Ready design work on technology. Creative project on technology "tractor"

Municipal educational institution

« Secondary school No. 17 "

Creative project on technology on the topic:

Done by: 7th grade student

Golysheva Kristina

Leader: technology teacher

O. V. Grechishkina

Bogoroditsk 2016

TABLE OF CONTENTS

Introduction……………………………………………………………….3

Main part………………………………………………………. . 5

2.1 History of embroidery with satin ribbons…………………………… 5

2.2 Selection of materials and tools and safety precautions……… 6

2.3 Sketch of the product…………………………………………………………….. 8

2.4 Manufacturing technology of the product…………………………………….. .9

2.5 Environmental assessment of the project……………………………………….10

2.6 Economic evaluation of the project……………………………………… 11

3 Conclusion…………………………………………………………… 12

3.1 Self-assessment…………………………………………………………..... 13

3.2 Results of the work…………………………………………………………. thirteen

5 Literature ……………………………………………………………..15

INTRODUCTION

aim creative project is the implementation of such a product, which most fully represented my knowledge, skills, acquired in the process of learning at technology lessons.

Tasks project:

1. Develop and execute a project.

2. Make a picture according to the project.

3. Improve the skills and techniques of work acquired in technology lessons.

4. Evaluate the work done.

In our house there are things embroidered and decorated by my grandmother and great-grandmother. These are paintings, towels, napkins.

Beautiful products still keep the warmth of their hands and hearts, and at one time they were a fabulous decoration of a simple village house.

Even as a child, looking at these products, I dreamed of becoming a needlewoman like them. Therefore, for me, the ability to embroider is an opportunity to join the beautiful.

I got this skill from my grandmother, and now I really want to use it to decorate my house. My mom's birthday is coming soon. I decided to give her a present. She has a small shelf in her room. At this place, I decided to make her a bright picture. I think that she will decorate the interior of her room. After all, the best gift for parents is one that is made by hand.

I know that today in all countries interest in embroidery is being revived, a lot of relevant literature is being published: books, magazines, manuals. Embroidery gives very great opportunities to make any decorative product. Currently, embroidery with satin ribbons is relevant. I decided to take up this art.

Option number 1. Making a picture in the technique of hand embroidery with ribbons. Yes, I can do it, no problem ... financially, but it takes a lot of time. I have little experience with this technique.

Option number 2. Making a picture embroidered with beads. It is suitable for interior decoration, but it is too simple.

Option number 3. A picture made with satin ribbons is not a bad idea! It can be made from satin ribbons, inserted into a frame. I have no doubts about the need for such a picture, because it will decorate the interior of the apartment. It will not take much time to make a picture, but how much beauty and comfort it will bring to the interior of the house. Thus, I made my choice! I decided to “paint” the picture myself with ribbons. We'll see what happens in the end!

MAIN PART

2.1 HISTORY OF EMBROIDERY WITH SATIN RIBBONS

Since ancient times, narrow strips of fabric have been used in everyday life and economic activities of people. Already in ancient Greece, women wove strips of fabric into their hair to “revive” their image.

Headbands adorned with gold and precious stones were also woven into the hair in ancient Rome.

In addition, clothes were trimmed with colored ribbons, and each social class had its own color and material. In the Middle Ages in Italy, the backs of chairs and canopies were already decorated with ribbons, as well as heavy curtains were tied up with which windows were closed to protect against the cold in winter.

But only inXIVcentury, the domestic use of silk ribbons began to expand. The traditions of weaving in Lyon and the favorable climatic conditions of southern Europe contributed to the rapid development of the production of valuable silk thread. After the papal curia moved to Avignon, under the tutelage of the French king, noblemen began to flaunt in luxurious clothes trimmed with ribbons with a gold border or brocade ribbons, according to the rank and origin of the wearer.

In 1446 the future King LouisXIinvited Italian weavers to teach their art to the people of Lyon. Nothing came of this idea, but a variety of machines were brought to the city both for silk dressing and for making silk ribbons. The demand for ribbons continued to grow, and Lyon gradually turned into a major textile center. In 1560, there were already fifty thousand weavers who made various, including expensive and extravagant, silk ribbons, and to the south, in Velzy and Saint-Etienne and the surrounding area, there are already about eighty

Thousand looms for the production of ribbons and three hundred and seventy - for the production of braided products (braid, galloon, lace). At the beginningXVIIIcentury, the demand for these goods increased sharply, and a period of rapid distribution of luxurious and beautiful ribbons began. King Louis of FranceXIVdecorated with ribbons toilet jewels, even his shoes and ordered the court to dress in an original way with fiction.

The Rococo era came, and frivolity became the style of the French court. King LouisXVHe loved to embroider and often gave the ladies of the court cute trinkets made by himself. Dresses became voluminous and spacious, richly decorated with ribbons. “Flying dresses” with unstitched folds (tucks) on the chest and numerous ribbons came into fashion.

It was during these times that embroidery with silk ribbons appeared in France. At first, noble ladies began to decorate their dresses, decorating corsages with small roses "a la rococo", leaves and many scattered flowers with pearls and crystals.

Then it was time for the laundry. It became more and more luxurious and refined. In the studio, which bore the high title of "Suppliers of the Royal Court", with the help of a simple needle and ribbons, real masterpieces were created. Now they show off in museum showcases around the world - from London to Pretoria.

From France, this type of embroidery migrated to the islands, to England. And from there it spread to all countries of the former British Empire. Together with the settlers and the Old World, he came to America, where he quickly gained popularity. This art flourished in the 1970s.XIXcenturies. By that time, embroidery could be seen not only on dresses, but also on umbrellas, lampshades, quilts, knick-knacks for the home and hats.

After World War II, public interest in all types of needlework began to decline. But within the last two decades, a revival of embroidery has begun.

Interest returned, and this art again shone with all its facets. After all, sewing with silk ribbons is extremely entertaining, it does not require complex devices and large upfront costs. In addition, simple and well-known embroidery techniques are used here. And the three-dimensional pattern is so attractive that we can, without any doubt, say that in the coming years this type of embroidery is expected to be widespread and successful.

2.2 SELECTION OF MATERIALS AND TOOLS

Needles

Different needles are used for embroidery: thin - for light fabrics, thick - for dense ones. When sewing with silk ribbon, sharp needles are used, because they must freely enter the fabric without forming unaesthetic puffs. The eye of the needle should be elongated so that you can easily see the tape and it slides over it without twisting. In this way, possible breaks can be avoided. For tapes with a width of 7.9.12 mm, needles No. 18 - 22 are selected; for a tape of 3 mm, No. 24 is recommended.

Ribbons

decorative ribbons used for decoration only.Silk Ribbons . They come in various widths and various colors. They can be used for embroidery on any kind of fabric.Organza ribbons and braid used in embroidery to create volume and transparency.Finishing tapes and braid There are several types: voile ribbon (with a heel, smooth or with an insert in the center of satin), satin ribbon (smooth, pleated, pleated), lace ribbon (with beads, gathered).

Embroidery threads

They are required to create the basis (contour) for some seams or to secure the tape on the wrong side at the end of the work.

Beads and beads

They are used for decoration and give the embroidery a special elegance.

fabrics

A wide variety of fabrics can be used for the base when embroidering with silk ribbon. Cotton fabrics: gunny, cambric, plush, muslin, satin. Linen fabrics: rough linen, thin linen, rough linen, linen with a uniform warp. Silk fabrics: chiffon, chescha, silk tulle. Woolen fabrics: crepe, tweed, jersey. You can embroider on any surface, as long as the fabric is strong enough to securely hold the stitches on it, and so elastic that the thread can easily pass through it.

In my job The following materials and tools were used:

Background fabric (light gray canvas)

Satin ribbons

Cotton threads

Needle

Scissors

Safety

While working with scissors

Put the scissors on the right during work, with the rings towards you, so as not to prick on their sharp ends. Blades of scissors in non-working condition must be closed.

Pass the rings forward with closed ends.

Make sure that the scissors do not fall to the floor, as if they fall, they can injure you and your friend.

Do not play with scissors or put them in your mouth.

While working with needles

Store pins and needles in a certain place (cushion, special box, etc.), do not leave them at the workplace.

Do not use rusty needles and pins when working, as they break easily.

In no case do not take needles and pins in your mouth.

During operation, do not stick needles into clothes and random objects.

Sew with needles only with a thimble to avoid pricking your finger.

Attach patterns and fabrics with the sharp ends of the pins away from you.

Do not bite off the threads with your teeth, but cut them off with scissors.

While working with glue

Place the glue gun on the thermal mat.

