|
Lesson plans :: Materials Science, Technical Mechanics, Engineering Graphics, Natural and synthetic gases
Kinematics of rigid body in an oilfield equipment
|
Synopsis lesson "Kinematics of a rigid body in the oilfield equipment" discipline "Technical Mechanics"
objectives:
Education: formation of the elements of the generic competences - to search and use the information necessary for professional and personal development.
Educational: To develop the ability to make decisions in standard and non-standard situations and take responsibility for them.
Educational: to promote the education of personal qualities: communication, responsibility for the performance of their work.
objectives:
1. Determine the simplest kinds of rigid body motion in structural elements of oilfield equipment and their kinematic characteristics;
2. Calculate the kinematic characteristics of some elements of structure and link them with the important performance characteristics of the equipment.
Hypothesis: Knowledge of the simplest types of body movements and their kinematic characteristics can help in choosing the right oilfield equipment.
methods:
- Verbal: explanation dialogue
- Intuitive: a demonstration video, slideshow and schemes.
- Practical: problem solving, working with handouts
- Research: data collection, discussion of the data, the formulation of concepts, generalizations and conclusions
- Reflexive: the current reflection, self-reflection of the total.
Techniques used: demonstration videos, self-reflection.
Type of lesson: Synthesis
Used forms of cognitive activity of students studying in the small groups.
Training and methodological support of the lesson:
- Didactic means: tables, charts, videos.
- Technical equipment: multimedia projector, a computer screen.
Interdisciplinary communication:
- Physics
- Fundamentals of hydraulics and hydrodynamics (MDK ENGO)
- Pumps (MDK ENGO).
Predictable result:
Formation of the elements of the generic competences:
OK 3. Decide in standard and non-standard situations and take responsibility for them.
OK 4. Search and use the information necessary for the effective performance of professional tasks, professional and personal development
OK 6. Work in a team and the team, communicate effectively with colleagues, leadership, consumers.
OK 7. Take responsibility for the work of team members (subordinates), the result of their assignments.
Description of the stages of the lesson
|
phase of the lesson
|
tasks stage
|
contents stage
|
Forms of organization of educational work
Methods and techniques
|
learning Tools
|
|
Organizing time
|
Check students' readiness for the lesson.
Set the thematic framework of the lesson.
Organize work to create the desired space.
Motivate students in learning activities
|
Welcome.
Target orientation.
Creating the conditions for the emergence of the internal needs of the students included in the training activities.
The joint formulation of the theme and purpose of the lesson.
Hypothesizing research.
|
front
Psychological trick to his location.
Conversation.
Demonstration video scheme.
|
Video.
Scheme.
|
|
updated knowledge
|
Update mental operations and cognitive processes for the generalization of knowledge and skills.
Motivate students to research.
|
Organization preparing students for independent implementation of research activities
|
Front.
Explanation. Demonstration video.
|
Video.
Tablttsa.
|
|
Formation of generalized conceptual knowledge.
|
Form a generalized conceptual knowledge-based generalization of facts, phenomena.
|
Performing students in groups of oral and written assignments synthesis and systematizing character.
|
Collective.
Demonstration video scheme.
Solution of the problem.
|
Video. Scheme.
|
|
Verification of work
|
|
Statement by members of the group with the results.
|
Collective.
|
Video.
Table.
|
|
summing-up
|
Evaluate learning activities in the classroom
|
The teacher provides students remember the lesson objective and hypothesis and conclude on their achievement. Generalization of the knowledge gained in the classroom.
|
Collective, front.
Self-evaluation of the student in the group.
|
Table.
|
Content of the lesson:
Hello dear students, panelists and guests. Winter came into its own in full force and our machines rocking on the porch College is slowly but surely turning into a colorful snowdrift.
Motivation on lesson
And while we have not forgotten what it looks like pumping unit, I suggest you, dear students, in the study in the "Kinematics of rigid body" theme "Simple rigid body motion" again to see him on the video already. But do not just look and pay attention to the design elements of oilfield equipment and determine the types of traffic that they commit. And that you feel comfortable talking about the design of the pumping unit, you have on the table is his scheme (Appendix 1). During view video can make notes right on the chart. Short movie, so work quickly.
