Lesson structure:
Formation of the electronic structure of the table. (Defining the table title, the name of the rows and columns, as well as entering source data, formulas and functions into the table cells.).
Working with data (Research of the generated table.).
Solving logical problems. (Graphical representation of the results obtained in the first and second stages, and their most vivid interpretation).
Conducting testing of students. (Printing the resulting data).
Summing up the lesson, homework.
During the classes:
1. Statement of the problem
Create a table of settlements with hotel clients, for whom the date of entry, departure, prices of accommodation and booking, and the current dollar exchange rate are known. The hotel has single and double rooms. Payment for a room is determined by the number of days of stay. In addition, there are discounts and surcharges. If the client stays in a room for more than 10 days, he receives a 15% discount on payment for each day of stay over the tenth. If the room was pre-booked by the client, then the client pays an additional amount for the reservation in the amount of 10% of the average arithmetic cost for the room (single and double).
Information about prices for hotel services, the dollar exchange rate and hotel income for a certain period is stored on four sheets:
Sheet 1. Prices. Accommodation and booking prices.
type of number
1-seater
2-seater
Price booking
4.4
type of number
Price per day for one bed, dollars.
1-seater
2-seater
Price booking
AVERAGE(B3:B4)*10%
Sheet 2. Dollar exchange rate
USD exchange rate (RUB)
29,40
Sheet 3. Settlements with hotel clients
Sheet 4. Hotel income
Construct a cylindrical chart of hotel income by date.
2. Formulas for calculation
Payment for the room
He = (tk-tn)*Tsnom,
He is the payment for the room;
tk – date of congress;
tн – arrival date;
Tsnom – room price.
Discount for payment for hotel accommodation
C = IF ((tк – tн)>10), He *15%, He), if the number of days of stay in the hotel is more than 10 people.
Surcharge
D = ((Tsod+Tsdv)/2)*10%, if the room is booked. D – surcharge,
Tsod - the price of a single room, Tsdv - a double room.
total amount payment for accommodation
If the room is booked, then Sob = C+D
The result is:
Payments to hotel clients (in formula display mode).
Table in value display mode
Hotel income
Laboratory and practical work on technology
Introduction.
Laboratory and practical work is one of the methods of labor training in school workshops. They consist of students conducting experiments and simple experiments using instruments, instruments, devices and may contain installation, assembly and other work.
Laboratory and practical work in technology lessons helps the teacher realize career guidance and allows him to develop graphic, measuring, computing, diagnostic and other general technical skills and abilities.
The initial formation of knowledge is carried out during a story, conversation, demonstration of working techniques.
Then the acquired knowledge must be consolidated, developing the skills of schoolchildren in the manufacture of products.
Laboratory and practical work is considered in this case as an intermediate stage and is used to establish a connection between theoretical training and practical work, therefore the content of laboratory and practical work depends on the nature of the practical work. Unlike practical work on the manufacture of products, where schoolchildren develop knowledge and skills in processing materials, the content of laboratory practical work, as a rule, does not include processing operations (sawing, planing, drilling).
In the content of laboratory and practical work, the following main areas can be distinguished: studying the structure and operation of tools, devices, mechanisms, instruments, machines; assembly, configuration, adjustment of technological equipment in school workshops; measurement and verification of various technological and technical quantities and mastering control and measuring instruments and devices; study of types and analysis of properties various materials; assembly and study electrical circuits.
The description of laboratory and practical work is given according to the following scheme: 1. Title of the work. 2. Purpose. 3. Equipment. 4. Organizational and methodological advice (indicating the approximate time for implementation). 5. Technical information. 6. Work order. 7. Test questions. Technical information is regulated by the tasks and content of the work, the requirements of the program and the time allotted for completing each task. The teacher can adjust the volume and sequence of communication of technical information in accordance with the characteristics of students’ preparation, the use of additional visual aids, etc.
LABORATORY WORK No. 1. (GRADE 5)
INTRODUCTION TO THE CONSTRUCTION OF WORKBENCH VICE AND SCREW CLAMPS OF A JOINERY WORKBENCH.
GOAL OF THE WORK.
TO FAMILIARIZE STUDENTS WITH THE PURPOSE AND OPERATION OF A WORKBENCH VICE AND SCREW CLAMPS OF A JOINERY WORKBENCH.
EQUIPMENT.
COMBINED WORKBENCH. BLANKS MADE OF WIRE AND THIN SHEET METAL. PLYWOOD BLANKS. WOOD.
THE STUDY OF THIS TOPIC IS CONNECTED WITH THE NECESSITY TO ARM students with knowledge of the design of technological equipment in a school workshop, in this case - bench vices and screw clamps carpentry workbench.
Along with assimilation theoretical knowledge– the formation of initial skills in working with equipment is also provided in the process of short-term exercises to practice techniques for securing workpieces, their correct location, etc. This work is carried out in a combined workshop. If in separate t-then it becomes possible to conduct it in 2 short-term classes to study screw clamps and bench vices.
Work should begin with an explanation of the purpose of vices and screw clamps. Revealing the essence of these concepts. The operation of vices and screw clamps can be demonstrated. and examine their device using a demonstration kit of parts. In this regard, disassembling and assembling vices and clamping devices is impractical.
Students will understand the principle of operation of vices and clamps much faster if they draw kinematic diagrams of these devices on the board. By explaining the elements of the diagram, you can simultaneously demonstrate in kind the individual parts and their interaction. In this case, you should rely on the students’ knowledge of parts and connections.
TECHNICAL INFORMATION.
Vise (Fig. 5) is a device for clamping and holding parts during processing or assembly. They consist of a body with two jaws (fixed and movable), between which the part is clamped, and a screw mechanism. The bringing of the jaws together and the clamping of the part is carried out by rotating the screw handle: the screw is screwed into the nut fixed in the fixed jaw and thus moves the movable jaw. That is, the process is carried out using a screw drive. The workbench clamp is designed and functions in a similar way.
Depending on the purpose, bench vices are divided into manual, parallel and chair.
Workpieces are secured in a vice and other clamps due to the compression force and the resulting frictional forces. Improved adhesion of the workpiece to the jaws is ensured by corrugating the surfaces of the latter.
PROCEDURE FOR PERFORMANCE OF THE WORK.
Task 1. Prepare a table in your notebook:
| Name of carpenter's vice parts. | Type of connection of parts | Types of metalworking operations performed in a vice. |
|
Consider the design of the vice.
Determine the name of the parts and types of connections of the vice parts.
Draw a diagram of how the vice works in your notebook.
Place and secure in a vice one by one the workpieces for filing and bending.
TASK 2.1. PREPARE A WORKSHEET:
| Name of screw terminal parts. | Type of connection of parts (movable, fixed, detachable, permanent) | Types of carpentry operations performed using screw clamps. |
|
Consider the design of screw clamps.
Determine the name of the parts and type of connection.
Draw a diagram of how screw terminals work in your notebook.
