more interesting for students; the material is summarized in a playful way and is competitive in nature.
By the beginning of the lesson (according to the assignment in the last lesson), the names of both teams and mottos are known, captains have been chosen, one question has been prepared for each team and two for the captains. Students were required to draw (A4 format) expert cards for accounting and knowledge assessment and display them in a visible place so that students could immediately see their and their team’s results. This is necessary to maintain the spirit of competition, friendship and rivalry.
The lesson begins with the teacher checking homework: the captain of each team introduces himself and his team. Then two people from each team are selected as experts who will evaluate the students’ work. Experts and a teacher form a jury of 5 people. Then the teacher reminds the topic of the lesson and the goal, creates the initial motivation for the students’ cognitive activity: “Today we are holding a lesson-competition between the teams (“Stimulus” and “Universal”), it will consist of the following stages:
Checking notes on adhesive joints (homework assignment);
Oral answers to the teacher’s questions and one question from another team;
Problem solving;
Solving crossword puzzles;
Captains competition.
Your task is to take an active part in the competition in order to get a good mark yourself and not let the team down. The score will be given based on the number of points scored, which the experts will put on their card. If the number of points is 10, the score is “3”; 14 – “4”; 17 – “5”.
How points will be assigned will be specifically stated at each stage, but the following will be taken into account: the quality of answers, additions, reviews of the answer. Everyone, including experts, will receive assessments. The team that scores the most points is awarded the title “Winner Team,” and the student who scores the most points is awarded the title “Expert of Permanent Connections.” If you have questions about the organization of the lesson, you should answer them.
Conclusion
This methodological report examines the conduct of seminar lessons using game methods.
To study the topic “Welded and adhesive joints,” methods for game and problem situations are proposed.
Using the role-playing method, it is proposed to study the topic “Friction” in the “Statics” section.
One of the lessons was developed using the brainstorming method. This method contributes to the development of the dynamism of students' mental activity.
Separate topics in the sections “Statics” and “Strength of Materials” are developed using supporting notes, where theoretical material is depicted in the form of diagrams. With this method of teaching, students more effectively absorb the information received and master the skills of mental activity.
The considered methods interested the students, increased their creativity and activity during the lesson. In addition, the preparation of such classes required students to work independently not only during classes, but also outside of class.