Insert a roll of glue into the gun and fasten.

Plug in the plug.

Children should not work with hot glue. Do the work with the help of adults.

At the end of work, unplug the plug from the socket, cool and put the gun away.

2.3 PRODUCT SKETCH

2 .4 PRODUCT MANUFACTURING TECHNOLOGY

№

p/n

Manufacturing sequence

Materials, tools

Transfer the composition of the pattern to the fabric

cloth, pencil, picture sketch

Make flowers of different colors from satin ribbons. Only 25 pieces. The technology for making flowers is shown below.

Attach a bead to the center of the flower.

ready-made flowers, thread, needle, scissors

Make 8 large colors from satin ribbons. Manufacturing technology is shown below.

satin ribbons, thread, needle, scissors

Tuck the fabric into the frame. Fix flowers and leaves on the background arbitrarily.

ready-made flowers, leaves, background fabric, needle, scissors, thread

Fix the finished picture in a frame.

picture, frame

Making flowers.

To complete each small flower, I sewed a ribbon with small basting stitches, as shown indrawing and tightened. A flower has formed. Thus, I made several flowers of different colors and sizes.

How many flowers we want - we collect so many segments of 25 cm for large flowers, 15 cm for medium ones, 10 cm for small ones.

Now you can cut the tape to the desired length, leaving a little space for the seam after the last stitch.

Now gently pull the thread and collect our already flowers.

I did not have a specific manufacturing scheme. I began to collect the bouquet arbitrarily, “as it will fall” ... At the same time, I used the selection and combination of colors. First, I made a bow from a thin brown ribbon. Then she began to collect a pattern of flowers.

I had to shift the flowers from one place to another to find a harmonious combination.

After the final laying of the flowers on the canvas, I moved on to the final stage - gluing the flowers to the frame. From the formed pattern, I took one flower at a time, squeezed out a drop of hot glue and quickly applied it to the intended place. I fixed the ribbon-twigs at the ends, glued the bow. That's it.

2.5 ENVIRONMENTAL ASSESSMENT OF THE PROJECT

Embroiderysatin ribbons- it's ecologschesky net production, tk. it is practically waste-free, no harmful substances are emitted, the atmosphere is not polluted, there is no danger to human health.

2.6 ECONOMIC EVALUATION OF THE PROJECT

Price per

1m/1pc

Consumption

Total rub.

Fabric for background canvas

150 rub.

30*20

150 rub.

Satin Ribbons: Green

10 rub.

1 m

10 rub.

Satin ribbons:blue

10 rub.

0.5 m

5 rub.

Satin ribbons:crimson

10 rub.

Satin ribbons:red

10 rub.

0.5 m

5 rub.

Satin ribbons:dark green

10 rub.

0.5 m

5 rub.

Satin ribbons:brown

10 rub.

Satin ribbons: yellow

10 rub.

1 m

10 rub.

Frame 24*19

125 rub.

1 PC.

125 rub.

Needle

was

1 PC.

Cotton threads

were

1 PC.

Scissors

were

1 PC.

Hot glue

15 rub.

1 PC.

15 rub.

Total:

345 rub.

The cost of my painting is low, which means that it is economically cheaper to do the work yourself than to buy a similar one in the market or in a store.

CONCLUSION

3.1 SELF-ASSESSMENT

The completed picture turned out to be very bright and beautiful, the patterns of the picture are simple, they correspond to the interior of the room.

All my family liked the picture. I hung it above my bed. The room became more comfortable, more beautiful.

Analyzing the work done, I believe that I have fulfilled the goal and tasks set for myself.

In the process of doing creative work, I consolidated my skills to correctly and beautifully embroider with satin ribbons, to select colors. I liked doing this work, it is a creative, exciting process, which resulted in a wonderful product. Carrying out a creative project, I learned a lot about the history of embroidery with satin ribbons, systematized my knowledge and skills. I will continue to improve in this kind of arts and crafts.

4. Product advertising

The hands of people can make any miracle;

And flowers can weave on a white field

And embroider the golden sun across the blue sky,

To become more beauty on earth

I will pick up a thread and a simple rag

And a little fantasy and magic

And I'll sew something that you don't even dream of -

Only for beauty to live on earth!

LITERATURE

1. A. Burda. "Album on needlework". M.1999.

2.Series "school of embroidery" "Ribbon embroidery". M. 2004.

3. "Golden library of hobbies" Embroidery with silk ribbons. M. "Ast-Press". 2008.

A. Chernova "The Art of Ribbon Embroidery" 2006 Rostov - on - Don "Phoenix".

D. Chotti "Embroidery with silk ribbons" 2004 Moscow "Ast-press".

https://yandex.ru/images/search?text=%D1%82%D0%B2%D0%BE%D1%80%D1%87%D0%B5%D1%81%D0%BA%D0%B8 %D0%B5%20%D0%BF%D1%80%D0%BE%D0%B5%D0%BA%D1%82%D1%8B%20%D0%BF%D0%BE%20%D1%82 %D0%B5%D1%85%D0%BD%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D0%B8%20%D0%B2%D1%8B%D1%88 %D0%B8%D0%B2%D0%BA%D0%B0%20%D0%BB%D0%B5%D0%BD%D1%82%D0%B0%D0%BC%D0%B8&noreask=1&lr=213

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Creative project teacher of technology Subbotin N. A. "If you hear - you will forget, If you see - you will remember, If you build - you will understand." Confucius

Project - lat. projectus - thrown forward 1) a set of documents (calculations, drawings, etc.) for creating a product. 2) The preliminary text of any document. 3) Idea, plan. What is a project?

What is a project? A project is an independent work of a student aimed at finding solutions to a given problem to meet a need that has arisen, consisting of a sequence of steps from conception to implementation and culminating in the receipt of a specific product.

Design is the process of solving a problem. What is a project?

Search stage Technological stage Final stage Selection of the project topic. Justification of the need to manufacture the product. Formulation of requirements for the designed product. Development of several variants of the product and selection of the best. Development of the design and manufacturing technology of the product. Selection of materials and tools. Workplace organization. Manufacture of the product in compliance with the rules of safe work. Final control of the finished product. Product testing. Analysis of what worked and what didn't. Project protection. Design stages

The project consists of two parts: theoretical and practical. The theoretical part of the project is an explanatory note, and the practical part is a specific model, layout, product.

Product Practical Explanatory note Text document (Microsoft Word.docx; etc.) or handwritten version (A4 sheet) Theoretical Work Computer presentation Microsoft PowerPoint.pptx The project is ...

Work on the project Any creativity requires a certain degree of freedom. Therefore, the author has the right to change the sequence of presentation of the material, not to include individual sections from the recommended list, or to add what, in his opinion, can improve the work.

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Choosing a project topic grade 5-8

The project is an independent work of the student, aimed at finding solutions to the problem to meet the need.

Dear friend! In the lesson, you and your friends identified possible problems in each area of design, thought about the possibility of making those necessary products with your own hands that will help meet the needs of your family, and compiled a "Bank of project ideas".

Bank of ideas for projects Design area List of projects Household Sports, recreation Technical creativity Arts and crafts If you do not have a bank of ideas - create now!

Requirements for the selection of an object (product) for design Topic 1 Topic 2 Topic 3 Draw a table in your notebook or download the download link from the site https:// 1drv.ms/x/s!AtpiO2WHodXrhTEIkUZWEIj_W0rC

Task 1 Positive analysis Look carefully at the "Bank of ideas for projects" think and identify the three topics that are most interesting to you, which will help solve problems in meeting the needs of your family, write down the selected topics in a table.

Review the selected topics. Answer the questions to find out if your project is on the right track. Rate each topic with a score from 0 to 3 according to the criteria provided. Task 2 Critical analysis

Requirements for the selection of an object (product) for design topic 1 2 3 A fascinating idea. Does your project stand out from the rest? Is this topic interesting enough to work on over the next few months? The ability to change the world. Can the project make our life better? Is it useful for society and a particular individual? Task 2 Critical analysis

Requirements for the choice of an object (product) for designing topic 1 2 3 The presence of an element of novelty. Does the work go beyond what has been learned to some extent? Can you find at least three sources of written information on this subject? Does the project require technologies learned in this class? Task 2 Critical analysis

Requirements for the selection of an object (product) for design topic 1 2 3 Do you have enough knowledge and skills for manufacturing? Security. Can you develop a solution that is safe to make and use? Does the product reflect your personality? Task 2 Critical analysis

Requirements for the selection of an object (product) for design topic 1 2 3 Availability of the necessary machines and tools in the workshop. Do you have all the equipment needed to complete the project? Do you have enough time to complete your project and get it done before the deadline? (to the amount of time for manufacturing no more than 8 hours) Task 2 Critical analysis

Requirements for the selection of an object (product) for design topic 1 2 3 Use of available materials. Do you have all the necessary materials? Are you ready to purchase materials at your own expense? Relevance. Does the project meet your current needs? Task 2 Critical analysis

Requirements for choosing an object (product) for design topic 1 2 3 Your teacher may put some restrictions on projects. Does the theme of your project meet these restrictions? To competitiveness. Can you think of a manufacturing method, a constructive solution better than what already exists? Is this improvement measurable? Task 2 Critical analysis

Basic requirements for choosing an object (product) topic 1 2 3 Total Task 2 Critical analysis Summarize: The topic with the most points is the most suitable for you as a project.