Place and secure in the clamps alternately pieces of wood for sawing along the grain, across the grain, for planing.
Fill out the table prepared in your notebook.
Name the operations. Performed using a bench vice. Screw terminals carpentry workbench.
Name the common parts that go into a vice and clamp.
Name the connections of parts that are common to vices and clamps.
LABORATORY WORK No. 2. Familiarization with the mechanisms of motion transformation. 5th grade.
GOAL OF THE WORK. To familiarize students with the purpose, structure, and types of application of the most common mechanisms for transforming movements.
EQUIPMENT. Models of transmission and transformation of motion (screw-nut, rack and pinion, gear), educational table “Elements of mechanical engineering”.
ORGANIZATIONAL AND METHODOLOGICAL ADVICE.
The work is carried out from the front. Duration of work is 25 minutes. During the work, students are introduced to screw and rack and pinion mechanisms. Explanations of their structure can begin with specific examples of machines and mechanisms, the work of which is based on the transformation of one type of movement into another. For example - rotational to translational. Such devices in the workshop are a vice, a drilling machine feed mechanism, etc. After this, it is necessary to introduce the concept of “link”, “mechanism”, “screw mechanism”, “rack and pinion mechanism”.
TECHNICAL INFORMATION.
In various machines it is necessary to convert one type of motion into another, for example, rotational into translational. For this purpose, motion transformation mechanisms (screw, rack and pinion, etc.) are used.
A mechanism is a system of bodies designed to transform the movement of one or more solids into the required movements of other rigid bodies.
The screw-nut transmission is one of the types of mechanisms. Moreover, in one of the cases the screw can serve as a leading link (parallel vice); in another case, the leading link is the nut ( screw jack, press).
Rack and pinion gearing - consisting of a gear wheel and a straight rack, converts the rotational movement of the wheel into the translational movement of the rack, and vice versa.
PROCEDURE FOR PERFORMANCE OF THE WORK.
1.Prepare a worksheet in your notebook:
| Conversion mechanism model name movements. | Name of parts (movable, included in the mechanism. | Name of devices in school Workshops where it is used this transfer. |
|
Familiarize yourself with motion conversion gear models.
Determine and write down in the table the names of the parts included in this transmission.
Indicate in the table the devices located in the school workshop in which this transmission is used.
Assemble the nut-screw transmission from the parts.
Test questions and assignments.
Name the main types of motion transformation transmission.
In what devices are screw-nut transmissions and rack and pinion gears used?
In which mechanisms with a screw-nut transmission is the screw the leading link? screw.
Laboratory work No. 3. (5th grade).
Familiarization with the structure of a tabletop drilling machine.
Goal of the work. To familiarize students with the purpose, design and operation of a drilling machine.
Equipment. Desktop drilling machine, ruler.
Organizational and methodological advice.
The procedure for conducting laboratory and practical classes on the study of drilling, wood turning, turning, screw-cutting, and horizontal milling machines is relatively well established in the practice of labor teachers. As a rule, the study of machine tools in a school workshop is carried out in the following sequence: the purpose of the machine and the types of work performed; the main components of the machine, their structure and operation; machine control techniques; occupational safety rules; exercises to practice working techniques. Before laboratory and practical work, it is necessary to organize a lesson with the whole class to study the structure, purpose, rules and techniques of controlling the machine. Explanations should be accompanied by demonstrations of educational tables, individual machine components, and control techniques. Special attention Students are drawn to the location and functions of machine controls. Students must know the location of each handle, the order of changing the spindle speed, feed, etc. It will be useful if the teacher invites several students to the machine one by one and asks them to complete a certain task of a theoretical or practical nature. Then they should be divided into 2-3 groups, distributed among the machines, and then begin practical work.
Technical information.
A drilling machine is designed to produce holes and workpieces from metal and other materials. This machine can also be used for drilling, boring, countersinking, countersinking, reaming holes, cutting threads, etc. The formation of holes occurs due to the rotational and at the same time translational axial movement of the cutting tool (drill, countersink, etc.) Based on the position of the spindle, vertical and horizontal drilling machines.
The school tabletop drilling machine is a specialized drilling machine. The rotation of the drill here is ensured by an electric motor via a belt drive. Translational axial movement of the tool is carried out manually using a rack and pinion gear.
Drilling table machine consists of the following main parts: table, column, body, rack and pinion gear for raising and lowering the body, screw with handle for securing the body to the column, spindle rotating in the sleeve, rack and pinion gear (feed mechanism) for raising and lowering the spindle with drill , belt drive of the electric motor and switch. The machine column is rigidly attached to the base, and the body can be moved up and down along the column using a rack and pinion gear. The rotational motion from the electric motor shaft is transmitted to the spindle using a belt drive. The spindle (driven shaft) rotates in a hollow sleeve on two bearings; the sleeve can move up and down with the spindle. In the upper part of the spindle, a keyway is cut along the axis of rotation, and a bushing also with a keyway is pressed into the pulley. The spindle is connected to the bushing using a key and rotates with it.
Drills are secured on the machine using drill chucks or adapter sleeves. The chucks hold drills with a cylindrical shank, and the adapter bushings hold tools with a conical shank.
In practice, a three-jaw chuck with inclined jaws is widely used.
Students must be familiarized with the safety rules when working on a drilling machine: they can only work on a working machine while wearing special clothing; Do not touch the rotating chuck with your hand; it is necessary to secure the drill in the chuck only with a key; The spindle and drill must be fed smoothly, without jerking; at the end of drilling a hole, the pressure of the drill should be released; Once drilling is completed, the machine must be carefully cleaned.
The order of work.
Prepare a table in your workbook:
| Number of speeds | Spindle speed | Maximum spindle rotation |
|
Inspect the drilling machine.
Remove the guard and become familiar with the belt drive mechanism.
Measure the diameters of the pulley steps and calculate the minimum spindle speed using the formula p 2 = d 1* p 1/ d 2, where p 2 is the spindle speed; n 1 - rotational speed of the electric motor; D 1 – diameter of the drive pulley; D 2 - diameter of the driven pulley.
Putting the belt on the corresponding pulley stages, check the operation of the machine at the minimum and maximum spindle speed.
The teacher must warn students that the machine can only be turned on with the belt drive closed.
Control questions.
1.What are the main parts of a drilling machine?
2. What is the purpose of machine rack and pinion gears?
3. How can I change the spindle speed?
Laboratory work No. 4. (6th grade)
INTRODUCTION TO THE DEVICE OF A WOOD PROCESSING LATHE (TCD).
GOAL OF THE WORK.
To familiarize students with the purpose, design, operation of a wood processing lathe, and its control.
Equipment.
Wood lathe, wrench, ruler.
Technical information. Modern production based on the widespread use of various types of machines.
MACHINE is mechanical device, performing movements to transform energy, materials or information. Based on this, energy, work and information machines are distinguished. The main purpose of machines is to partially or completely replace human production functions in order to facilitate labor and increase its productivity.
