Product technology project. Creative project on technology: example, ideas, choice of topic

04.08.2023

Creative project

TRACTOR

Project selection and justification

The main thing about this project is that the product can be made independently. The knowledge gained in the process of studying wood processing technology turned out to be sufficient to produce the “Tractor” product.

Making a product helps to consolidate previously studied material using the following technologies: “Marking wood blanks”, “Sawing wood”, “Drilling holes”, “Burning”, “Sanding products”, “Polishing”, “Varnishing products”.

The equipment of the training workshops allows me to complete this project, this work is not dangerous.

To manufacture the Tractor product, the following factors must be taken into account:

Economic Used

Construction costs equipment

Used

Interior TRACTOR materials

Control Technology Time

fabrication testing

Design requirements

When designing an object, one should take into account its reliability, durability, versatility, ease and simplicity of assembly, maximum weight and dimensions, design requirements (organicity and integrity of the external form, proportionality, harmonious line).

Material selection

Of the possible materials, wood turned out to be the most acceptable, since its cost is relatively low, it is easy to process, and lends itself well to artistic decoration. Wood is widely used in the national economy; furniture, paper, sports equipment and toys are made from it.

Wood has relatively high strength, is well processed with cutting tools, wooden parts are easily glued together, connected with nails and screws. Wood products have a beautiful appearance and that's why I used wood.

Product manufacturing technology

For manufacturing we use the following basic operations: marking the pattern, sawing, drilling, finishing the product, joining parts, varnishing.

The greatest difficulties are caused by the work associated with assembly and finishing, since there are many different options, and you need to choose the most optimal one.

Various product finishing options

Cleaning Burning Varnishing

METHODS Application

Burning

Coloring

Stain

Decorative

Inlay drilling

Stripping, staining and varnishing are all my jobs. That's why we choose these finishing methods.

After I cut out all the details of the product, I began preparing them. I previously cleaned the external and internal contours of the parts from burrs, irregularities and other possible errors. Then I started painting. Coloring in finishing products cannot be done independently; it is only used to highlight sanded wood with aniline paints, mordants, stains, and then the painted items are covered with finishing layers - varnishes. This color gives the wood the desired color, emphasizes the natural structure of the fibers (texture), and imitates the color of valuable species.

Various options for connecting product parts

Connection TYPES OF CONNECTION Connection

On nails on spikes

Connection Connection

with glue and screws

The parts of the product are assembled using glue and nails, making the connection strong and externally neat.

Selecting Tools

To make the product, I used the following tools: a pencil, a hacksaw, a drill with a set of drills for drilling holes, files, a set of needle files, a ruler, a student’s square, a compass,

Routing

Work sequence

Graphic

image

Tools,

devices

Making a tractor

Select a workpiece 80 X 80 X 130 mm

Mark the workpiece according to the template

Template, pencil

File according to the markings

Hacksaw, saw,

wooden vice

Saw off the side surface of the workpiece 2 at an angle of 45 0

Hacksaw, workbench, miter box

Perform planing

Workbench, plane

Mark the centers of the holes and drill them (Ø 3.2 mm)

Ruler, pencil, vice, drill, drill,

Blunt the ribs

Workbench, file

Clean the ends and polish the product

grinding

Chamfer 5 X 45 O

File

Paint the item with watercolor paint

Coat the product with varnish. Check the quality of the product.

Wheel making

Select workpiece

80 X 80 X 150 mm

Mark the workpiece and plan the edges of the octagon

Ruler, pencil, thicknesser, plane, workbench

Place the workpiece in the trident of the machine and grind Ø 70 mm and Ø 44 mm

Lathe, calipers,

Notch the ends

Lathe, ruler, hacksaw

Clear

Sanding paper

Remove the part, saw off the ends and clean them

Fine-tooth hacksaw, file

Product assembly

Drill

holes in wheels Ø 3 mm

Drill

Install axles

on wheels

Welding electrode

Bucket installation

Tin can, solder, soldering iron

Economic costs

To make the product you will need:

Material

Price

Wood

1 m 3 - 3200 rub.

1 tube – 18 rub.

0.25 tube

1 bottle – 35 rub.

0.33 bottles,

1 bottle – 45 rub.

0.33 bottles,

60 rub.