Task 3 Formulate the topic of your project Requirements for the formulation of the project topic 1. The presence of a word denoting the process: study, creation, development, research, identification, analysis, classification, manufacture, development; 2. The presence of a word denoting a means of influence: technology, program, equipment; 3. The presence of a word denoting the object of influence (problem);

The title page is the first page of the explanatory note and is filled out according to the rules: type Times New Roman; the upper field indicates the full name of the educational institution (font size 14); on average, the name of the project is given without the word "subject" and quotation marks. It should be short and precise - correspond to the main content of the project (font size 28); in the lower field on the right - class, surname and name of the student and full name. manager (font size 14); below in the center - the city and year of the project (font size 14). Task 4 Design the title page

Municipal budgetary educational institution "Secondary school No. 24" Creative project Making a cutting board Completed by: 5 A grade student Ivanov Ivan Supervisor: technology teacher Subbotin N.A. Kemerovo 2019 Sample filling

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Title page Design requirements

Title page Is the first page of the explanatory note and is filled in according to the rules: type Times New Roman; the upper field indicates the full name of the educational institution (font size 14); on average, the name of the project is given without the word "subject" and quotation marks. It should be short and precise - correspond to the main content of the project (font size 28); in the lower field on the right - class, surname and name of the student and full name. manager (font size 14); below in the center - the city and year of the project (font size 14).

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1. Justification of the need to manufacture the product

The justification for the need to manufacture a product is: a description of the problem; identification of the needs of the individual, family, society; determination of the necessity and practical usefulness of the product; setting the goals and objectives of the project.

A problem is a contradiction between an existing situation and your idea of an ideal situation that needs to be resolved. The problem must be taken from real life, familiar and meaningful to you. Her decision must be important for you to satisfy your need for something. The problem reflects the theme of the project. It easily becomes a target.

A need is a perceived need for something. A need is a lack of something that a person needs.

Purpose - the idea of future results that should be achieved as a result of the manufacture of the product; A goal in a project helps answer the question, “Why do we want to do the project?” It sounds capacious and reflects the theme of the project.

Task 1 Describe the need for your project and your goal in the form of a story.

Justification plan: Consider the situation that creates the problem. Determine the causes of the problem. Find out how important it is to solve this problem now. Determine for whom your product will be designed and manufactured and why this person will need it. Determine the goal of the project and how to achieve the goal. 1. Justification of the need to manufacture the product 1.1 Need and purpose of the project

Your story should reflect the following questions: What product (work) did you choose to design? Why? What problem does your idea solve? What is your goal? Why do you want to complete the project? What is the purpose of this product? What are its possible applications? What functions should the product perform? Will your product (work) be useful to someone? Who is the consumer? Where can your product (work) be used? Under what conditions? Control question method

"Anti-slip" 1. Rationale for the need to manufacture the product 1.1 Need and purpose of the project During ice, many people get injured. In the elderly, such injuries are especially dangerous. Our grandparents are afraid to slip and fall. Our goal is to help them so that they are not afraid of sleet and can leave the house in any weather. To do this, you need to come up with a special device for shoes - anti-slip. Execution example

"Kitchenware" 1 . Justification of the need to manufacture the product 1 .1 Need and purpose of the project My mother is a very good cook. Cutlets are especially delicious. However, to turn them over when frying, you need a special device. My goal is to make the food preparation process easier. I can give my mother a present - to design and make a special spatula for turning cutlets, as well as a cutting board for cutting vegetables. Execution example

"Pencil holder" 1. Justification for the need to manufacture the product 1 .1 Need and purpose of the project It often happens that pens, pencils and sheets of paper are scattered on my desktop, for which my parents scold me. The purpose of the project is to ensure order on the table. The order on the table will help to create a stand for pens, pencils and paper. You can buy a stand, but it's expensive. It is better to make it yourself from lumber waste. Execution example

1.2 Brief statement of objectives

Objectives are the steps necessary to achieve the goal of the project. A brief statement of tasks is a task according to which a product will be developed and manufactured.

Task 2 Formulate the tasks facing you.

The formulation of tasks should include: the name of the product; definition of the end user or market sector, i.e. who will use the product; its functions (what it is intended for), what human needs will be satisfied.

"Anti-slip" 1. Justification for the need to manufacture the product 1.2 Brief formulation of tasks Design and manufacture an anti-slip that is attached to shoes before going outside on ice. Consumers: all family members, mainly the elderly. Execution example

"Shovel for turning food" 1. Rationale for the need to manufacture the product 1.2 Brief statement of tasks Design and manufacture a spatula for the cook, which is convenient for turning food during cooking. Execution example

"Stand for pencils" 1. Justification of the need to manufacture the product 1.2 Brief statement of tasks Develop and manufacture a stand on the student's desktop, designed to store pencils, pens and paper, taking into account the interior of the room. Execution example

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2. Research of similar products Grade 5

Task 1 Define and describe: 2.1 Research area What will you be researching? 2.2 Purpose of the study Why will you conduct this study? 2.3 Research method How? How will you conduct your research?

2. Investigation of Similar Products 2.1 Study Area A taxes on pencil holders available on the market. 2.2 The purpose of the study To identify the design features of the pencil stand to develop a better, competitive product. 2.3 Method of research Design analysis of finished products. Execution example

Design analysis is the study of various objects (products) by mentally dissecting an integral object into its constituent parts (sides, features, properties or relationships) in order to study their properties and characteristics.

Task 2 Explore the market for similar products: stores; from Internet sites; advertising booklets and magazines. Find (photograph or copy) several (at least three) images of similar products that caught your attention. Conduct an expert evaluation of products from the point of view of various specialists.

Product examination can be carried out from the point of view of various specialists: Sociologist Erganomist Engineer Artist Economist Ecologist

The sociologist assesses a social need; category of persons (consumer groups) using this product; environment where the product will be used; demand; requirements of the consumer (customer) for the product.

An erganomist evaluates the conformity of the product to the proportions and dimensions of a person; physiological and hygienic factors, product safety (noise, hygiene); the specifics of the operating environment, taking into account functional requirements.

The engineer evaluates the dependence of the shape of the product on the material that is used; product design; design parameters (reliability, strength, durability); material (technological and physical-mechanical properties) from which the product is made; production technology (simplicity and productivity).

The artist evaluates the aesthetic merits of the product; spatial form (geometric shape, type, size, position in space); texture and texture; color and contrast; composition and symmetry; scale; rhythm and proportion.

The economist estimates the cost of the materials used; the cost of the finished product; time spent on production; conditions for the sale of products.

The ecologist evaluates the release of harmful substances, chemical reactions from contact with other materials and substances, waste disposal during production, the “second life of the product”.

Create (draw) a table. Put the images in the table. o write the characteristics of the depicted product, answering questions about the design analysis parameters; Give full answers to questions. Task 3 Arrange the results of your research in the form of a table:

Picture Comparative characteristics 2.4 Description of the study Example of execution

Picture Comparative characteristics What is the functional purpose of the product? What is it used for? What is the shape of the product or its parts? What is the product made of? Material? Is the product easy and convenient to use? Is the product ergonomic? What are the features of operation? Mode of production? Ways to attach parts? How is it done? Do you like it? Would you like to have or use it? What's wrong? What needs to be fixed? Who is it for? Who is the consumer, his age, gender? 2.4 Description of the study

Important! The study ends with a comment and a conclusion about the decision! This is the answer to the question: How will the result obtained affect the decisions made in the design process? What features of the considered similar products would you like to use when designing your own? Task 4 Write a conclusion from the study.

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3. Requirements for the designed product Design specification

A design specification is a detailed list of criteria that a product must meet in order to be of high quality and satisfy the needs of the customer-user.