For now we will be interested in working machines. They include an engine, transmission and motion conversion mechanisms, and a working body. A TSD is an example of a working machine. It belongs to the group of technological machines, or machines - tools. On a lathe, products that have the shape of bodies of revolution are mainly turned, for example: handles for tools, decorative kitchen utensils, souvenirs, etc. A school woodworking machine consists of wooden base, bed, electric motor, headstock and tailstock, tool rest, box with push-button switch. Except for the electric motor, all parts of the machine are located on the bed.
Turning of a part is carried out by cutting chips from a rotating workpiece with a cutter. The headstock is rigidly fixed to the frame; its body contains ball bearings in which the spindle rotates - the main shaft of the machine, which receives movement from an electric motor through a belt drive.
The workpiece, pre-processed with a sherhebel or plane, is driven into the conical hole of a special device - a chuck, which is screwed onto the spindle and rotates with it. To secure workpieces up to 500 mm long, use a trident (fork) and the center of the tailstock. Tailstock serves to maintain long workpieces; it can move along the frame and be attached to in the right place using a clamping bolt and nut. When the tailstock flywheel rotates, the screw is screwed into the nut and moves the quill. A center is inserted into the quill, which presses the workpiece. To fasten short parts (50-200 mm long), use a faceplate, on the disk of which holes are drilled for mounting screws; with their help, the workpiece is held in the faceplate.
The support for the cutting tool is a tool rest.
When working on a lathe, you must follow following rules labor safety: it is allowed to work only on a working machine in special clothing (robe, beret, goggles); Only workpieces without knots and cracks need to be processed; You cannot turn on the machine without making sure that the workpiece is securely fastened; the feed of the cutter onto the workpiece should be smooth, without sudden pressure; parts can be measured only after the machine has completely stopped; You must not leave the working machine.
The order of work. 1. Prepare a table in your workbook:
| Name of machine mechanisms | Main characteristics of the machine. |
|||
| Number of speeds | Maximum distance between centers. | Maximum workpiece diameter. | Permissible quill overhang. |
|
Determine the distance from the center line to the frame.
Determine the maximum distance between centers.
Determine the permissible amount of quill overhang.
Raise protective cover belt drive and set the lowest spindle speed. Lower the cover and turn the machine on and off.
Raise the protective cover and set the spindle speed to the highest possible speed. Lower the cover. Turn the machine on and off.
TEST QUESTIONS AND TASKS.
What are the parts that are usually manufactured on TSD?
What are the main parts of the TSD?
List the occupational safety rules on the TSD.
Laboratory work No. 5. Familiarization with the types of files (grade 6).
Goal of the work. To familiarize students with the types and features of files for various purposes, with the principle of their operation as cutting tools.
Equipment.
Brussels files, personal, velvet (triangular, flat, round), metal sample (2*10*20mm), ruler.
ORGANIZATIONAL AND METHODOLOGICAL ADVICE.
The work is carried out from the front. Its duration is 25 minutes. It is advisable to allocate 12-15 minutes for the presentation of technical and technological information.
It is necessary to dwell in more detail on the physical essence of cutting with a file - removing chips using wedge-shaped cutters. It should be emphasized that all types of cutting tools are based on the wedge principle. Students will better understand this material if an enlarged drawing is provided on the board to illustrate the process of removing chips with help. Wedge-shaped teeth. The practical part of the work consists of two stages. At the first, students become familiar with the types and designs of files based on observation and counting of notches per 10 mm of the length of the working part of the tool; all this allows you to determine the file class and its purpose. The student data obtained is entered into a table. At the second stage, schoolchildren are asked to use files to rough and finish the surface of the sample. The guys must independently select the appropriate file, file a metal sample, while simultaneously counting the number of working movements with the tool. The thickness of the cut layer is set by the teacher; The length depends on the hardness of the sample and should not exceed 1 mm. The thickness of the cut layer is the difference between the initial and subsequent thickness of the sample. This stage allows students to directly consolidate their knowledge in practice.
The teacher must give instructions for completing the work to the board after presenting theoretical information and verbally explaining the content of the work.
TECHNICAL INFORMATION.
Filing- the most common metalworking operation, which consists of cutting a layer of materials from a workpiece with a file.
File – multi-blade metal-cutting tool for removing small layers of metal. The working part of the file, made in the form of a rod, has notches that form cutting edges. The files are made from high-carbon tool steel and are surface hardened.
General form The file and the profile of the notches are shown in an enlarged form in the figure. Each file cut is wedge-shaped, and the chip removal process with this tool is based on the work of the blade.
The most common types of work performed with a file are filing straight mating planes, concave and convex curved surfaces, and sawing holes.
File processing makes it possible to obtain parts accuracy up to 0.05 mm, and in some cases up to 0.02 mm.
In accordance with the types of work performed, files are distinguished by section profile, size, type and size of the notch. For processing flat sections, for spherical surfaces - semicircular tools; for sawing square holes and rectangular grooves, square files are used, and triangular files are used for corners; tools round section used for sawing round holes and curved transitions of small diameter; When filing metal in narrow places, diamond-shaped and knife files are used.
Depending on the size of the notch tooth and the number of teeth, bastard files are distinguished, which have 5-12 teeth per 10 mm of the length of the working part (large notch); personal – 13-26 teeth (medium notch); velvet – 42 -80 (fine notch).
Coarsely cut files are called rasps.
Brushed files are used only for the initial surface treatment of workpieces - roughing. Personal files are used when the main layer of metal to be filed has already been removed from the workpiece using a hog file. For filing with a personal file, leave a layer of metal no more than 0.2-0.4 mm thick. A velvet file is used to finalize the part with the given dimensions.
During operation, file teeth gradually become chipped, become dull and lose their cutting ability. In addition, small chips are packed between them, which makes it difficult and scratches the surface being processed. Files can deteriorate prematurely due to careless handling or misuse. To prolong the service life of these tools, it is necessary to avoid impacts that could damage the cut, store files on wooden installations. Files should be protected from water and moisture. And during work, if the file notch becomes clogged with sawdust, the latter must be removed with a steel brush in the direction along the notches. If the file needs to be degreased, you can rub it with simple school chalk.
PROCEDURE FOR PERFORMANCE OF THE WORK. Task 1. Prepare a table in the following form:
| File shape | Number of notches per 10mm | Type of notch | Class(type) File. | What processing is it intended for? |
|
View samples of files.
Determine the shape of each file
Determine the type of notches.
Determine the file class (type).
Enter all received data into the prepared table.
Task 2. 1. Prepare a worksheet in your notebook.
| Type of processing (rough, finishing) | Class (type) of files | Number of file movements | Thickness of the cut metal layer |
Measure the height of the metal sample.
Select a file for rough (roughing) processing.
Carry out rough processing of the sample, while simultaneously counting the number of working movements with a file.
Determine the thickness of the cut metal layer.