Manufacturing the “Tractor” product does not require large economic costs (only 60 rubles), as well as time, it will take approximately 4-5 hours.

Used Books

1) Textbook “Technology.5,6 grades,” Simonenko V.D., 2000, Moscow;

2) Ryzhenko V.I. Woodworking, 2004, Moscow;

3) Ryzhenko V.I., Yurov V.I. Carpentry and turning works, 2004, Moscow

Municipal educational institution

« Secondary school No. 17"

Creative project on technology on the topic:

Completed by: 7th grade student

Golysheva Kristina

Head: technology teacher

O. V. Grechishkina

Bogoroditsk 2016

TABLE OF CONTENTS

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

Main part………………………………………………………. . 5

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

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

2.3 Product sketch……………………………………………………….. 8

2.4 Product manufacturing technology………………………………….. .9

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

2.6 Economic assessment of the project……………………………………11

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

3.1 Self-esteem…………………………………………………………..... 13

3.2 Results of the work………………………………………………………. 13

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

INTRODUCTION

Purpose a creative project is the implementation of a product that most fully represents my knowledge, skills, and abilities acquired during the learning process in technology lessons.

Tasks project:

1. Develop and implement the project.

2. Make a painting according to the project.

3. Improve the skills and techniques learned in technology lessons.

4. Evaluate the work done.

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

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

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

I learned this skill from my grandmother, and now I really want to use it to decorate my home. My mom's birthday is coming soon. I decided to give her a gift. She has a small shelf in her room. In this place, I decided to make her a bright picture. I think it will decorate the interior of her room. After all, the best gift for parents is the one made with their own hands.

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

Option #1. Making a painting using the technique of hand embroidery with ribbons. Yes, I can do it, there are no problems...materially, but it takes a lot of time. I have little mastered this technique of work.

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

Option #3. A picture made with satin ribbons is a good idea! It can be made from satin ribbons and placed in a frame. I have no doubt about the need for such a painting, because it will decorate the interior of the apartment. It won’t take very much time to make a painting, but it will bring so much beauty and comfort to the interior of the house. So I made my choice! I decided to “paint” the picture myself with ribbons. We'll see what comes of it at the end!

MAIN PART

2.1 HISTORY OF SATIN RIBBON EMBROIDERY

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

Headbands decorated with gold and precious stones were woven into hair in ancient Rome.

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

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

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

Thousands of looms for the production of ribbons and three hundred and seventy - for the production of braided products (braid, braid, basson). At firstXVIIIcentury, the demand for these goods increased sharply, and a period of rapid distribution of luxurious and beautiful ribbons began. King Louis of FranceXIVhe decorated even his shoes with ribbons and precious stones and ordered the court to dress in an original and creative way.

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

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

Then it was time for the laundry. It became more and more luxurious and sophisticated. In the ateliers, which bore the high title of “Suppliers of the Royal Court,” real masterpieces were created using a simple needle and ribbons. Now they are displayed in museum showcases around the world - from London to Pretoria.

From France, this type of embroidery migrated to the islands, to England. And from there it spread to all countries of the former British Empire. Together with settlers from the Old World, he came to America, where he quickly gained popularity. This art flourished in the 70sXIXcenturies. By this time, embroidery could be seen not only on dresses, but also on umbrellas, lampshades, quilts, household trinkets and hats.

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

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

2.2 SELECTION OF MATERIALS AND TOOLS

Needles

Different needles are used for embroidery: thin - for light fabrics, thick - for dense ones. When sewing with silk ribbon, sharp needles are used, because they must fit freely into the fabric without forming unsightly puffs. The eye of the needle should be elongated so that you can easily see the tape and it slides along it without twisting. In this way, possible ruptures can be avoided. For tapes with a width of 7, 9, 12 mm, needles No. 18 - 22 are selected; for tape 3 mm, No. 24 is recommended.

Ribbons

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

Embroidery threads

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

Beads and seed beads

They are used for decoration and give embroidery a special grace.

Fabrics

For the base when embroidering with silk ribbon, you can use a wide variety of fabrics. Cotton fabrics: matting, cambric, plisse, muslin, satin. Linen fabrics: rough linen, thin linen, rough linen, linen fabric with a uniform base. Silk fabrics: chiffon, chesucha, silk tulle. Woolen fabrics: crepe, tweed, jersey. You can embroider on any surface, as long as the fabric is so strong that the stitches are securely held on it, and so elastic that the thread passes through it easily.