Design specification - criteria should be clear; the criteria must be specific; the criteria must be testable; If a requirement seems too general to you, it must be detailed to smaller, but specific requirements;

Activity Write a design specification using the items that apply to your project. Arrange the results in one of the following views: tabular form numbered list scheme

Main characteristics of the product Requirements for the product Requirements for materials Made from available materials. Low cost. Profitability of a product Small expense of materials. Minimum manufacturing time Manufacturability of the product Simplicity of design. Simplicity of manufacturing technology. Aesthetics of a product Beautiful appearance. Originality. Modern design. Environmental friendliness of the product Should not pollute the environment. Product safety Must be safe to use. Legislative requirements Relevant agrotechnical requirements. Execution example 3.1 Design specification for the product "Garden cultivator"

Modern design Easy to manufacture Made from affordable materials Minimum manufacturing time Economical Original Functional, corresponding to agrotechnical requirements Safe to use Example of implementation 3.1 Design specification for the product "Garden cultivator"

Must be 1. Durable. 2. Beautiful. 3. Easy to clean and wash. 4. Lightweight. 5. Comfortable. 6. Easy to make. 7. Inexpensive. eight . Do not break down from contact with food. nine . Don't rust. 10. Do not get too hot (handle). 11. Do not spoil the dishes in which food is cooked. Implementation example 3.1 Design specification for a food turning paddle

3.1 Design specification for pencil and paper holder 1. Proportionate to the dimensions of the table. 2. Beautiful. 3. Suitable for the interior of the room. 4. Cheap. 5. Durable. 6. Comfortable. 7. Easy to make. Execution example

Example of implementation Puppet theater characters should be: 3.1 Design specification for a glove puppet

Implementation example Thinking about the design of the product, I came to the conclusion that it must meet the following requirements: 3.1 Design specification for a floor lamp

Product characteristics Product requirements Material requirements Availability: affordable/exclusive; cost of materials: high / not high / medium; availability of materials in processing: easy / difficult to process; modernity: traditional/modern; Design specification on _____________

Characteristics of the product Requirements for the product Manufacturability of the product design features: simplicity / complexity few / many details; transformability / rigidity strength; reliability; collapsible / non-collapsible; durability; security. Design specification

Product characteristics Requirements for the product Manufacturability of the product technology features: simplicity/complexity; technology productivity: manually / using machines / using equipment (what?) Design specification

Characteristics of the product Requirements for the product Cost-effectiveness of the product consumption of materials: large/small/medium; the cost of the finished product from __?__ rub. up to __?___ rub. production time large/small/number of hours? Design specification

Product characteristics Requirements for the product Environmental friendliness of the product must not pollute the environment during production and disposal; must not emit harmful substances from contact with other materials and substances; Design specification

Product characteristics Requirements for the product Sociological criteria category of persons (consumer groups) to whom this product is intended: profession / specialty / interest groups; age: for children _ years / adolescents _ years / adults / the elderly; gender: for men/women, boys/girls; Design specification

Characteristics of the product Requirements for the product Moral values The product must meet the standards of morality; not be harmful to society in terms of patriotism, nationality, mentality; Erganometric parameters taking into account functional requirements: convenience / inconvenience in operation; (specifically what?) Design specification

Characteristics of the product Requirements for the product Aesthetics of the product (artistic design parameters) beautiful appearance; design: original/traditional/modern; spatial form: (geometric shape, type, size, position in space); Design specification

Characteristics of the product Requirements for the product Aesthetics of the product (artistic design parameters) texture and texture; color and contrast; composition and symmetry; scale; rhythm and proportions; Design specification

Characteristics of the product Requirements for the product Erganometric parameters (the science of the convenience of using things) compliance of the product with the proportions and sizes of the consumer: human / animal / bird; physiological and hygienic factors: (List which ones?); specifics of the operating environment: (What exactly?); Design specification

Product characteristics Requirements for the product Safety in use: age restrictions/presence/absence of small parts/noise/hygiene; safety of materials: safe/requiring special conditions for disposal; Legal requirements Legal or environmental requirements that the product must comply with Design specification

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4. Development of several product options and selection of the best

4.1 Bank of ideas.

Bank of ideas (initial ideas) - this is a quick sketch of your ideas and short explanations for them. Important! Develop a large number of ideas, quickly, without stopping to think about them (here, speed is more important than the level of thoughtfulness of ideas) The more ideas will be reflected on the sheet, the easier it is to choose the optimal idea. Comments should be simple descriptive.

Task 1 1 2 3 4 5 6 Draw an A4 sheet into rectangles, put a number In each rectangle, draw one of your ideas Scan the resulting images

4.1 Bank of ideas. 1 2 3 4 5 6 Example

1 2 3 4 5 6 7 8 9 Implementation example 4.1 Bank of ideas.

1 2 3 4 5 6 Implementation example 4.1 Bank of ideas for the project “Seedling box.

4.2 Analysis of possible ideas

4.2 Analysis of possible ideas Product image Design description Advantages Disadvantages Create a table on the computer, insert images into it and add comments explaining the design. Conduct an analysis of the options.

4.2 Analysis of possible ideas Product image Design description Advantages Disadvantages Stainless steel base. The two halves are connected with rivets. The base is bent at an angle for convenience. It is convenient to use when turning the cutlets. Uncomfortable handle. Simplicity of design This form of the product is easy to manufacture, but inconvenient to use. Execution example

4.2 Analysis of possible ideas Product image design description Advantages Disadvantages The halves of the handle are oval for convenience. The base is decorative. The spatula is convenient to use in work, as the handle is bent at an angle. The product looks beautiful. There are no shortcomings Example of implementation

4.2 Analysis of possible ideas Product image Design description Advantages Disadvantages A simple box of four rectangular boards and a plywood bottom, assembled on nails. The same box, but with legs. Legs provide ventilation of the bottom. Convenient to carry. Non-separable - takes up a lot of storage space. Simplicity of a design Not separable – takes a lot of place at storage. Not convenient to carry. Execution example

4.2 Analysis of possible ideas Product image design description Advantages Disadvantages Drawer with extended side walls, which are both legs and handles of the drawer. Drawer with a handle and a partition into two compartments. There is bottom ventilation. Convenient carrying handles available. Can be stacked on top of each other for storage. Non-separable - takes up a lot of storage space. The presence of a carrying handle. You can sow different varieties of seedlings in different branches. Non-separable - takes up a lot of storage space. The handle makes it difficult to put boxes on top of each other. There is no bottom ventilation - when watering, the bottom may rot. Execution example

4.2 Analysis of possible ideas Product image design description Advantages Disadvantages Collapsible drawer design with rounded posts at the top. Collapsible design of the box, but the upper parts of the side racks are even with cut corners. Detachable design. There is bottom ventilation. The rounded rack at the top makes it difficult to put boxes one on top of the other. Detachable design. There is bottom ventilation. It is possible to stack the boxes one on top of the other. There are no disadvantages. Execution example

4.3 Choice of a rational design.

It is necessary to choose which of the ideas is most suitable for solving the problem and further elaboration. Submitted ideas should be evaluated against design specification criteria. If the criterion is met + if it is not - It is possible to use the table: Design specification criteria Idea No. 1 Idea No. 2 Idea No. 3 Idea No. 4 Idea No. 5 Idea No. 6 1. + - - + + - Total + 4.3 Choice of a rational design Conclusion: Own decisions must be justified!

Design specification criteria Idea #1 Idea #2 Idea #3 Idea #4 Idea #5 Idea #6 1. Proportional to the size of the table. + - - + + - 2. Beautiful. + + + + + + 3. Suitable for the interior of the room. - + + - + + 4. Cheap. + + + - + + 5. Durable. + + + + + + 6. Comfortable. + + + + + + 7. Easy to manufacture + - + + + + Total + 6 5 6 5 7

Conclusion: For the design of the pencil and paper holder, I choose idea #6 because it meets more of the design specification criteria. Execution example "Stand for pencils" 4.3 Choosing a rational design

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Graphic documentation

A technical drawing is a three-dimensional image of an object, made by hand, indicating the dimensions. All dimensions are given in millimeters.

The dimensions of the part are first put down on the main view, and the missing ones on other views; on the drawing, sketch and technical drawing depicted in any scale, put down the actual dimensions.