Repeat the experiment with finishing processing.
Enter all received data into a table.
TEST QUESTIONS and TASKS.
Name the main classes (types) of files.
Name the types of notches.
What is the principle behind cutting metal with a file?
What types of surfaces can be processed using files?
Municipal educational institution
"Pei main secondary school, a structural unit of the Novobiryusinsk secondary school"
LABORATORY WORK ON TECHNOLOGY GRADE 7
“DETERMINATION OF RAW MATERIALS COMPOSITION AND STUDY OF THEIR PROPERTIES”
prepared
technology teacher
Leikina Svetlana Andreevna
Peya village
2014
Topic: Laboratory work
“Determination of raw materials composition and study of their properties”
Goals: learn to identify the type of fiber by appearance, touch and burning behavior; use knowledge about the properties of fabrics in the manufacture of garments; develop logical thinking.
Equipment: samples of fabrics made from wool, linen, cotton, natural silk, silk from artificial and synthetic fibers. Saucer or cuvette with water. Crucibles for igniting threads, needle, scissors, workbook, tweezers.
Dictionary: viscose fiber; acetate and triacetate fiber; polyester fibers; polyamide fibers; polyacrylonitrile fibers; elastane fiber.
During the classes.
Lesson organization.
Checking students' readiness for the lesson.
State the topic and purpose of the lesson.
Repetition of covered material.
Student discussion on:
What natural fibers do you know?
(Plant origin, animal origin).
What chemical fibers do you know?
(Artificial, synthetic).
What properties do chemical fibers differ from natural ones?
(Hygienic, technological, operational).
By what criteria can one determine the fibrous composition of a fabric? (Appearance, feel, combustion character).
Why is it necessary to know the raw material composition of the fabric?
Instructing students on labor protection.
Teacher. As you already said, the raw material composition of a fabric can be determined by its appearance, feel and combustion behavior. During laboratory work You will determine the fiber composition of six samples. Since during one of the experiments you will have to work with open fire, you must strictly follow the following fire safety rules.
A) Ignite thread samples only in a crucible.
B) Next to the crucible there should be a container with water to extinguish the smoldering threads.
In addition, it is necessary to prepare a fire extinguisher. Let's remember how it can be put into action.
To activate the OP-5 fire extinguisher, you need to break the seal, pull out the pin, press the lever, directing the stream to the source of the fire.
Laboratory work.
Students receive six numbered fabric samples and determine the raw material composition of each sample. The results obtained are entered into the table.
Sample fabricsLesson summary.
Consolidation of the studied material.
Conduct a frontal survey using cards.
Card 1
1. Artificial silk fiber is a fiber:
a) chemical;
b) synthetic.
2. Artificial fibers include the following fibers:
A) viscose;
B) polyamide;
B) acetate;
D) polyester;
D) silk.
3. Fabrics made from rayon fibers have the following properties:
A) do not wrinkle;
B) shiny;
B) hard;
D) have good heat-shielding properties;
D) do not slip when cutting;
E) they crumble a little.
4. Artificial fiber has the following properties:
A) crimped;
B) matte;
B) 3-5 cm long;
D) when burning, the smell of burnt feathers;
D) shiny.
Card 2
1. Synthetic fibers are obtained:
A) made of wood;
B) oil;
B) plants.
2. You can determine the fibrous composition:
A) by the color of the fabric;
B) combustion test;
B) appearance;
D) to the touch.
3. When synthetic fiber fabric burns, the following is formed:
A) gray ash;
B) hard dark ball;
B) a crumbling black ball.
4. Hygienic properties better for fabrics:
A) made of cotton fiber;
B) viscose fiber;
B) polyacrylonitrile fiber.
5. Shedding of sections is stronger in tissues:
A) from wool fiber;
B) nylon threads;
B) cotton fiber.
Answers
Cards 1: 1a,2av,3b,4b.
Card 2: 1b,2b,3b,4a,5ab.
Lesson analysis.
The teacher analyzes the lesson, noting the correct organization of the workplace and students’ compliance with the rules safe work, the success of laboratory work, commenting on mistakes made.
Giving assessments and justifying them.
Homework : In an album, independently compose a collection of samples of fabrics made from chemical fibers.
Used Books:
1. Magazine “Our School” 2006
2. Technology edited by V. D. Simonenko. 7th grade. 2009
3. Technology edited by V. D. Simonenko. 5th grade. 2010
4. encyclopedic Dictionary 2011
"Textbook on Technology" - Technology. Mathematics. Ornament. Formulation of conclusions. Butterfly. The use of volumetric geometric shapes in the manufacture of products. Study of ethnocultural traditions. Princess. Flowers. Marking using measuring tools. Still life. Portrait. The product and its flat design. The world.
“Safety in the workshop” - Leave the workshop with the permission of the teacher. Blowing away chips with your mouth or hand is prohibited. It is prohibited to support a loose part with your hands when drilling. Hand over remaining materials and unfinished products to the duty officer. Injury from fragments of poorly glued, cross-layered, knotty wood. The processed bar should not protrude beyond the machine.
“Technology Rules” - Comply with labor safety rules and sanitary and hygienic requirements. What did Maya the bee encrypt? At the end of the lesson, remove work areas and turn off the power supply. Practical work. Sit in assigned seats and do not get up without the teacher’s permission. Tools. Self-test questions. Instructions for labor protection when working with an electric iron.
“Safety in technology lessons” - Make sure the iron is working properly. Do not approach students working on machines. Safety instructions for working with fabric. If an injury occurs, a student must contact a teacher immediately. You can begin work only with the permission of the teacher. Safety precautions in technology lessons.
“Tests on technology” - Reproductive tasks. Materials Science. Mechanical engineering and machine stitches. Tests and cognitive tasks on technology. Test (Cooking). Product processing technology. Mark with a “+” the element necessary for the growth of bones and teeth. Creative tasks (Materials science). Career guidance. Mechanical Engineering. Modeling.
“Types of technology lessons” - Presentation of new material. Integrated lesson. Means of education. Illustration. Options for constructing career guidance goals. Theoretical lessons. Integrated lessons. Development of mental qualities. Educational and technical documentation. Methods of organization. Sample lesson structure. Signs of a lesson.
There are 18 presentations in total
Practical work technology 7th gradePractical work No. 1
Structure fruit plants
Purpose: to introduce the structure of fruit plants
Equipment: apple, pear, cherry, plum branches
Exercise.
To study fruit-bearing formations of pome and stone fruit crops using samples
1.look at the fruiting formations in Figure 5 and on samples of apple, pear, cherry, and plum.
2. study the structure and location of fruit-bearing formations on the branches of fruit trees. On the branches of an apple and pear tree, find a ringlet, a fruit, a spear, a fruit bag and a fruit twig. Use a ruler to measure the fruiting formations.