In my job The following materials and tools were used:

Fabric for background (light gray canvas)

Satin ribbons

Cotton threads

Needle

Scissors

Safety precautions

While working with scissors

When working, place the scissors on the right, with the rings facing you, so as not to prick yourself on their sharp ends. The blades of the scissors must be closed when not in use.

Pass in rings forward with ends closed.

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

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

While working with needles

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

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

Do not put needles or pins in your mouth under any circumstances.

During work, do not stick needles into clothing or random objects.

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

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

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

While working with glue

Place the glue gun on the thermal mat.

Insert a roll of glue into the gun and secure it.

Plug the plug into the socket.

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

Upon completion of work, unplug the plug from the socket, cool and put the gun away.

2.3 PRODUCT SKETCH

2 .4 PRODUCT MANUFACTURING TECHNOLOGY

№

p/p

Manufacturing sequence

Materials, tools

Transfer the design composition onto fabric

fabric, pencil, painting sketch

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

Attach a bead to the middle of the flower.

ready-made flowers, threads, needle, scissors

Make 8 large flowers from satin ribbons. The manufacturing technology is shown below.

satin ribbons, threads, needle, scissors

Tuck the fabric into the frame. Attach flowers and leaves to the background randomly.

ready-made flowers, leaves, fabric for background, needle, scissors, threads

Place the finished picture in a frame.

picture, frame

Making flowers.

To make each small flower, I sewed small basting stitches on the ribbon, as shown indrawing and tightened it. A flower has formed. This way I made several flowers of different colors and sizes.

As many flowers as we want, we collect so many pieces of 25 cm for large flowers, 15 cm for medium ones, 10 cm for small ones.

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

Now we carefully pull the thread and collect our flowers.

I didn't have a specific manufacturing plan. I began to collect the bouquet randomly, “as it fell”... I used the selection and combination of colors. First I made a bow from a thin brown ribbon. Then she began to collect a pattern of flowers.

We had to move the flowers from one place to another to find a harmonious combination.

After the final placement of the flowers on the canvas, I moved on to the final stage - gluing the flowers to the frame. I took one flower at a time from the formed pattern, squeezed out a drop of hot glue and quickly applied it to the intended place. I secured the ribbon-twigs at the ends and glued on a bow. There you go.

2.5 ENVIRONMENTAL ASSESSMENT OF THE PROJECT

Embroiderysatin ribbons- it's ecologsical clean production, because it is practically waste-free, no harmful substances are released, the atmosphere is not polluted, and there is no danger to human health.

2.6 ECONOMIC ASSESSMENT OF THE PROJECT

Price per

1 m/1 piece

Consumption

Total RUR

Fabric for background canvas

150 rub.

30*20

150 rub.

Satin ribbons: green

10 rub.

1 m

10 rub.

Satin ribbons:blue

10 rub.

0.5 m

5 rub.

Satin ribbons:raspberry

10 rub.

Satin ribbons:red

10 rub.

0.5 m

5 rub.

Satin ribbons:dark green

10 rub.

0.5 m

5 rub.

Satin ribbons:brown

10 rub.

Satin ribbons: yellow

10 rub.

1 m

10 rub.

Frame 24*19

125 rub.

1 PC.

125 rub.

Needle

was

1 PC.

Cotton threads

were

1 PC.

Scissors

were

1 PC.

Hot glue

15 rub.

1 PC.

15 rub.

Total:

345 rub.

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

CONCLUSION

3.1 SELF-ASSESSMENT

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

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

Analyzing the work performed, I believe that I fulfilled the goal and objectives set for myself.

In the process of performing creative work, I consolidated the skills to correctly and beautifully perform embroidery with satin ribbons and select colors. I enjoyed doing this work, it was a creative, fun process that resulted in a wonderful product. While carrying out a creative project, I learned a lot about the history of embroidery with satin ribbons and systematized my knowledge and skills. I will continue to improve in this type of arts and crafts.

4. Product advertising

The hands of people can make any miracle;

And flowers can be woven across a white field

And embroider a golden sun across the blue sky,

So that there is more beauty on earth

I'll pick up a thread and a simple rag

And a little fantasy and magic

And I’ll sew something that you can’t even dream of -

Only so that beauty lives on earth!

