Drawings of products from high-quality metal. Summary of the lesson "Drawing of a part from long products. Assembly drawing. Educational technological map". I. Repetition of the material covered

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.

Production of products from high-quality rolled products. The connection of parts can be one-piece and detachable. Permanent connections of parts are obtained with the help of rivets, welding, soldering, glue, detachable - with the help of 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.

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Ferrous 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 Rus' 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.

Author - Shumakov Alexander Alekseevich, teacher of technology, MBOU Revenskaya secondary school, Karachevsky district, Bryansk region, village Luzhetskaya 2015.
Lesson #33 - #34.
Properties of ferrous and non-ferrous metals. Drawings of parts from long products.
Lesson Objectives:
to acquaint students with basic metals and alloys of simple and non-ferrous metals, to cultivate a careful attitude to tools and materials.
to acquaint students with the basic mechanical and technical properties of metals, to develop cognitive interest, to cultivate industriousness.
to teach students the rules for applying dimensions on the drawings of parts from long products, to teach the skills of detailing, the rules for making a technological sketch.
Lesson equipment: table "Metals", workbench, metalwork tools, drawing posters, graphic representation of parts.
Lesson type: learning new material
Object of labor: drawing up a drawing and a technological map of the product (clip for tables)
During the classes.
Organization of students for the lesson.
Greetings. Check readiness for the lesson. Appointment of attendants.
Learning new material
Working with blanks from different metals, you have noticed that metals have different properties: some of them are brittle, others are elastic, some are soft, others are harder. All metals have a metallic sheen. Metals differ in color - copper, for example, pinkish-red, steel - grayish. Metals have the ability to conduct heat and electricity. It is necessary to know the properties of metals in order to choose the right material for the manufacture of a product.
In its pure form, metals are used relatively rarely. Most of all they are used in the form of alloys.
Metal alloys are called complex substances obtained by fusing one metal with others or a metal with non-metallic elements. All metals and alloys are usually divided into ferrous and non-ferrous.
The group of ferrous metals includes iron, cast iron and steel, the group of non-ferrous metals includes all other metals and alloys.
Iron is a silvery-white metal with a characteristic luster. It is plastic, well processed, widely distributed in nature, but almost never occurs in its pure form. Iron is found in the earth's crust as part of a combination with oxygen and other elements. These compounds are called iron ores. Iron is obtained from them, which is used in the form of various alloys with carbon - cast irons and steels.
Cast iron is an alloy of iron and carbon containing more than 2% (usually 3 ... 4.5%) of carbon, as well as impurities of other elements. Cast iron is one of the cheapest and most common structural materials and is widely used in mechanical engineering. In addition, steel is obtained from cast iron.
Steel is an alloy of iron and carbon containing up to 2.1% carbon. Like cast iron, steel contains impurities of some other elements. The main difference between steel and cast iron is that steel contains less carbon and impurities.
Steel and cast iron are the most common materials of modern technology and production. They account for the bulk of all metal products.
Among non-ferrous metals, the most widely used are copper, aluminum and alloys based on them, as well as tin, zinc, etc.
Copper is a pinkish-red metal with electrical and thermal conductivity, good ductility, but relatively low strength, and is well processed. It is used primarily in the electrical industry and chemical engineering. Copper alloys are usually divided into two groups - brass and bronze.
Brass is an alloy of copper and zinc (zinc from 10 to 42%). Brass is more durable than copper.
Bronzes are alloys of copper with tin or elements other than zinc. In general, bronzes are characterized by high strength, are well machined, have high casting qualities and a low coefficient of friction.
Aluminum is a silver-white metal, light, soft and ductile, well cast and rolled into sheets and wire. Aluminum is widely used in the aircraft industry, in electrical engineering and in the manufacture of dishes and other household items. Aluminum is widely used in alloys based on it. Aluminum alloys are divided into foundry, which are designed to produce cast billets, and deformable, well processed by forging, stamping and rolling. Of the cast alloys, the most widely used is an alloy of aluminum with silicon - silumin, and of deformable alloys - an alloy of aluminum with copper and other elements, which is called duralumin, duralumin, duralumin. Tin is a silver-white metal, very soft and ductile. Tin can be easily rolled into very thin sheets called foil. It is used to coat thin sheets of steel and produce tinplate. Tin is part of many alloys: solders used for soldering and tinning, babbits, bronzes, brass, etc.
Zinc is a light gray metal with a blue tint.
Starting the manufacture of any product, it is necessary to choose the right material that is most suitable for it. The right choice can be made by knowing the properties of the metal or alloy. There are mechanical and technological properties. Mechanical properties include:
strength - the ability of a metal or alloy to perceive acting loads without collapsing;
hardness - the property of a material to resist the introduction of another, harder material into it;
elasticity - the property of a metal or alloy to restore its original shape after the removal of external forces;