3. Find bouquet branches on the branches of the cherry and plum, and spurs on the plum.
Practical work No. 2
Bookmark orchard
Purpose: to introduce the features of planting fruit crops
Equipment: garden measuring tape, planting stakes, poles, garden shovels, fruit seedlings, stakes, garter twine, buckets.
Exercise.
Plant trees in the garden according to all the rules of technology for planting fruit plants.
1.check the accuracy of right angles in the area prepared for the garden.
2.check with the help of poles, eker or a right triangle whether the layout is done correctly.
3. master the technique of preparing planting holes and planting seedlings:
A) place the top fertile layer of soil near the hole on one side, the bottom layer on the other; the diameter and depth of the pit for pome crops is 100x60cm, for stone fruits - 80x40cm;
B) if fertilizers were not applied in advance, during soil preparation, then mineral fertilizers and half the dose organic fertilizers mix thoroughly with the top layer of the excavated soil and fill 1/2 of the volume of the hole with this mixture, without leveling, but leaving the surface in the form of a mound;
C) doses of fertilizers per hole, see p. 17 of the textbook;
D) dip the roots of the seedlings into the soil “matter”;
E) place the seedlings near the planting holes and immediately dig in the roots so that they do not dry out;
E) plant the seedlings, it is better to do the planting with two or three people:
One places a seedling on the north side of the stake, straightens the roots and shakes the seedling slightly so that the earth fills all the voids;
The other two evenly fill the hole with earth, mixing it with the second half of the humus;
The student installing the seedling tramples it with his feet as the hole is filled with soil;
After filling the hole, two other students make a hole for watering - a roller 10-15 cm high around the tree trunk circle;
G) after planting, water the seedling: two to three buckets of water for each hole;
H) after the water is absorbed into the soil, mulch the hole with a layer of peat, humus or earth (5-10cm). The surface of the hole can also be covered with the top layer of soil.
Practical work No. 3
Trimming fruit trees And berry bushes
Goal: to teach how to prune berry bushes
Equipment: pruning shears, garden saw for trimming shrubs, garden knife
Exercise 1.
Trim the currants.
Inspect the currant bush, identify the branches for cutting.
Use a garden saw to remove the targeted branches.
Use pruning shears to shorten shoots that extend sharply to the sides.
Remove shoots that are close to the ground.
Collect the pruned branches and transport them to the burning site.
Task 2.
Prune your raspberries.
Inspect the raspberry bush, identify the two-year-old shoots from which the harvest has been harvested.
Use pruning shears to remove the targeted shoots, including diseased and damaged ones.
Collect the cut shoots and transport them to the burning site.
Collect your instruments and hand them in to your teacher.
Practical work No. 4
Harvesting and storing root crops
Goal: to teach how to store root crops.
Equipment: pitchforks, shovels, stretchers, buckets, sand.
Exercise.
Dig the roots out of the soil; shake them off the soil.
Trim the tops, leaving 2-3 cm, and place them in the silage pit.
Place root vegetables in buckets or stretchers.
Prepare near the storage location required amount sand. If the sand is dry, moisten it with a watering can.
Place the root crops for storage, following the laying technology.
Practical work No. 5
Determination of density by volume and mass of a sample
Purpose: to introduce the technology for determining wood density.
Equipment: samples different woods, ruler, measuring tape.
Exercise.
Determine the density of wood based on the volume and mass of the sample.
Number the wood samples, measure them and calculate their volumes by multiplying the length, width and height. Write down the data obtained in the table (p. 128 of the textbook).
Weigh the samples and record the mass of each individually.
Determine the wood density for each sample.
Practical work No. 6
Development of a technological map for the manufacture of wood products
Purpose: to introduce the rules for drawing up a technological map.
Equipment: paper, pencil, ruler.
Exercise.
Develop a technological map for manufacturing a wood product (file handle).
Carefully study the contents of one of their educational technology cards.
Select or develop a drawing of the required part.
Determine the dimensions of the workpieces, taking into account processing allowances, and select the type of wood.
Draw up a technological map for the manufacture of the product with sketches, dimensions and a list necessary tools and devices.
Practical work No. 7
Sharpening and tuning of wood cutting tools
Purpose: to introduce the rules of sharpening and setting wood-cutting tools.
Equipment: plane, hand sharpener.
Exercise.
Sharpen the blade and adjust the plane.
Write down the sequence of operations when sharpening wood-cutting tools.
Under the supervision of a teacher, sharpen the tool using a hand sharpener.
Correct and fine-tune the blade.
Set up your plane. Check its operation.
Practical work No. 8
Making carpentry joints
Purpose: to introduce the rules of carpentry joints
Equipment: wood blocks, dowel, screw, chisel, comb.
Exercise.
Make carpentry joints.
Tenon connection details.
Connecting parts using dowels.
Assemble the product fastened with screws into a dowel.
Practical work No. 9
Artistic wood carving
Purpose: to introduce the rules of decorative wood carving.
Equipment: set of chisels, wooden blanks.
Exercise.
Perform artistic wood carving.
Receive a task to perform one of the types of carving.
Apply the design to the product.
Secure the workpiece on the workbench, select tools and carve.
Practical work No. 10
Heat treatment steels
Purpose: to introduce the process of hardening steel.
Equipment: wire (unhardened steel), vice, hacksaw, hammer.
Exercise.
Perform processing of hardened and unhardened steel.
Fix a sample of unhardened carbon tool steel (wire) in a vice and cut the workpieces with a hacksaw. Try forging a sample on a slab with a hammer.
Give the samples to the teacher to harden in the laboratory furnace. Check the heating temperature using a pyrometer. Watch as the teacher hardens a sample in water or oil.
After cooling, take your samples and again try filing and cutting with a hacksaw. Try flattening them.
Draw and write down in a notebook conclusions about the change in the hardness of the steel, as well as its machinability by cutting - before and after hardening.
Practical work No. 11
Purpose and design of a screw-cutting lathe
Purpose: to introduce the device of a screw-cutting lathe.
Equipment: screw-cutting lathe
Exercise.
Familiarize yourself with the structure and operating principle of a screw-cutting lathe.
Make sure the machine is unplugged from the electrical outlet. Study the machine carefully. Name and show the main nodes.
Write down the sequence of motion transfer from the electric motor to the workpiece and the cutter.
Tell us about the purpose of the lead shaft and lead screw and how they transmit movement to the cutter.
Under the supervision of the teacher, turn on the machine, turn on the spindle rotation, and feed the support manually.
Practical work No. 12
Turning parts on a lathe
Goal: to get acquainted with the technology of turning parts on a lathe.
Equipment: lathe, blanks.
Exercise.
Grind the outer cylindrical surface of the workpiece.
Secure the workpiece in the chuck and the through end in the cutter of the holder. Set up the machine. Wear safety glasses. Turn on the machine. Turn on the rotation of the workpiece and make sure that there is no runout.
Bring the cutter to the rotating workpiece until it touches and move it to the right, by the end. Write down the dial readings in your notebook.