LITERATURE

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

2. “Embroidery school” series “Ribbon embroidery”. M. 2004.

3. “Golden Library of Hobbies” Embroidery with silk ribbons. M. "Ast-Press". 2008.

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

D. Ciotti “Embroidery with silk ribbons” 2004 Moscow “Ast-press”.

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

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Creative project technology teacher Subbotin N. A. “If you hear, you will forget, if you see, you will remember, if you build, you will understand.” Confucius

Project - lat. projectus - thrown forward 1) a set of documents (calculations, drawings, etc.) for the creation of a product. 2) Preliminary text of a document. 3) Concept, plan. What is a project?

What is a project? A project is a student’s independent work aimed at finding solutions to a given problem to satisfy an emerging need, consisting of a sequence of steps from concept to implementation and ending with the receipt of a specific product.

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

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

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

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

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

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Choosing a project topic for grades 5-8

A project is a student’s independent work aimed at finding solutions to a given problem to satisfy an emerging need.

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

Bank of project ideas Design area List of projects Household Sports, recreation Technical creativity Decorative and applied arts If you don’t have a bank of ideas, create one now!

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

Task 1 Positive analysis Look carefully at the “Bank of Project Ideas”, think and identify the three most interesting topics for you that will help solve problems in meeting the needs of your family, write down the selected topics in the table.

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

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

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

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

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

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

Requirements for choosing an object (product) for design topic 1 2 3 Your teacher may set some restrictions on projects. Does the topic of your project meet these restrictions? To competitiveness. Can you come up with a manufacturing method, a design solution, that is better than what already exists? Can this improvement be measured? Task 2 Critical analysis

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

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

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

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

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Title page Design requirements

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1. Justification for the need to manufacture the product

The justification for the need to manufacture a product is: a description of the problem; identifying the needs of the individual, family, society; determining the need and practical usefulness of the product; n stopping the goals and objectives of the project.

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

Need is a person’s perceived need for something. Need is a lack of something a person experiences that he needs.

Goal is a thought about future results that should be achieved as a result of manufacturing a product; The goal in a project helps answer the question: “Why do we want to complete the project?” It sounds succinct and reflects the theme of the project.

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

Rationale Plan: The situation creating the problem must be considered. Determine the causes of the problem. Find out how important it is to solve this problem now. Determine for whom your product will be designed and manufactured and why this person will need it. Determine the goal of the project and ways to achieve the goal. 1. Justification for the need to manufacture the product 1.1 Need and purpose of the project

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

“Anti-slip” 1. Justification for the need to manufacture the product 1.1 Need and purpose of the project During icy conditions, many people are injured. In old age, such injuries are especially dangerous. Our grandparents are afraid of slipping and falling. Our goal is to help them so that they are not afraid of icy conditions and can leave the house in any weather. To do this, you need to come up with a special device for shoes - anti-slip. Execution example

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

“Pencil stand” 1. Justification for the need to manufacture the product 1 .1 Need and purpose of the project It often happens that pens, pencils and sheets of paper are scattered on my desk, for which my parents scold me. The goal of the project is to ensure order on the table. A stand for pens, pencils and paper will help keep your desk organized. You can buy a stand, but it is expensive. It’s better to make it yourself from scrap lumber. Execution example

1.2 Brief statement of objectives

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

Task 2 Formulate the tasks facing you.

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

“Anti-slip” 1. Justification for the need to manufacture the product 1.2 Brief statement of tasks To design and manufacture an anti-slip that is attached to shoes before going outside in icy conditions. Consumers: all family members, mainly elderly people. Execution example

“A spatula for turning food” 1. Justification for the need to manufacture the product 1.2 Brief statement of tasks To design and manufacture a spatula for a cook, which is convenient for turning food during cooking. Execution example

“Pencil stand” 1. Justification of the need to manufacture the product 1.2 Brief statement of tasks To develop and manufacture a stand for the student’s desk, designed for storing pencils, pens and paper, taking into account the interior of the room. Execution example

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2. Study of similar products grade 5

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

2. Study of similar products 2.1 Area of study A taxes of pencil holders available in the market. 2.2 Purpose of the study: To identify the design features of a pencil stand for the development of a higher quality, competitive product. 2.3 Research method Design analysis of finished products. Execution example

Design analysis is the study of various objects (products) by mentally dividing a whole object into its component parts (sides, features, properties or relationships) in order to study their properties and characteristics.