Technological properties include malleability, fluidity, machinability, weldability, etc.
Malleability - the property of a metal or alloy to receive a new shape under impact;
Viscosity is the property of bodies to absorb energy upon impact.
Plasticity - the ability to change shape under the influence of external forces without collapsing. This property is used when straightening, bending, rolling, punching workpieces.
Fluidity - the property of a metal in a molten state to fill the mold well and obtain dense castings.
Machinability - the property of a metal or alloy to be machined by various tools.
Weldability - the property of metals to join in a plastic or molten state.
Corrosion resistance is the property of metals and alloys to resist corrosion.
The graphic representation of the product must give a clear and accurate idea of ​​the shape, dimensions of this product and the material from which it is made.
Consider, for example, drawings of simple sheet metal products (Fig. 1). It can immediately be noted that all the drawings indicate the thickness of the products with an inscription like “Thickness. 0.6". In the drawing of a rectangle made of tin, in addition to the thickness, its length and width are indicated. In the drawing of a square, along with the thickness, the size of only one of its sides is indicated. But the designation "50X50" indicates that all sides of the square are 50 mm.
On the drawing of a triangle, the dimensions of its base and height are affixed, and on the drawing of a triangle the dimensions, its bases and heights are affixed, and on the drawing of a circle its diameter. This data is sufficient to get an idea of ​​the shape of the depicted products and to manufacture them. The same can be said about plank and plate drawings.
Each of the considered products is made in the drawing in one view - front view. There is no need to show any other view - from above or from the side, since the thickness of the product is the same everywhere: there are no recesses or protrusions.
The situation is different with products made of long products, the image of which requires two or three types (Fig. 2, 3).
Students have already got acquainted with the rules for performing and reading assembly drawings when studying the section “Wood processing technologies”.
Therefore, having named the topic and purpose of the lesson, the teacher shows the students the stand “Products of 6th grade students” and draws their attention to the fact that the details of these products are made of long products. The teacher invites students to list the types of rolled products that are used in these products. The students name the rolled profiles and, with the help of the teacher, come to the conclusion that each of these profiles is close in shape to the finished part.
The teacher explains that in industrial enterprises, before starting to manufacture a new product, they develop its assembly drawing. According to the assembly drawing, detailing is carried out, i.e., drawings of the parts included in the product are developed. Detail drawings and assembly drawings refer to design documentation. At the enterprises, designers are engaged in its development. The teacher says that in class, students will use the finished assembly drawing (the teacher hangs it on the blackboard). To understand the design of the product, students need to read it.
To restore knowledge about the assembly drawing in the memory of schoolchildren, the teacher organizes a conversation. During this conversation, he invites students to answer the following questions:
What drawings are called assembly drawings, what are they for?
How are views arranged on assembly drawings?
Is it necessary to put all the dimensions of the parts included in the product on the assembly drawings?
What do the numbers on the shelves of leader lines mean?
Where on the assembly drawing do they write the names of the parts included in the product?
The conversation is conducted at an accelerated pace, covering as many trainees as possible. Do not get carried away with the survey of individual students. This takes a lot of time and reduces class activity.
Practical work.
Familiarization with the properties of metals and alloys
Consider samples of metals and alloys, determine their color.
Put samples from ferrous metals and alloys to your right, and non-ferrous ones to your left. Determine the type of metals from which the samples are made.
Stretch and release the steel and copper wire springs. Make a conclusion about the elasticity of steel and copper.
Place samples of steel and aluminum wire on a metal cutting plate and try to flatten them with a hammer. Describe the malleability of steel and aluminum.
Clamp the steel and brass specimens in a vise and run a file over them. Make a conclusion about the machinability of steel and brass.
Students are invited to disassemble the proposed drawings. Perform product detailing. Draw a sketch of the part in your workbook.
Final part.
Checking sketches made by students. Grading. Cleaning of workplaces and workshops.
Homework
Read §15-§17, §19