Handwheel cross feed Set the cutting depth using the dial. Slowly rotating the longitudinal feed handwheel to the left, grind the workpiece by 10-12 mm. Pull the cutter towards you. Turn off the machine. Measure the diameter of the part with a caliper. Check the turning depth.
Practical work No. 13
Threading
Purpose: to introduce thread cutting technology.
Equipment: vice, blanks, tap, wrench.
Exercise.
Cut the thread.
Prepare workpieces and tools for cutting threads.
Cut a thread on the rod using a die.
Cut the threads on the nut using a tap.
Practical work No. 14
Making a bolt
Purpose: to introduce bolt manufacturing technology.
Equipment: vice, die, blanks, ruler.
Exercise.
Make a bolt.
Study the bolt manufacturing process sheet.
Turn the blank for the bolt to the thread specified by the teacher, for example, M10 thread.
Cut the thread with a die.
Practical work No. 15
Making artistic metal products
Purpose: to introduce the varieties of decorative and artistic metal products.
Equipment: foil stamping tools, wire.
Exercise.
Make it to your own taste piece of art made of metal using one of the following techniques: foil stamping, wire weaving, inlay.
Prepare necessary materials and tools and emboss the design on the foil.
Develop a sketch and make an openwork product from wire.
Decorate the design on the wood with filigree inlay or metal outline.
Practical work No. 16
Determination of raw materials composition
Goal: learn to determine the raw composition of materials and their properties
Equipment: scraps of fabrics, knitwear and lace made of cotton, wool, linen, natural silk, silk from artificial and synthetic fibers; saucer or cuvette with water; crucible for igniting threads.
Exercise.
Select six scraps from all the suggested materials.
Consider appearance scraps, determine which ones have a shiny surface and which ones have a matte surface.
Determine by touch the degree of smoothness and softness of each piece.
Determine the creaseability of the flaps: hold each of them in your fist, hold it there for 30 seconds, and then open your palm.
Take two threads from each scrap and soak one of them in a saucer of water. Break the dry thread first and then the wet thread. Determine whether their strength changes.
Remove the thread from each sample and ignite it in the crucible. Analyze the appearance of the flame, the smell and the remaining ash after burning.
Draw in a notebook and fill out the table (from 35 of the textbook).
Having summarized the data obtained, determine the raw material composition of each sample.
Give a rationale for your choice of fabric for the project item.
Practical work No. 17
Making a straight skirt pattern
Purpose: to introduce the rules for making patterns
Equipment: ruler, square, pattern, pencil, eraser, graph paper.
Exercise.
Make a pattern for a straight skirt on a scale of 1:4.
Using the material from the paragraph, draw a drawing of a straight skirt on a scale of 1:4.
Indicate on the pattern the name of the parts, lines and folds, the direction of the grain thread, the size of the seam allowances and cut it out.
Make a pattern for your project using any method known to you.
Practical work No. 18
Modeling a straight skirt
Purpose: to introduce the technology of straight skirt modeling
Equipment: several patterns for a straight skirt (M 1:4) made of colored paper, glue, ruler, pencil, fabric samples.
Exercise.
Model a straight skirt.
Draw a sketch of the skirt model.
Describe the appearance of the model.
Perform modeling using patterns made of colored paper.
Select fabric samples from the collection that are suitable for sewing the designed model.
Model the pattern of your project product.
Practical work No. 19
Basic sewing operations performed by hand
Goal: to teach how to hem parts with cross stitches.
Equipment: white chintz with a small pattern, pattern size 6x13cm, ruler, tailor's chalk, sewing threads, scissors, pins.
Exercise 1.
Prepare two pieces for hemming samples.
Having folded the fabric in two layers with the right sides facing in, cut out two pieces with a 30mm wide hem allowance along one longitudinal side of the pattern.
Peel off the pattern, separate the parts and in each of them, along the hem line, lay straight hand stitches about 10mm long.
Task 2.
Make a hemming pattern using straight, blind stitches.
Baste the hem with the edge closed.
Hem using straight, blind stitches.
Remove the temporary assignment line.
Iron the hemmed part from the front side.
Task 3.
Hem using cross stitches.
Baste the hem with an open edge. Iron lightly.
Hem with cross stitches.
Remove temporary stitching and iron from right side.
Task 4.
Make a sample of the binding.
To do this, fold the bias tape piece and cut out a 30mm wide strip.
Practical work No. 20
Sewing machine
Purpose: to introduce the structure of a sewing machine.
Equipment: sewing machine, brush, oil can with machine oil, machine needle, or screwdriver.
Exercise 1.
Clean and lubricate the sewing machine.
Unplug the machine. Place the needle in the up position. Remove the bobbin case. Remove the foot. Remove the sliding plate.
Use a brush to clean the conveyor and the location of the shuttle. Place one drop of machine oil on chassis shuttle
Replace the slide plate. Place your paw.
Task 2.
Replace the needle in the sewing machine.
Unplug the machine. Place the needle in the up position. Loosen the needle clamp screw.
Remove the needle.
Insert the new needle as far as it will go. Tighten the screw.
Darning a damaged item
Goal: to teach how to darn damaged items on a sewing machine.
Equipment: sewing machine, darning foot, damaged fabric, threads to match the fabric, scissors.
Exercise.
Perform machine darning of the damaged product.
Attach the darning foot to the machine.
Thread thin threads to match the color of the fabric, and slightly loosen the tension on the top thread.
Set the switch to straight stitch, select the stitch length as you work.
Pull the bobbin thread out of the hook. Before starting to sew, pull the bobbin and bobbin threads behind the foot and gather them together.
Make lines parallel to each other, making serpentine turns.
When the damaged area is covered with even stitches, turn the material 90 degrees and darn over the stitches until the darning area is completely covered with stitches.
Practical work No. 21
Machine seams
Goal: to teach the rules of making machine seams
Equipment: white chintz with a small pattern, pattern size 130x40mm, ruler, tailor's chalk, sewing thread, scissors, pins, sewing machine.
Exercise 1.
Make a sample of the edging seam with closed cuts.
Cut out the piece by laying out the fabric in one layer, right side down.
From the main or finishing fabric, cut out a bias strip measuring 3x13cm.
Place the strip with the right side on the front side of the main part and, aligning the cut edges, baste and stitch with a seam 0.6 cm wide.
Turn the strip towards the cuts and, going around them, turn them to the wrong side. Sweep it.
Sew the second edge of the bias tape by hand or machine stitch from the right side into the stitching seam or edge.
Task 2.
Make a sample of the sewing seam.
Cut out the pieces with a 15mm seam allowance along one longitudinal side, folding the fabric in half with the right side inward.
Baste and stitch the parts. Cut the seam allowance of the top piece to 12mm wide, and the seam allowance of the bottom piece to 6mm.
Press the seam allowance towards the bottom piece. Fold the seam allowance of the top piece to a width of 7 mm, baste and topstitch. Iron it.
Task 3.
Make a double seam sample.