5.1 Technical drawing

5.1 Technical drawing Execution example 400 300 300

A sketch is a flat freehand drawing of a part, indicating its dimensions.

a flat image of a product drawn using drawing tools indicating its dimensions, name, scale and material. A drawing is -

Chertil Checked Subbotin N.A. MBOU "Secondary School No. 24", 5A class No. 1 M1: 1 Sheet A4 in the educational project is allowed to be placed as necessary both vertically and horizontally

7 22 25 3 0 7 20 20 15 2 0 5 5 5 145 8 Chertil Checked by Subbotin N.A. MBOU "Secondary school No. 24", 5A class No. 1 M1: 1

Drawing requirements Proper choice of scale; Image of the required number of views of the part in the drawing Rational use of the drawing field No errors in the image of the projections of the part Compliance with the proportions of the part in the drawing Clarity of the lines of the drawing Consistency of the thickness of the main and dimension lines Availability of all required dimensions Correct designation of dimensions Cleanliness of the drawing field

6. Choice of materials and finishes

Task 1 Consider carefully the graphic documentation of your project. Determine what details are in your product? Select the material for the manufacture of these parts.

Pay attention! The same properties of materials for different products can be both an advantage and a disadvantage! Record your choice and its justification in a table, write a conclusion about the decision made.

6.1 The choice of material for manufacturing ___________ _______________________________________________ Name of material Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project Conclusion: for the manufacture of (name of part or product), I choose (name of material). Create on a computer or draw a table

6.1 The choice of material for the manufacture of the working part of the blade for turning food. Name of the material Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project Wood Easily processed Short-lived, fragile Glass Fragile, can break Mild steel Rusts, breaks down from contact with food products. Stainless steel Does not rust, Does not collapse from contact with food Conclusion: for the manufacture of the working part of the blade, I choose stainless steel. Execution example

6.1 Choice of material for making pencil and paper holder Material name Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project does not look good on a polished wooden table chipboard high labor intensity in manufacturing and finishing for the interior of the room fiberboard easy to process not durable Conclusion: I choose wood for making a stand. Execution example

6.1 Choice of wood for making a pencil and paper holder Type of wood Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project , labor-intensive to finish Pine is available, well processed, well coordinated with the table material and the interior of the room with minimal finishing. Conclusion: for the manufacture of the stand, I choose pine wood. Execution example

6.1 Choice of finishes (coatings) for the manufacture of a pencil and paper stand Name of the wood species Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project texture of the wood and prevents stains, can be washed Polishing without a coating gives a shine the surface can become stained, which are difficult to remove Conclusion: I choose varnish as a coating. Execution example

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Calculation of the cost of materials Grade 5

Task 1 No. Name of material Units of measurement Consumption of materials for the product Price (rubles / unit of measurement) Cost (rubles) 1 Total Fill in the column “Name of material” Draw or create a table on a computer

Task 2 Find out in what units the material that you are going to use for the project is measured; For example: Lumber - m³; Sheet materials (plywood, fiberboard, chipboard) - m²; Paints and varnishes, nails - kg; Fasteners (screws, bolts, nuts) - pcs. Fill in the column "Units of measurement"

Task 3 Measure and write down the dimensions of the workpiece in millimeters for bulk prismatic materials a - length, b - width, h - height. for volumetric cylindrical materials h - height R - radius

Measure and write down the dimensions of the workpiece in millimeters for sheet materials a - length, b - width, for weight and piece materials Suspension on the scales and count the number of pieces Task 3

Convert the size value from millimeters to meters, from grams to tons Measures of length (linear measures) 1 meter (m) \u003d 10 decimeters (dm) \u003d 100 centimeters (cm) \u003d 1000 millimeters (mm). Measures of volumes 1 cubic meter (m³) ~ 1000 liters (l) = = 1000 cubic decimeters (dm³) = = 1000,000 cubic centimeters (cm³). Measures of weight 1 ton (t) \u003d 10 centners (tsn) \u003d 1000 kilograms (kg). 1 kilogram (kg) = 1000 grams (g). 1 gram (g) = 1000 milligrams (mg). Task 4

Task 5 Calculate the consumption of materials for the product according to the formulas: for bulk materials About the volume of a rectangular parallelepiped: V = a b h where V is the volume of a rectangular parallelepiped, a is the length, b is the width, h is the height.

Task 5 Calculate the consumption of materials for the product using the formulas: Volume of the cylinder: V = π R 2 h where V is the volume of the cylinder, R is the radius of the cylinder, h is the height of the cylinder, π = 3.14

for sheet materials The formula for the area of a rectangle through two sides: S \u003d a b The area of \u200b\u200bthe triangle is equal to half the product of the length of the side of the triangle and the length of the height drawn to this side

The formula for the area of a circle in terms of the radius The area of a circle is equal to the product of the square of the radius and the number pi. S = π r2 where S is the area of the circle, r is the length of the radius of the circle, π = 3.14 Fill in the column "Consumption of materials for the product"

Task 6 Write down in the table the price at which you purchased the materials. Calculate the cost of materials using the formula Calculate the total cost of materials Cost = expense × price

Costs of materials for the project "Adaptation for planing" No. Name of material Units of measurement Consumption of materials for the product Price (rubles / unit of measure) Cost (rubles) 1. 2. 3. 4. 5. Plywood Ruler Lacquer Glue Screws m² pieces kg kg pieces 0.03 1 0.05 0.01 5 150 1.2 40 15 0.15 4.5 1.2 0.2 0.15 0.75 Total 6.8

Task 5 The price should not be lower than the cost price. When setting a price, beware of unreasonably high prices, therefore, if it is possible to better find out the price of a similar product in a store or conduct a survey among potential buyers, at what price they would buy your product. Set an acceptable price for the product and determine the possible profit.

make calculations according to the formula: P \u003d C - C, P - possible profit C - average price C - product cost Write a conclusion: Is it economically profitable to produce such products?

MOU Kozmodemyanovskaya secondary school

Tambovsky district of the Amur region

TITLE

CREATIVE PROJECT

by technology

Performed:

student 5 "A" class

Petrova Maria

Project Manager:

technology teacher

v. Kozmodemyanovka

Environmental justification……………………………………………………….. 9

INTRODUCTION

It substantiates relevance of the chosen topic, purpose and the content of the assigned tasks, formulated planned result and main problems,considered in the project are indicatedintersubject communications, reportedly who is the project for and what is its novelty.

The introduction also givescharacteristics of the main sources of information(official, scientific, literary, bibliographic). It is desirable to list used during the projectEquipment and materials.

Relevance - a mandatory requirement for any project work. Its justification includes an assessment of the significance of the project and the expected results, and the possibilities of their use in practice are revealed.

From goal setting project, you need to move on to specifying specific tasks to be decided in accordance with it. This is usually done in the form of an enum (study..., describe..., establish..., reveal... etc.).

I put before me goal : Design and sew a soft toy.

Tasks:

find and study literature on the topic;
choose a suitable toy sample, describe it;
determine the type, amount of material needed;
purchase the necessary material;
make a product;
analyze the finished product, identify the advantages and disadvantages.

Product history

BANK OF IDEAS

Develop bank of ideas and suggestionsto solve the problem considered in the project.

Provide images and descriptions of related products that someone has already designed and built. Conduct their analysis. There must be at least 3 ideas. It is important to giveobjective assessmenteach of the options, while using a number of specific criteria.

SELECTION AND JUSTIFICATION OF THE PROJECT IDEA

Describes the study of their own projected product, the materials necessary for the manufacture of this product, equipment and fixtures.

SKETCH OF THE FUTURE PRODUCT

MANUFACTURING TECHNOLOGY

It is necessary to develop a sequence for the execution of the object. It may includelist of stages, technological map, which describes the algorithm of operations with the indication of tools, materials and processing methods.

No. p / p	Technological operation	artistic image	Materials, tools

ECONOMIC CALCULATION

Further, it is necessary to consider the economic and environmental assessment of the project. In the economic part, it appearsfull calculation of production costsdesigned product.

Material	Price	Quantity	Price







Total

The cost of my labor(one hour of work is estimated from 50 to 150 rubles)-

Thus, the total cost of the product is Rs.

Environmental rationale

Particular attention should be paid to the environmental assessment of the project: justification that:

A) the manufacture and operation of the designed product will not entail changes in the environment, disturbances in human life.

b) possibly using production waste;

c) makes it possible to reuse parts of the product at the end of its service life.

Here are presentedadvertising project, which may include advertising phrases, poems, images and the manufacturer's trademark.

CONCLUSION

It sequentially sets out the results obtained, determines their relationship with the general goal and specific tasks formulated in the introduction, and gives students self-assessment of the work they have done. The advantages and disadvantages of the finished design product are described. Product evaluation by parents, friends, etc. In some cases, it becomes necessary to indicate ways to continue the study of the topic, as well as the specific tasks to be solved in this case.

