Production of products from high-quality rolled products. The connection of parts can be one-piece and detachable. Permanent connections of parts are obtained using rivets, welding, soldering, glue, detachable - using bolts, screws, studs, nuts. The manufacture of products from long products in training workshops includes the following plumbing operations: marking using a ruler and caliper; cutting with metalwork scissors and a metalworking saw; felling in a vice and on a plate; filing with a file; bending in a vice; connecting parts with bolts and nuts; connection of parts with rivets; product finishing. In production, these operations are performed by a locksmith.
Slide 10 from the presentation "Iron and Steel" to chemistry lessons on the topic "Ferrous metallurgy"Dimensions: 960 x 720 pixels, format: jpg. To download a slide for free to use in a chemistry lesson, right-click on the image and click "Save Image As...". You can download the entire presentation "Iron and Steel.ppt" in a 225 KB zip file.
Download presentationFerrous metallurgy
"Metal casting" - Types of casting. After the resulting metal is cleaned. Protective covers, fluxes, deoxidizers. Fuse. Grinding removes oxides from the sculpture, revealing a clean surface. Melting and casting of metals. Charge material, depending on the degree and nature of contamination, is subjected to various processing. Casting. In its pure form, heavy metals are used: tin, lead, zinc.
"Metal processing" - In recent years, the production of church utensils has been mastered: lamps of various shapes, salaries for icons, crosses, panagias. If a filigree ornament is made on a metal background or wood, then a pattern is applied to the background surface, according to which, after a series of operations, the filigree is soldered or glued. Already in ancient times in Russia there was an art of metalworking, which consisted in making openwork patterns resembling lace from wire of various thicknesses (smooth or flattened).
"The Age of Metals" - Gold and platinum are found only in free form. Most often included in the Bronze Age, but sometimes considered a separate period. Tsar Cannon Tsar Bell Colossus of Rhodes. Application. Biological role. Stone tools were made from various types of stone. I am hard, malleable and plastic, Brilliant, needed by everyone, practical.
"Obtaining metals" - Metallurgy is engaged in obtaining metals from ores. The prevalence of metals in nature. Very active metals. Average activity. Methods for obtaining metals. Electrolysis. The most important ores. Inactive (noble). Finding metals in nature. Nacl (melt) na+ + cl- cathode(--) anode(+) na+ + 1? na o 2cl -- 2? cl2 (reduction) (oxidation).
"Steel" - Increases strength, wear resistance and gives anti-friction and elastic qualities. Rice. Thermal and chemical-thermal treatment of metals. E - hard magnetic steel for permanent magnets. Silicon (Si) - is introduced for deoxidation. 1. For example, E21 - electrical steel, contains 2% silicon and about 0.1% carbon.
The presentation is used when studying the topic in grade 6 "Technology for the manufacture of products from long products." The presentation is intended to familiarize students with the technological processes for manufacturing products from long products.
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"Presentation "Technology for the manufacture of products from long products""
Municipal Autonomous General Educational Institution
"Lyceum No. 10" of the city of Sovetsk, Kaliningrad region
Technology for the manufacture of products from long products
Purpose: to get acquainted with the main technological processes for the processing of metals and alloys, about the types of products from long products
Performed by technology teacher Zinchenko A.G.
MAOU "Lyceum №10"
Sovetsk, 2017
Technological operations necessary for the manufacture of parts from long products
- preparatory (workpiece selection, marking);
- processing (cutting, bending, cutting, drilling);
- assembly (connection with bolts, welding, soldering, riveting, etc.);
- finishing (cleaning, grinding, painting, etc.)
Reading a part drawing
Breakdown of the technological process into technological operations
Processing
Preparatory
Assembly
Finishing
Determining the sequence of preparatory operations
Determining the sequence of assembly operations
Determining the sequence of finishing operations
Determining the sequence of processing operations
Workpiece selection
Cleanup
Rivet connection
grinding
markup
Bolted connection
Other operations
drilling
Other operations
Other operations
Other operations
Equipment selection
Choice of fixtures
Tool selection
Development of sketches of technological operations and transitions
Equipment selection
Choice of fixtures
Tool selection
Equipment selection
Choice of fixtures
drilling
Tool selection
Manufacturing process
receipt of blanks, processing of parts, maintenance and repair of fixtures, sharpening and straightening of tools, control and testing of the finished product, packaging and storage of finished products, etc.
Technological process
- is a part of the production process, which is associated with a change in the shape and size, the state of the material when it is converted into finished products.
Technological operation
- this is a complete part of the technological process, performed at one workplace or machine.
Locksmiths
In enterprises, these operations are performed locksmiths .
Mechanical assembly fitters assemble machine tools, engines, cars, tractors from separate parts and assemblies
Repairmen
Locksmiths - repairmen repair and adjust various equipment.
Toolmakers
manufacture and repair tools and fixtures
Sources used
- Tishchenko A.T. Technology. Industrial technologies: Grade 6: methodical manual / A.T. Tishchenko. - M. : Ventana-Graf, 2016. - 192 p.