Fold the fabric in half with the right side inward, cut out the pieces with a 15 mm seam allowance along one longitudinal side.
Fold the pieces with the wrong side inward. Sweep and stitch the parts at a distance of 8 mm from the cut. Cut the part allowance to a width of 4 mm.
Turn it inside out and straighten the seam. Sweep with the seam on the fold.
Machine stitch 7mm from the fold. Iron it.
Practical work No. 22
Processing the neck of the product with bias tape
Purpose: to introduce the technology of sewing tunics.
Exercise 1.
Finish the neckline with bias tape.
Make a pattern according to the drawing (Fig. 50 of the textbook).
Cut out the front and back pieces with a 10mm shoulder seam allowance, folding the fabric right side down and the bias strip without seam allowance:
Front – 1 piece with a fold;
Back – 2 parts;
Bias tape for the neck, size 3x32 cm.
3. stitch the parts and finish the neckline with tape, using the recommendations described in paragraph 13 of the textbook.
Practical work No. 23
Processing the top section of the skirt with a stitched belt
Purpose: to introduce the technology of sewing a straight skirt
Equipment: white chintz with a small pattern, ruler, tailor's chalk, sewing thread, scissors, pins, sewing machine.
Exercise.
Finish the top edge of the skirt with a stitched belt.
Make a pattern according to the drawing (Fig. 60 of the textbook).
Make a belt pattern measuring 6x45 cm.
Cut out the pieces using a 109mm seam allowance by folding the fabric in half with the right sides facing in:
Back panel of the skirt – 2 parts;
The front panel of the skirt is 1 piece with a fold;
Belt – 1 piece.
4. Sew the two parts of the back panel together, then the back and front panels of the skirt and sew the waistband, as indicated in the text of paragraph 14 of the textbook.
Practical work No. 24
Crochet technology
Goal: to develop crocheting skills
Exercise 1.
Work the pattern with single crochets, inserting the hook under both sides of the loops.
2nd row. Perform a turning loop. Insert the hook into the second loop of the bottom row and single crochet to the end of the row, inserting the hook under both sides of the loop.
Task 2.
Work the pattern in single crochet stitches, inserting the hook under back wall loops.
Knit a chain of 20 chain stitches.
1st row. Perform a turn loop - one air loop. It will be considered the first single crochet in the new row. Insert the hook into the second loop of the chain and single crochet until the end of the row.
2nd row. Perform a turning loop. Insert the hook into the second loop of the bottom row and single crochet to the end of the row, inserting the hook under the back wall of the loop.
Knit the 3rd and subsequent rows like the 2nd row.
Task 3.
Work the pattern with single crochets, inserting the hook under the front wall of the loop.
Knit a chain of 20 chain stitches.
1st row. Perform a turn loop - one air loop. It will be considered the first single crochet in the new row. Insert the hook into the second loop of the chain and single crochet until the end of the row.
2nd row. Perform a turning loop. Insert the hook into the second loop of the bottom row and single crochet to the end of the row, inserting the hook under the front wall of the loop.
Knit the 3rd and subsequent rows like the 2nd row.
Task 4.
Compare the appearance of the obtained samples. Attach samples to cardboard.
Knitting in the round
Goal: to teach crocheting technology in the round
Equipment: thick yarn, hook.
Task No. 1.
Make a circle pattern.
1st circle. Perform a turn loop - one air loop. It will count as the first single crochet in the new row. Crochet eight single crochets, inserting the hook into the middle of the ring. Close the ring with a connecting post.
2nd circle. Perform a turning loop. Knit two single crochets on each stitch of the 1st row. Close the ring with a connecting post.
3rd circle. Perform a turning loop. Knit two single crochets on the 1st loop of the 2nd row, 2 single crochets on the 2nd loop, 1 single crochet on the 3rd loop. Continue to the end of the row. Close the ring with a connecting post.
Do the 4th and subsequent circles of increase (2 single crochets on one loop) less often.
Task 2.
Make a square pattern.
Knit a chain of four chain stitches. Close the ring with a connecting post.
th circle. Perform a turn loop - 1 air loop. It will be considered the first single crochet in the new row. Knit one chain stitch and 1 single crochet three times and 1 more chain stitch. Close the ring with a connecting post.
th and subsequent circles. Perform a turning loop. Knit 2 single crochets and 1 chain stitch between them on each chain loop of the previous row and 1 single crochet on each base loop. Close the ring with a connecting post.
Task 3.
Make a hexagon pattern.
Knit a chain of six chain stitches. Close the ring with a connecting post.
1st circle. Perform a turn loop - 1 air loop. It will be considered the first single crochet in the new row. Knit one chain stitch and 1 single crochet five times and 1 more chain stitch. Close the ring with a connecting post.
2nd and subsequent circles. Perform a turning loop. Knit 2 single crochets and 1 chain stitch between them on each chain loop of the previous row and 1 single crochet on each base loop. Close the ring with a connecting post.
Practical work No. 25
Technology for preparing meat fried in sour cream
Purpose: to introduce the technology of cooking meat in sour cream.
Equipment: cutting board for meat, knife, frying pan, hammer for beating meat.
Exercise.
Prepare meat fried in sour cream.
Carry out the initial processing of the meat, cut it into portions, loosen it with a knife, beat it and fry it until golden brown in vegetable oil.
Prepare the sauce. Combine the flour with the broth so that you get a homogeneous mass without lumps, add sour cream to the resulting mixture and mix thoroughly again.
Peel, wash, chop and sauté the onion until golden brown.
Combine the sautéed onions with the sauce, mix thoroughly and cook for 3-5 minutes. Pour the resulting mixture over the meat and leave on low heat for 5-7 minutes.
Serve the finished meat to the table.
Practical work No. 26
Preparing potato casserole with minced meat
Purpose: to introduce the technology of preparing potato casserole with minced meat.
Equipment: cutting board for vegetables, knife, frying pan, tablespoon, vegetable mixer.
Exercise.
Prepare potato casserole with minced meat.
Peel the potatoes, wash them, put them in boiling salted water and cook until tender, then drain the broth.
Add mashed potatoes to boiled potatoes raw eggs and mix everything thoroughly until you get homogeneous mass. Divide the resulting mass into two parts.
Fry the minced meat in a frying pan.
Peel the onion, wash it, chop it finely and sauté.
Combine the fried onion and minced meat and mix.
Grease a frying pan with oil and place one part of the potatoes, then the minced meat, and another layer of potatoes on top. Lubricate all this with sour cream, apply a pattern and place in the oven for 7-10 minutes.
Serve the finished casserole to the table.
Practical work No. 27
Technology for making homemade pancakes
Purpose: to introduce the technology of making pancakes.
Equipment: mixer, spatula for turning pancakes, pouring spoon, glass, beating container, tablespoon, frying pan, sieve.
Exercise.
Prepare homemade pancakes.
Taking advantage technological map p.118, rice 93, following the sequence, prepare the pancakes.