LITERATURE

1. Sasova I.A., technology textbook 5,6,7,8 class, Moscow, Ventana-Graf, 2014.

Appendix

Auxiliary or additional materials that clutter up the main part of the work are placed in applications. The content and form of the applications are very diverse. They may representtext, tables, graphics, maps, drawings, patterns, samples of threads, fabrics, knitting, etc.

Each application must begin on a new sheet (page) indicatingin the upper right cornerthe words "Application" and havethematic heading. If there is more than one application in operation, they are numbered with Arabic numerals (without the number sign), for example: " Application 1"," Application 2", etc.

Numbering pages on which applications are given should beend-to-end and continue the general numbering of the main text. Its connection with applications is carried out through references that are used with the word "look" (see), enclosed together with the cipher in parentheses.

Organization: MBOU Chistenskaya school-gymnasium

Settlement: RK, Simferopol region, with. clean

The future now belongs to two types of people:

a man of thought and work. In essence, both of them are

one whole, for to think is to work.

V.Hugo

INTRODUCTION

The basis for organizing the educational process in the implementation of the Federal State Educational Standard is a systematic activity approach, which allows not only to significantly improve the quality of mastering knowledge in all subjects, contributes to the development of thinking and cognitive abilities of students, but also opens up new opportunities in the organization of the educational process and gives qualitatively better results.

This is the reason for the introduction of methods and technologies into the educational context of educational institutions based on the design and research activities of students.

To implement project activities, students need a certain level of training, knowledge of design technology and research method.

The main purpose of the proposed manual is to assist students in the creation and protection of creative projects in the subject "Technology".

Project method of teaching technology is an integrated type of activity for the creation of products of personal and social significance. A project is a creative completed work that corresponds to the age capabilities of the child.

The organization of project activities of students ensures the integrity of the pedagogical process, allows for the unity of training, development and education of students, helps to create positive motivation.

The use of the project method contributes to the development of schoolchildren's independence, teaches them to objectively evaluate their activities, and develops communication skills. Now the project method is being actively introduced not only in the educational field "Technology", but also in other academic subjects. The attractiveness of the project method of teaching lies also in the fact that in the process of working on a project, students develop organizational and reflective abilities. They learn to plan and adjust their activities, and this, as a rule, affects the increase in interest in learning and improves learning outcomes.

The success of project activities in technology lessons depends entirely on the teacher, his ability to plan classes taking into account the available school opportunities, the ability to organize and stimulate the cognitive work of students, his creative abilities and the use of modern technologies.

Experience shows that the introduction of the project method into the educational process, especially in technology, opens up significant opportunities for improving the quality of education. A feature of this method is that the student must not only collect and analyze the necessary information, make a product, but also evaluate and publicly defend his project.

Creative project at technology lessons

The creative project is carried out as the final independent work of the discipline with the aim of:

- - - systematization, consolidation and deepening of the obtained theoretical
      and practical knowledge and skills;
    - formation of skills to apply theoretical knowledge;
    - application of acquired knowledge and skills in solving and executing
      practical tasks;
    - development of independence, creative initiative and organization.

The goal of any project is aimed at changing the human built environment. The project should also provide for the manufacture of a new, efficient, competitive product that meets human needs.

Writing a creative project using ICT allows you to create conditions for the formation of such socially significant personality traits as activity, independence, creativity, and the ability to adapt to the information society.

Classes with the use of ICT have differences from the classical system of education. This is a new role of the teacher - he is no longer the main source of knowledge, and his function is reduced to advisory and coordinating.

Project work can be done in groups. This allows for the separation of duties, mutual assistance. To cultivate such character traits as perseverance, responsibility, and also increase the motivation for learning.

The structure of the explanatory note

Content

Introduction

SECTION 1. Selection and development of ideas and options for the designed product

SECTION 2. Product Graphic Documentation

2.1. Sketch

2.2. technical drawing

SECTION 3. Equipment Safety

FINDINGS

Content is a list of structural elements of the project with indication of the pages from which their presentation begins. Can be placed at the beginning or at the end of the work. The table of contents lists all headings and indicates the pages on which they are located. Titles are numbered with Arabic numerals, followed by a dot, then a space. All headings in the table of contents are written with a capital letter, connected by a dot to the corresponding page number in the right column of the table of contents.

For example:

Introduction…..……………………………………….………..3

INTRODUCTION

When uncovering this section of the project, students should:

justify the relevance of the chosen topic;
evaluate the significance of the project;
formulate the goal and the content of specific tasks to be solved in accordance with it.

The following phrases will help you open the section:

I chose this topic because...
She's interesting to me because...
I have the opportunity...
I want to deepen my knowledge in this matter...
For me, this knowledge will be useful, I need ...
Of the topics offered to me, I chose this one, taking into account my personal interest, increased interest in the topic, my inclinations, opportunities and needs ...
This topic is relevant today...
The product will find application in teaching students.

SECTION 1

Selection and development of ideas and options for the designed product

1. Choosing the best project option

In this part of the project section, a bank of ideas and proposals is developed, which is recommended to be presented in the form of a description of each of the options, as well as to provide a sketch in color of each of their options.

When developing an idea bank, you need to answer questions A: How can you do? What ideas will be used?

After developing a bank of ideas, it is necessary to give an objective assessment of each of the proposed options and find the most suitable one for you. In doing so, you can use a number of criteria:

availability, opportunity;

- price;
- performance productivity;
- deadlines;
- utility.

After evaluating each of the selected ideas from these sides, you can stop at the best or a few of the best, which are then proposed to be developed.

After considering possible options and evaluating my resources, I choose the best solution ...
When choosing, I consider the idea as a weighty argument in favor of ... an idea ...
It is this idea that is effective, optimal for today's situation, and so on.

1. Historical reference of the designed product

This section is a historical background on the chosen topic of the project. In addition, it is important to show the connection between the history and the present of the issue.

SECTION 2

Graphical product documentation

2.1. Sketch

Before creating any product, you need to create a sketch (in color).The content of this subsection is a detailed description of the final version of the product selected for further production. Here you must have a detailed sketch of the product and its photo.

2.2. technical drawing

A technical drawing is a three-dimensional image of an object, made by hand, indicating dimensions and material. The content of this subsection is an accurate representation of the product (in pencil).

2.3. Product manufacturing technology (technological map)

At the technological stage, students, with the help of a teacher, must plan the implementation of the project, according to the drawn up drawings, they determine the sequence of the operation and draw up a technological map for the manufacture of the project.

A technological map is a document that records the entire process of processing parts of products, indicating technological operations, tools, tooling and technological equipment.

In the process of work, students use reference materials: technological maps, diagrams, drawings. In order to make any product from wood or other materials, it is necessary, first of all, to study the drawings (sketches) of the parts and only after that think over the stages of your actions and depict this sequence in the technological map.

SECTION 3

Equipment Safety

This section contains information about the rules for the safe performance of certain types of work. The theoretical material is presented to students in their own words and may be accompanied by illustrations.

FINDINGS

In this sectioncontains the results of the work, the most important conclusions to which the author came; their practical significance, the possibility of implementing the results of the work and further prospects for researching the topic are indicated. The most important requirements for the conclusion are brevity and thoroughness; it should not repeat the content of the introduction and the main part of the work.

List of used literature

NAME OF THE WORK - without abbreviations and quotes:

Subtitle (without abbreviations and quotes).

PLACE OF PUBLISHING – with pcapital letters: Moscow, St. Petersburg. Abbreviated: M., St. Petersburg. All other cities are written without abbreviations.

NAME OF THE PUBLISHING HOUSE - no quotation marks capitalized.

THE YEAR OF PUBLISHING - the word year is not used.

PAGE - capitalized, abbreviated (s.).

The list of used literature is numbered, arranged in alphabetical order (by authors).

RULES FOR FORMING TEXT MATERIL

1. Title page - the first page of the explanatory note,which contains information:

1. Name of institution

2. Project name

4. Place and year of the project

Name of institution , in which the project is issued, must correspond to the name fixed in its constituent documents. It is located from the top margin, in the center of the sheet.

Name - characterizes the theme of the project. It is given without additional words “theme”, “project”. It should be as accurate, concise, and concise as possible: correspond to the main content of the project. It is located in the middle part of the sheet, in the center. The title uses all uppercase letters.

Information about the author of the project . The name and surname of the author and leader are indicated without the additional words "Completed" and "Project leader" in the following order: last name, student's name, grade, initials and last name of the project leader (in the Nominative case). It is located in the lower third of the sheet, on the right, in a column. Font size - 12.

Location and year project completion are indicated separated by commas, without the word year, at the level of the lower margin, in the center of the sheet.