Attached files

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Slides captions:

Technology lesson in grade 6 Theme of the lesson: “Filing blanks from long products” (First stage) Compiled by: technology teacher of the highest qualification category MKOU Svetloyarsk secondary school No. 2 named after. F. F. Pluzhnikova Trofimov V. P.

LESSON OBJECTIVES To acquaint students with the types, features of files for various purposes, with the principle of their work as cutting tools. Learn to determine the class of the file and its purpose.

Checking students' knowledge of previously studied educational material Checking students' knowledge on task cards of different levels of complexity (4-6 students). Answers to questions (by other students): 1. What are the main parts of a hacksaw? 2. List the rules for safe work with a hacksaw. 3. For what purpose is a cut made with a trihedral file on the workpiece at the cutting point? 4. How is a long workpiece cut?

Presentation of the new material: “Filing blanks from long products” Sawing is cutting off a blank of a small layer of metal (allowance), using files to obtain the exact dimensions indicated in the drawing. Files are made from tool steel.

File elements

Types of files according to the shape of the cross section

Length of the working part of the file Serial numbers 1 2 3 4 5 6 7 8 Length of the working part. mm 100 125 150 200 250 300 350 400

Types of file notches.

Name Number of main cuts per 10 mm of file length Cut number Application Bastard 5 6... 14 0 1 Rough filing of blanks for removing large metal allowance (up to 0.5 mm) Personal 8... 20 12...28 2 3 Fine filing for removing small metal allowance (up to 0.15 mm) Velvet 20…40 28... 56 4 5 Precise finishing, grinding and honing of details Types of cuts of files.

File classes 0; 1- Bastard files have a large notch, 5-12 teeth per 10 mm. Lengths. They are used for large processing. The thickness of the metal layer removed in one stroke is 0.2-0.5 mm. 2; 3 - personal - have an average notch, 13-26 teeth per 10 mm. length. These files are used when the main layer of metal has already been removed with a bastard file. The thickness of the removed metal layer in one stroke is 0.1-0.3 mm. 4; 5 - velvet - have a notch of 42-80 teeth per 10 mm. lengths and are used for finishing and grinding surfaces. They remove a layer of metal with a thickness of 0.005 - 0.01 mm.

Types of files. Files: a, b - flat; c - square; d, d - trihedral; e - round; g - semicircular; h - olive-shaped; and - rhombic; to - trapezoidal; l - fillet

Laboratory and practical work Task №1. 1. Fill in the table according to the given form. 2. Familiarize yourself with the samples of files. 3. Determine the shape of each file. 4. Count the number of cuts per 10 mm file length. 5. Determine the type of notches. 6. Determine the class (type) and purpose of the file 7. Enter all the data obtained into the prepared table. № p / p Shape of the file Number of cuts per 10 mm length Type of cut Class (type) of the file For what processing is intended 1,2,3, etc.

Organizational and final part Analysis of characteristic errors and causes in determining the types of files. Reporting the evaluation of the work of each student Homework: Prepare for the second stage of the lesson: “Filing blanks from long products” Textbook “Technology”. Page 95-99.