- Technology lessons using ICT.5 - 6 grades. Methodical manual with electronic application. – M.: Planeta, 2011. – 384 p. - (Modern school).
- The photos are taken from the Internet.
Lesson summary of the second generation GEF. Technology grade 6.
Technological map of the lesson
Subject: Technology
Textbook (UMK): A.T. Tishchenko, V.D. Simonenko
Lesson topic: Drawings of parts from long products. The use of a computer for the development of graphic documentation. Reading assembly drawings.
ETC. Reading drawings of individual parts and assembly drawings.
Lesson type: combined
Equipment: Samples of completed drawings, workbooks, textbook, drawing accessories.
multimedia equipment. Technology textbook V.D. Simonenko.
Planned results
Subject - students get acquainted with assembly drawings, sketch the details of one of the products, learn to read the assembly drawing of the product.
Meta-subject (UUD): regulatory - to transform a practical task into a cognitive one, communicative - the ability to work in a group when completing a task, the ability to cooperate with a teacher, cognitive - what is an assembly drawing? In what cases are drawings depicting not one view, but two or more? etc. Personal - the ability to conduct self-analysis of the work performed, the development of diligence and responsibility for the quality of their activities.
Basic concepts: assembly drawing, assembly drawing reading.
Stage of motivation(self-determination to activity) -org. moment, we create a problem by showing a slide with an image of an assembly drawing.
Question: What are the rules for depicting technical drawings, sketches and drawings of parts made of wood and sheet metal.
What are the dimensions on the drawings?
Actualization of knowledge and fixation of individual difficulties in a problematic action.
In order to update knowledge, a short conversation is held with students, during which the following questions are asked:
In what cases are drawings depicting not one view, but two or more? (Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)
What are the dimensions on assembly drawings? (regulatory UUD - independently read the assembly drawing);
(cognitive UUD) - What is an assembly drawing?
In order to update knowledge, a conversation is held with students, during which the following questions are asked:
1. What is the difference between assembly drawings of wood products and metal products? (Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)
2. Name the order of reading the assembly drawing from long products (Regulatory UUD - find the necessary information in the textbook yourself)
3.What is an assembly drawing? What does the expression "overall dimensions" mean? (Cognitive UUD - to search and select the necessary information to solve a learning problem - in a textbook, encyclopedia, the Internet.)
Formulation of the topic of the lesson.
What do you think we will learn today?
Having found out the opinion of the children, the teacher clarifies the role of the drawing in the design of products (updating the knowledge of students, regulatory UUD - goal setting)
Practical work
The teacher organizes the actualization of ways to study actions sufficient to build new knowledge.
Trial action (task) - Consider Figure 61, complete in the workbook a sketch of one of the parts: a screwdriver. template, corner - or sketch of a detail from your creative project.
Do the experiment: stretch and release springs made of steel (hardened) and copper wire. Make a conclusion about the elasticity of steel and copper.
Read the assembly drawing shown in Figure 62.
Complete the table in your workbook
The teacher checks the correctness of the assignment, identifying difficulties in the trial action.
Fixing difficulty:
Incorrect sizing. Incorrect determination of the number of views in the drawing (methods for solving the problem)
Way out of trouble:
Once again, the teacher talks about the need to be able to read assembly drawings, be able to make drawings of individual parts, thereby organizing students to explore the problem situation (UUD - communicative, joint problem solving)
3. Reflection of educational activity
At this stage of summing up the lesson, the teacher asks the children questions, answering which he can judge the assimilation of this material.
Questions: What is an assembly drawing?
In what cases are drawings depicting not one view, but two or more?
What is the difference between assembly drawings of wood products and metal products?
What are the dimensions on the assembly drawing?
What new knowledge did you gain for yourself?
Can the knowledge acquired today be useful in life?
The teacher invites the boys to evaluate their work in the lesson. (UUD personal - an adequate understanding of the reasons for success / failure in educational activities.)
House. exercise: repeat § No. 16.
Educational technological map.
The purpose of the lesson:
educational : to form concepts about long products and methods for its production.
Educational : develop the logic of thinking, develop creativity, ability
analyze, compare and draw reasonable conclusions based on the comparison.
nurturing : to cultivate interest in learning, to cultivate industriousness, accuracy,
perseverance, aesthetic feelings, a sense of responsibility for their work.
Planned results:
subject - students get acquainted with assembly drawings, make a sketch of a part of one of the products, learn to read an assembly drawing of a product.
Metasubject (UUD): regulatory - to transform a practical task into a cognitive one, communicative - the ability to work in a group when completing a task, the ability to cooperate with a teacher, cognitive - what is an assembly drawing? In what cases are drawings depicting not one view, but two or more? etc.
Personal - the ability to conduct self-analysis of the work performed, the development of diligence and responsibility for the quality of their activities.
Basic concepts : assembly drawing, assembly drawing reading.
Lesson type: combined
Equipment : Samples of completed drawings, workbooks, textbook, drawing accessories.
During the classes.
1. Stage of motivation (self-determination to activity) - org. moment, we create a problem by showing a slide with an image of an assembly drawing.