Font size - 12.

When preparing an explanatory note, it is necessary to observe the size of the fields. Margins - space free from text along the edges of the sheet. Field sizes are set using the commands:

Top field - 20 mm; bottom field- 20 mm;

Left margin - 25 mm; Right margin- 10 mm.

3. The text should be legible, font type with well-defined outlines (Times New Roman). The font size should allow for easy reading under satisfactory lighting conditions. The recommended font size is 14. The text should be printed with 1.5 spacing.

4. The red line is set by indenting the first line. Further paragraph indentation is performed automatically when you press the keyEnter.

5. You can use highlights in the text: bold, italic, underline, colored text. On one page it is desirable to use no more than 3 colors. It is recommended to follow a single design style throughout the work.

6. The text can be presented in the form of a table or connected. Large texts are divided into sections, subsections, paragraphs, subparagraphs. Each component must have a number. The numbering is in Arabic numerals.

7. The chapter number must consist of one number: 1, 2, 3, etc. The item number is made up of the chapter number and the item number separated by a dot: 1.1, 1.2., etc. The subparagraph number is made up of the chapter number, paragraph number and subparagraph number separated by a dot: 1.1.1, 1.1.2, 1.1.3, etc.

8 . If, when listing, each item occupies no more than one line, it is permissible to use the design with a dash or a marked character from the beginning of the line. In this case, the first word of the paragraph is written with a lowercase letter, and a semicolon is placed at the end.

for example :

planning and analysis of activities;
collection and analysis of information;
processing of the collected material.

9. To automatically set page numbering, use the commands: INSERT PAGE NUMBERS. The page numbering starts from the third. The page number is affixed with only one digit, without any additional characters.

10. Section subheadings are printed lowercase letters(except for the first capital). Do not put a dot at the end of the subheading. If the heading consists of two or more sentences, then they are separated by a dot. Headings and subheadings are given in the nominative singular and (rarely) plural.

The chapter title should not be the last line on the page. Each structural part of the work should start from a new sheet.

11. Before the signs dot, comma, colon,interrogative and exclamatory, ellipsis Do not make spaces, after them a space is required.

12. Abbreviations of words used in writing:

dates:

y. - year or years. – years
in. - century or centuries – century

13. When filling out the table, textual information is placed from the beginning of the line in each cell, with a capital letter. Text should be legible, font type Times New Roman , font size 12, 1.0 spacing.

Digital data perform in each vertical column in a column, one number under another, so that units are under units, tens under tens, hundreds under hundreds, i.e. arranging by classes of numbers.

BIBLIOGRAPHY

ON THE. Ponamoreva Technology 5-11 class "Project activity at technology lessons", 2010
V.D. Simonenko Creative projects of students in grades 5-9, 1996
V.M. Kazakevich Basic general education program “Technology. Technical work»
V.M. Kazakevich, G.A. Moleva Technology textbook grade 5 - Publishing house

Bustard 2013

Kazakevich V.M., Moleva G.A. Textbook on technology grade 6 - Publishing house

Bustard 2013

Acquaintance with the history of the development of household lamps helps to better understand the relationship and mutual influence of technology and culture in these objects of the objective environment of the dwelling, which are extremely diverse in their forms. The first literary mention of the lamp we meet in Homer. When describing Odysseus and Telemachus, carrying out the suitors' weapons, it is said: "... and Pallas Athena, invisibly holding a golden lamp, shone for them."

The centuries-old history of household lamps demonstrates the dependence of their shape on the development of artificial lighting technology, materials and manufacturing technology, architecture, arts and crafts, and, finally, design.

Sources of artificial light of the ancient world - torches, torches and oil lamps. Oil lamps consisted of a vessel for hemp or linseed oil and a wick. The material for their manufacture was most often clay, less often bronze. Many examples of such lamps from the period of ancient Greece and Rome have been preserved. Due to the weak light intensity of one wick, oil vessels were supplied with several wicks, and sometimes several vessels were included in the composition of one lamp. A significant achievement in artificial lighting technology was the creation in the 5th century. BC. Kallimachos wick from the so-called Karpasian flax, a fireproof material resembling asbestos, mined on the island of Crete. Such an "unquenchable fire" burned for seven centuries in the sanctuary of Athena in the Erechtheion. It is mentioned in the "Descriptions of Hellas" in the II century. AD traveler and geographer Pausanias.

As a widespread household item, lamps have become an object of artistic creativity since ancient times. Already at that time, their forms and designs were very diverse. At the same time, almost all types of lamps that exist today appeared according to the method and place of their installation.

Historically analyzing the evolution of the shape of household lamps, one can trace the emergence and development of their structures and decor. At the same time, stable structures that do not depend on changes in architectural and artistic styles are easily identified. Many types of structures, originating in ancient times, have survived to this day. Other types of structures proved to be less durable. For example, with the advent of electricity, the systems that existed in the 19th century became a thing of the past. portable kerosene mug lamps. Among the surviving structures are pendant lamps with a ring-shaped or horn structure, table lamps with a central post, wall lamps of the “sconce” (hand) type. These structures arose and developed during a period when the most common source of light was a candle.

The main reason for the preservation of the original structures is their expediency and rationality, as well as a certain inertia of human consciousness, people's adherence to stereotypes. For example, the structure of a table candle lamp with a central post in the 19th century. was also applied to kerosene lamps, although, in this case, it is less appropriate.

With the advent of electric lighting, new types of structures were formed that were rational with a new light source. However, many types of structures that cannot be classified as rational continue to be used in electric lamps. Today we see numerous examples of the use of structures and shapes characteristic of candle and kerosene lamps.

For many centuries, the lamp has been considered as an integral element of the interior of the home. Therefore, its form and decor developed in close connection with the form of interior equipment and obeyed the stylistic trends in this area.

The lamp has always been an object of professional and folk decorative art. In the times of Ancient Greece, Etruria and Rome, along with richly decorated bronze lamps, burnt clay oil lamps were made in large quantities. As examples of such ancient samples, one can cite lamps found during excavations of Herculaneum and Pompeii back in the 18th century. and lamps from the excavations in Chersonese already in our time (Fig. 1).

Architectural motifs, images of people and animals, floral and geometric ornaments were widely used to decorate bronze lamps. Already at that time, it is easy to notice a lot in common in the elements of lamps and furniture. Etruscan candelabra, like furniture, had supports in the form of human legs or animal paws. Silicate glass appears in bronze oil lamps as diffusers (but rather to protect the flame from gusts of wind).

Clay oil lamps used in the dwellings of ordinary people are also different in form. However, they use only the motifs of the animal and plant world and lack any architectural motifs. Most often, such lamps were made portable.

For many centuries, in the houses of peasants in many countries of Northern Europe, including Russia, the main source of light was a torch. To maintain the flame of a burning torch and store new torches, the so-called svetets were used. Most often they were forged from metal. Sometimes wooden parts were used as a base. Svettsi were very diverse, they were decorated with various metal curlicues, and wooden details were carved and sometimes covered with paintings.

Artificial lighting for many centuries was carried out by candles. Safer and more convenient to use, already in the XII century. in ancient Russia they were widely used. Earlier than others, tallow candles appeared, then wax, stearin, paraffin, spermaceti, which burned longer and gave less soot and smoke. All lighting devices of the XVI-XVIII centuries. they were various designs, with profits attached to them, into which candles were inserted. The most common were candlesticks (shandals) for a different number of candles, for the manufacture of which wood, bone, glass and porcelain were used, but the most common was durable fire-resistant metal.

With the development of foundry in Kievan Rus, back in the 9th century. copper and silver chandeliers and candlesticks are made. The name "chandelier" or "polycadilo" comes from the Greek word "polycandelon", meaning a multi-candlestick. The most stable composition of the chandelier consisted of a central rod structure with complex balusters (and later with balls), from which multi-tiered candlesticks branch off (Fig. 4). In more recent times, the design of chandeliers formed the basis for the creation of many chandeliers.

Along with the chandelier in Russia, there was an even more ancient form of lamps - khoros, which was a kind of round bowl suspended on chains and framed by a ring in which candles were installed. Interesting examples of khoros are in the Faceted Chamber of the Moscow Kremlin.

Complex and large lamps were used mainly in churches, palaces and houses of wealthy people. Such lamps, as a rule, differed not only in size (chandeliers in some churches reach up to 3 m in diameter), but also in excellent finish, the use of relief carving, artistic casting, valuable materials, painting, and gilding.