Students viewed the video clip
And so, what types of traffic you have found and what design elements make them? Kinematic characteristics of this movement? And what equipment transmits rotary motion? Its kinematic characteristics?
Students respond, pointing to the video.
Based on the foregoing, let's state the theme of our lesson.
Students formulate topic.
Topic: Kinematics of rigid body in oilfield equipment.
Try to formulate a goal for yourself and write lesson her on a leaf, and at the end of the lesson, we will check with you whether we have reached the goal.
Students formulate and write the purpose of the lesson.
Objective: To determine the types of motion in structural elements of oilfield equipment and find their kinematic characteristics.
Motivation for the hypothesis
Very often students ask me: "Why do we need technical mechanics? And how, for example, a knowledge of simple body movements and their characteristics can help us in the future professional activity? In particular, the choice of equipment. "
What do you think?
Then let us formulate a hypothesis and find today's lesson arguments supporting or refuting it.
Students formulate a hypothesis.
Hypothesis: Knowledge of the simplest types of body movements and their kinematic characteristics can help in choosing the right equipment.
practical work
And now I invite you to divide into small groups for further work. Before you have a wonderful lesson divided - through the ranks, and will continue to work. 1 row - group 1, 2 row - group 2, 3 row - group 3.
It is worth noting that the groups are working all the participants, the results of the work are at a time or together.
You are on the table schema oilfield equipment (Annex 2) and laptops with video. You need to work together in a group to perform the task of the application 3. Representative groups publicly announce the result of the work at the board and screen. It is desirable that the board had not previously come out guys speakers. To work independently, you are given 5 minutes, so work actively and fruitfully. Getting Started.
Students work in groups, I supervise and regulate the process of working
All ready? Begin presentation of the work group number 1.
Representative of the group voiced and shows results. (discussed rotational motion)
Do you guys have any comments and suggestions?
Students of other groups do or do not comment.
And now the group number 2 we present the results.
Representative of the group voiced and shows results. (discussed translational motion)
Have comments or suggestions?
Students of other groups do or do not comment.
And we hear the group remained number 3.
Representative of the group voiced and shows results. (discussed the gear ratio and the ratio in the mechanical transmission)
Do you guys have any comments and suggestions?
Students of other groups do or do not comment.
Thank you, all worked perfectly. And now let us turn to our hypothesis. We'll find any arguments confirming our hypothesis, at least partially?
Students respond.
Therefore, know types of motion of bodies and their kinematic characteristics still necessary. And how this knowledge will help you in choosing the right oilfield equipment? Let us now find the arguments supporting the second part of our hypothesis.
For this, I suggest you consider the real task of identifying important operational characteristics of the equipment (module of professional "Operation oilfield equipment").
You on the tables as there is Annex 4, which shows the tasks in accordance with equipment with which your group is now working. Take a close look and determine the kinematic characteristics of the movement, you need to know to calculate the performance has the equipment and, consequently, the right choice for his work. Call them. The rest listen carefully and remember.
Members of the group take turns responding.
Well done, great. I now invite you to calculate one of the kinematic characteristics of your equipment. Setting this are located just below the previous tasks. The results of calculations presented by one of the band members.
Students work in a group.
And so, let's voice your results.
Representatives of each group in turn voiced and show results. The remaining comment or add.
And if we do not know and be able to calculate the kinematic characteristics of the simplest forms of body movement than in professional activities that may result?
Students respond.
Therefore, knowledge of the simplest types of body movements and their kinematic characteristics can help in choosing the right equipment.
Now let's go back to our hypothesis ... this statement true?
students respond
How do we prove it?
students respond
Well done, good job.
And now let's see you have reached the goals set at the beginning of that lesson?
Students check their goals compare and discuss the results.
What we are now done! Well done? Of course! And to appreciate your work in the classroom suggest that you fill in the table introspection 5 point system. Fill quickly, critically.
Students fill the table.
I am also very pleased with your work in the classroom. Was very happy with you again meet again before the session. Not all fluff no pen!
Thank you, goodbye.
|
|
|