Question : What are the rules for depicting technical drawings, sketches and drawings of parts made of wood and sheet metal.
What are the dimensions on the drawings?
2. Actualization of knowledge and fixation of an individual difficulty in a problematic action.
In order to update knowledge, a short conversation is held with students, during which the following questions are asked:
- In what cases do the drawings depict not one view, but two or more?
(Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)
What are the dimensions on assembly drawings? (regulatory UUD - independently read the assembly drawing);
(cognitive UUD) -What is an assembly drawing?
In order to update knowledge, a conversation is held with students, during which the following questions are asked:
1. What is the difference between assembly drawings of wood products and metal products? (Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)
2. Name the order of reading the assembly drawing from long products (Regulatory UUD - find the necessary information in the textbook yourself)
3.What is an assembly drawing? What does the expression "overall dimensions" mean? (Cognitive UUD - to search and select the necessary information to solve a learning problem - in a textbook, encyclopedia, the Internet.)
3. Formulation of the topic of the lesson.
What do you think we will learn today?
Having found out the opinion of the children, the teacher clarifies the role of the drawing in the design of products (updating the knowledge of students, regulatory UUD - goal setting)
4. Practical work.
The teacher organizes the actualization of ways to study actions sufficient to build new knowledge.
Trial action (task) - Consider Figure 61, complete in the workbook a sketch of one of the parts: a screwdriver. template, corner - or sketch of a detail from your creative project.
Do the experiment: stretch and release springs made of steel (hardened) and copper wire. Make a conclusion about the elasticity of steel and copper.
Read the assembly drawing shown in Figure 62.
Complete the table in your workbook
The teacher checks the correctness of the assignment, identifying difficulties in the trial action.
5. Fixing difficulty:
Incorrect sizing. Incorrect determination of the number of views in the drawing (methods for solving the problem)
6. Way out of difficulty:
Once again, the teacher talks about the need to be able to read assembly drawings, be able to make drawings of individual parts, thereby organizing students to explore the problem situation (UUD - communicative, joint problem solving)
7. Reflection of educational activity.
At this stage of summing up the lesson, the teacher asks the children questions, answering which he can judge the assimilation of this material.
Questions : What is an assembly drawing?
In what cases are drawings depicting not one view, but two or more?
What is the difference between assembly drawings of wood products and metal products?
What are the dimensions on the assembly drawing?
What new knowledge did you gain for yourself?
Can the knowledge acquired today be useful in life?
The teacher invites the boys to evaluate their work in the lesson. (UUD personal - an adequate understanding of the reasons for success / failure in educational activities.)
8. Cleaning jobs.
Target: to acquaint students with the types of rolled products, methods for its production and the image of parts from rolled products in the drawings.
Equipment: samples of rolled products, assembly drawing, samples of products from long products.
During the classes
I. Repetition of the material covered.
1. Conversation on the questions:
What do you know about non-ferrous alloys?
What are the properties of these metals?
- List the technological properties of metals and alloys.
- Name the mechanical properties of metals and alloys.
- Tell us about the use of aluminum.
2. Exercise for the development of observation, accuracy, accuracy.
Exercise. Determine which keyhole the key fits.
3. Communication of the topic and purpose of the lesson.
II. Presentation of the program material.
1. Introductory conversation.
Teacher. In the lessons in grade 5, we examined sheet metal and wire. Remember how you get them.
For the manufacture of various products, other forms of rolled products are also needed, which are obtained by rolling (compressing) heated ingots between rolls of different profiles.
Often the shape of the future part is brought closer to the shape of long products, which reduces metal waste and the time it takes to manufacture the part.
There are various forms of long products, the most common of which are shown in the figure. Review and name them. (See fig. 1.)
Rice. one. Bar profiles: a- square; b- strip; v- hexagon; G- a circle; d- corner; e- triangle; well- channel; h– rail
The teacher explains the main areas of application for various rolled profiles.
2. Practical task.
Execution sequence:
1) Cut out two strips of 100 × 240 mm from tin and do the experiment, loading the strips of tin (see Fig. 2).
Rice. 2. Tin strip samples
2) It is necessary to load until the tin strip touches the table.
3) Write down the data in a notebook and compare the results.
3. The result of the practical task.
1) Evaluation of the implementation of a practical task by students.
2) Generalization.
Teacher. In the "Woodworking" section, we looked at how diagonals are depicted. Name these ways. ( Through sketches, technical drawings and drawings.)
How are rental products depicted? ( Products from long products are depicted similarly.)
How to depict a product consisting of several parts? ( A product consisting of several parts is depicted on assembly drawings..) (See Figure 3.)
What is angle control? ( Angle control template.) (See Figure 4.)
III. Practical work.
Completing tasks:
1. Consider the rivet maker in Figure 3.
2. Sketch the template in your notebook.
3. Carefully read the assembly drawing (Fig. 3) and fill in the table.
IV. Summary of the lesson.
1. Checking and comparing the data filled in the table.
2. Evaluation of sketches and tables.