A special place in the history of the development of lamps is occupied by lanterns (“running” or “remote”), which were used on the most solemn occasions (at religious holidays, during religious processions, at wedding and funeral rites) and therefore decorated with special luxury. Lanterns usually had a hexagonal shape with mica walls that protected the candle flame from the wind.

With the development of construction and architecture in the XVIII century. Numerous large mansions with rich interior decoration appeared. All this caused the need for new, more efficient lamps, which were "walls" and chandeliers. Walls were shiny copper flat or concave round, octagonal or figured reflectors with candlesticks attached to them, which were hung on the wall. Bright surfaces that attracted attention stennikov were engraved, minted, decorated with patterns and images.

The most perfect in terms of lighting and architecture were multi-candle chandeliers with crystal and colored glass. These luminaires, diverse in form, dimensions, materials, manufacturing technology, are a product of the corresponding era, both in terms of architectural and technical solutions. The use of such low-power light sources as candles led to the need for large pendant lamps with a large number of candles. At the same time, medieval architects had to solve the complex problem of compositional connection of weak spots of individual candles scattered in a large volume into a single whole. The creation of a single luminous volume of the lamp was ensured by the use of various decorative glass and, above all, crystal. In this regard, it is necessary to note the exceptional influence on the development of lamps, the formation and improvement of glass production.

In ancient times, glass was expensive and of poor quality. With the development of artistic glassmaking, glass for lamps is modified, takes on a different shape and color. Glass is used as the main material for the first time in Venetian candle chandeliers. The main method of their manufacture was the molding of details from the cooling mass of transparent glass, in which the Venetians were distinguished by unsurpassed virtuosity. A Venetian stucco glass chandelier is usually assembled from a bundle of glass stems, freely "growing" upwards from one central glass bowl. The stems are decorated with flowers, leaves, often intertwined, candlesticks are installed in the flowers; chains of glass rings fall in garlands; the central metal rod is hidden in glass decorations.Venetian chandeliers, girandoles, candelabra were typical works of the Baroque.

Lamps made of raw glass (including Venetian stucco glass) are being replaced by crystal ones, which have attracted the exclusive and constant interest of architects and lighting engineers to this day. The crystal candle chandelier multiplied the visible number of light spots compared to the number of candles used, created a decorative play of light on small and large faceted glass parts, based on the refraction and reflection of light, as well as on the effect of light dispersion by trihedral prismatic elements. The moving flame of light, together with the crystal, created a different visual effect under different directions of observation. Playing with light, crystal, slightly oscillating under the influence of ascending currents of warm air, united soft candles into a single composition and created an exceptional emotional effect, turning the lamp into a light-colored structure, unsurpassed in decorative effect.

Artificial crystal, i.e. Glass, got its name from the rock crystal mineral. Crystal is soft, easy to machine - cutting, deep grinding, polishing. Cut crystal first appeared in Bohemia in the 17th century; in the 18th century In England, a purer and softer lead crystal appeared. At the heart of domestic chandeliers of the first half of the XVIII century. lies the use of a crystal decoration made of stylized oak leaves, star-shaped rosettes, figured "vases" and balls, made at the glass factory in Yamburg, and then at the St. Petersburg factory. pink glass was most often used in the 70s - 80s of the 18th century, ruby and emerald green - at the end of this century.A special place in the history of the development of lamps is occupied by products of Tula craftsmen made of steel.

In subsequent years, compositional techniques were developed for placing crystal elements in lamps of various structures, as well as the shape of these elements, depending on the technology of their manufacture and the dominant architectural and artistic style.

The appearance of crystal lamps coincided with the heyday of the Baroque style. However, the artistic merits of crystal were most fully revealed during the period of dominance of Rococo, Classicism and Empire. Fine examples of crystal lamps were created by Russian architects of the 18th and early 19th centuries.

In the middle of the XVIII century. At the same time, “sets” or “sets” appear in furniture and lamps, consisting of products that differ in the way they are installed, united by a single artistic solution.

With the spread of porcelain in Europe, it began to be used in decorative elements of lamps.

At the end of the 18th - beginning of the 19th centuries. lamps are becoming more widespread, in which bronze displaces other materials, including glass. At the same time, chandeliers with oil lamps appeared, which had significant advantages due to their greater brightness and duration of work. In these lamps, a reservoir of viscous oils was placed above the burners, which ensured the flow of fuel to the wick. Lamp glasses appeared that protected the flame from the effects of air currents, created traction and reduced soot.

Important stages in the development of lamps were the creation of "Karsel" and kerosene lamps. The first of them, invented by the Frenchman Karsel, had oil reservoirs with a "clock" mechanism that pumped oil into the burner. The kerosene lamp was invented by the Pole Lukasiewicz in 1853. The fundamental difference between these lamps and oil lamps was the location of the burner above the tank; this was possible due to the fact that kerosene is easily absorbed by the wick and is a light combustible. The widespread use of kerosene lamps, and after them gas burners with incandescent grids, led to the need for devices to protect the eyes from the blinding effect of the hot parts of these lamps. Various diffusers made of milky silicate glass, "shades", opaque reflectors and screens were used as such devices.

With the spread in the XIX century. kerosene lamps, more complex in design than all previous lamps, as well as with the development of a machine method of production, the lamp gradually began to be recognized not only as a decorative element of the interior, but also as a household appliance.

The era of kerosene lighting created a number of very stable structures. Electric lamps still use some of these structures, although not always justified from a constructive point of view. In kerosene lamps, complex nodes appear for raising and lowering the lamp (candle chandeliers were lowered and raised with the help of small winches). Kerosene lamps of the second half of the 19th century. were produced both in the form of simple and cheap machine-made products, and in the form of unique expensive products using art glass, porcelain and metal casting.

The new method of production led to the emergence of new materials and technologies, but he could not quickly create his own specific, unique forms of production. The appearance of electric lighting in the early 80s of the XIX century. fell on the time of stylistic chaos. The desire of the bourgeoisie for the aristocratic respectability of their homes revived interest in antiques and led to a revival in architecture and furniture of historical styles of different eras. However, the advanced artists and architects of that time had already begun an intensive search for new ways, which led to the emergence of the Art Nouveau style, which was frankly decorative.

In electric lamps of the late XIX century. two directions were immediately determined: constructive (light, technological form, devoid of any decor) and decorative (use of common style forms of past eras and modernity).

Luminaires of structurally simple and expressive forms were produced by many electrical engineering firms in the USA, Germany, and France. As a rule, these were lamps for local illumination of work areas, with the ability to control the direction of the light flux. The shape of some of them was so interesting that their serial production has now been resumed. Although this move can be seen as a clear "retro" stylization, only a specialist can determine that the prototype is already close to a century old.

The electric incandescent lamp made it possible to create, along with multifaceted designs, luminaires with a closed structure, directly embedded in the ceiling or wall. The new light source opened up great opportunities for artists and architects working in the Art Nouveau style to create products of expressive decorative form. Art Nouveau, according to which architects strove for an ensemble unity of the architecture of the building, its interiors and equipment, developed a complex system of stylized ornamentation based on the motifs of the plant world. This ornament was often used in lamps. As a typical example, one can cite lamps created by the Russian architect O.F. Shekhtel at the turn of the 20th century. for a number of mansions in Moscow. These luminaires are inextricably linked with the space and equipment of the interior, as if they "grow" out of the fantastic forms of the interior. Their forms are distinguished by the richness of imagination and delicate taste.

And at the same time, Art Nouveau artists are no longer trying to get away from the machine form, but they want to rethink this form decoratively.

By the 1920s, when Art Nouveau had exhausted itself, trends towards simplification of product forms were rapidly spreading throughout Europe. Lamps are also restrained. Hanging lamps with fabric lampshades, flat-shaped bowl lamps, cube-shaped hanging lanterns, wall lamps of simplified forms, table lamps on a thin central post with a fabric lampshade, devoid of any decorations - these were the main range of lamps used at that time.

In the early 1950s, fluorescent lighting began to enter the home. The most intense process takes place in Japan, where this type of light source is the most organically suited to the traditional national forms of lamps that have been formed over the centuries. Currently, fluorescent lighting dominates the Japanese home.

In Europe, the first attempts to introduce fluorescent lighting were made as early as the 40s, but its use in household lamps was limited by the significant size of tubular fluorescent lamps, which made it possible to use them only in ceiling lamps.

A revolutionary breakthrough in this direction occurred in the late 70s - early 80s, when mass production of compact fluorescent lamps was mastered, commensurate in size with standard incandescent lamps.

And as always, innovation begins with the use of old forms. The first fluorescent luminaires for residential premises follow the structure and shape of luminaires with incandescent lamps. Only later do they acquire their own, specific forms.