Practical work No. 28
Dough products. Making braided cheese
Purpose: to introduce the technology of making braided cheese.
Equipment: grater, sieve, knife, rolling pin, cutting board.
Exercise.
Prepare braids with cheese.
Using the technological map p. 119, Fig. 94 and following the sequence, prepare braids with cheese.
Practical work No. 29
Sweet dishes. Technology for making orange jelly
Purpose: to introduce the technology of making orange jelly.
Equipment: knife, cutting board, saucepan, molds, tablespoon.
Exercise.
Prepare orange jelly.
Soak the gelatin in advance.
Cook the syrup separately: combine water with sugar and bring to a boil.
Wash the orange and squeeze out the juice.
Combine orange juice with gelatin and syrup, strain.
Bring to a boil, but do not boil.
Pour the resulting mass into molds.
Once the jelly has cooled, place it in the refrigerator to set.
Practical work No. 30
Apple mousse preparation technology
Purpose: to introduce the technology of preparing apple mousse.
Equipment: knife, grater, whisk or mixer, molds.
Exercise.
Prepare apple mousse.
Soak the gelatin in advance.
Wash the apples, peel them, cut them into slices and cook.
Strain the resulting broth, pass the apples through a sieve.
Combine the broth, mashed apples and gelatin together.
Bring everything to a boil, but do not boil.
Beat the resulting mass.
Pour the mousse into molds, cool and refrigerate.
Serve the finished mousse to the table.
Practical work No. 31
Transshipment indoor plants
Goal: learn how to properly replant indoor flowers.
Equipment: pot, scoop, crock, small stones, coarse sand, soil mixture, plants, paper.
Exercise.
Transplant (transplant) one of the plants available in the technology room or brought from home.
Remove the plant from the pot.
Create drainage for the new pot.
Perform transhipment
Water the plant.
Place it in a dimly lit room.
Clear your work area.
Practical work No. 32
Garden care. Spring pruning of seedlings berry crops
Goal: to introduce the technology of individual care for fruit trees.
Equipment: garden pitch, mullein, clay, oil paint, buckets, brushes for paint and mixtures, pruning shears, garden knife, spatula, scrapers, wire guards, rubber gloves.
Exercise.
Work out the technology of individual care for fruit trees.
Using Table 11 of the textbook, remember what biological measures exist to protect fruit trees.
Using scrapers or wire shields on the trunk and in the forks of branches, scrape off old, dead layers of bark on mature apple and pear trees.
Collect the peeled bark residues on a litter and take them to the burning site.
Coat the damaged areas on the tree with a mixture of mullein and clay in a 1:1 ratio; tie thick paper, cover the top with film or coat with garden varnish.
Trim slightly frozen branches to healthy wood; clean the wounds with a garden knife; coat the cut areas with garden varnish or oil paint. To do this, fill a small container 2/3 of its volume with oil paint, tie twine or thin wire to the barrel so as not to hold it in your hand, and for convenience, hang it on a branch near the processing area.
Take the cut branches to the burning site.
After finishing working with garden varnish or a mixture of mullein and clay, wash your hands with soap; Oil paint can be removed with a special solvent.
Clean your tools; Wrap the remaining garden varnish in paper or plastic wrap; leftovers oil paint pour into a common jar; hand over tools, materials and equipment for storage.
Wash your hands with soap.
Practical work No. 33
Grafting of fruit crops
Purpose: to introduce the technology of grafting fruit crops.
Equipment: tables of vaccination methods; budding and grafting knives; strapping material; whetstones for sharpening knives; whetstones; correct belts; inoculum; first aid kit
Exercise.
Graft fruit crops.
Practice your skills in handling grafting and budding knives on willow shoots; Practice making oblique cuts.
Master the technique of grafting on cuttings of soft wood using improved copulation, in a side cut, behind the bark with a saddle and splitting. Then perform these graftings on the shoots of apple, pear and cherry trees.
Practice tying your grafts with PVC tape. Apply the tape in turns, starting from the place below the graft; make two fastening turns at the bottom, and then up in a spiral. Tie the end of the strap above the graft with a knot. To do this, place the index finger of your left hand under the last turn of the tape, then remove your finger and shade the end on the handle.
Master the budding technique:
Learn how to prepare scutes with a kidney;
Make a T-shaped incision;
Spread the bark using the bone of a budding knife;
Learn how to insert the shield into the cut and wrap it with film.
5. After finishing work, clean and fold the tool, remove debris.
Practical work No. 34
Propagation of berry bushes by cuttings
Goal: to teach the technology of propagating berry bushes by cuttings.
Equipment: cold nursery, straw cutting, peat or turf-humus mixture (1:1), sifted river sand, watering can, water, annual blackcurrant shoots, pruning shears, marker, plastic film, boxes for cuttings, rakes, stretchers.
Exercise 1.
Prepare the nursery for planting blackcurrant cuttings.
Place a layer of straw at the bottom of the nursery, pour water on it and trample it with your feet.
Spread a 5cm layer of peat or turf-humus mixture on top of the straw and water them with watering cans. Level the surface back side rake.
Pour sand in a layer of 3-4 cm and also level it. The first roots will develop in it. Since sand has high moisture permeability, water does not stagnate in it after watering and the roots do not rot. In addition, putrefactive bacteria, which can also harm the roots, practically do not develop in sand.
Water the prepared soil again until good hydration so that the top layer retains moisture longer and you can start cutting.
Task 2.
Prepare single-bud cuttings of black currant and plant them in a nursery.
Take a bunch of blackcurrant shoots, place a box for cuttings next to you, sit comfortably, take a pruner.
Practice cutting cutting techniques. Leave a long part of the cutting under the bud (1.5-2 cm), and a short part (0.5 cm) above the bud.
Cut 50 single-bud cuttings.
Use a watering can to moisten a layer of sand in the nursery, place a marker across the nursery and use it to mark on the sand the distance between the rows - 5-7 cm, in the row - 3 cm.
Plant the cuttings in the designated nests. Take them with two fingers - thumb and middle, then, placing them in the socket, index finger Press down on it from above and deepen it into the sand to the level of the kidney.
Water the planted cuttings.
Cover the nursery with film.
Put your tools and equipment in place and get yourself in order.
Practical work No. 35
Excursion to the fruit nursery
Goal: to become familiar with the technology of growing seedlings.
Equipment: notebook, pencil, pen, ruler.
Exercise.
On an excursion to a fruit nursery, get acquainted with the technology of growing seedlings.
Write down the excursion route: school of seedlings, formation fields: first, second, third.
Familiarize yourself with the features of the technology for growing seedlings in a fruit nursery.
Note the agricultural machinery working in the nursery.
Check out garden tools, used in the nursery.
Perform independent practical work on approbation of fruit tree varieties:
Familiarize yourself with and remember the differences between cultivated seedlings of fruit plants and wild ones that are not grafted;
Get labels, write the names of the varieties on them and attach them to the grafted plants.