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

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

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

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

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

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

The economist estimates the cost of the materials expended; cost of the finished product; time spent on production; conditions of product sales.

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

Draw (draw) a table. Place the images in the table. Write down the characteristics of the pictured product, answering the questions about design analysis parameters; Give full answers to the questions. Task 3 Present the results of your research in the form of a table:

Image Comparative characteristics 2.4 Description of the study Example of execution

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

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

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3. Requirements for the designed product Design specification

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

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

Assignment Create a design specification using the items that are appropriate for your project. Present the results in one of the following types: tabular form of a numbered list of a diagram

Main characteristics of the product Requirements for the product Requirements for materials Made from available materials. Low cost. Cost-effectiveness of the product Low consumption of materials. Minimum production time Manufacturability of the product Simplicity of design. Simplicity of manufacturing technology. Aesthetics of the product Beautiful appearance. Originality. Modern design. Environmental friendliness of the product Should not pollute the environment. Product safety Must be safe to operate. Legislative requirements Corresponding agrotechnical requirements. Example implementation 3.1 Design specification for the product “Garden ripper”

Modern design Easy to manufacture Made from available materials Minimum production time Economical Original Functional, meeting agrotechnical requirements Safe to use Example 3.1 Design specification for the product “Garden ripper”

Must be 1. Durable. 2. Beautiful. 3. Easy to clean and wash. 4. Lightweight. 5. Comfortable. 6. Easy to manufacture. 7. Inexpensive. 8 . Do not break down from contact with food. 9 . Don't rust. 10. Do not get too hot (handle). 11. Do not damage the dishes in which food is prepared. Example implementation 3.1 Design specification for a food turning paddle

3.1 Design Specification for Pencil and Paper Stand 1. Proportional to the size of the table. 2. Beautiful. 3. Suitable for the interior of the room. 4. Cheap. 5. Durable. 6. Comfortable. 7. Easy to manufacture. Execution example

Execution example Puppet theater characters must be: 3.1 Design specification for a glove puppet

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

Product characteristics Requirements for the product Material requirements Availability: available/exclusive; cost of materials: high/not high/average; availability of materials for processing: easy/difficult to process; modernity: traditional/modern; Design specification for_____________

Product characteristics Requirements for the product Manufacturability of the product Design features: simplicity/complexity few/many parts; transformability/rigidity, strength; reliability; collapsible/non-dismountable; durability; safety. Design specification

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

Product characteristics Requirements for the product Product efficiency Material consumption: large/small/medium; cost of the finished product from __?__ rub. up to __?___ rub. Is the time required for production large/small/number of hours? Design specification

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

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

Product characteristics Requirements for the product Moral values The product must meet moral standards; not be harmful to society from the point of view of patriotism, nationality, psyche; Ergonomic parameters taking into account functional requirements: ease/inconvenience of operation; (specifically what?) Design specification

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

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

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

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

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

4.1 Bank of ideas.

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

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

4.1 Bank of ideas. 1 2 3 4 5 6 Execution example

1 2 3 4 5 6 7 8 9 Example of implementation 4.1 Bank of ideas.

1 2 3 4 5 6 Example of implementation 4.1 Bank of ideas for the project “Box for seedlings.

4.2 Analysis of possible ideas

4.2 Analysis of possible ideas Product image Description of the design Advantages Disadvantages Create a table on the computer, insert images into it and add comments explaining the design. Analyze your options.

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

4.2 Analysis of possible ideas Product image design description Advantages Disadvantages The halves of the handle are oval shaped for convenience. The base is made of decorative shape. The spatula is convenient to use, since the handle is curved at an angle. The product looks beautiful. No disadvantages Example implementation

4.2 Analysis of possible ideas Product image Description of the design Advantages Disadvantages An ordinary box of four rectangular boards and a plywood bottom, assembled with nails. The same box, but with legs. Legs provide bottom ventilation. Convenient to carry. Non-dismountable - takes up a lot of space when stored. Simplicity of design Non-dismountable - takes up a lot of space when stored. Not convenient to carry. Execution example

4.2 Analysis of possible ideas Image of the product Description of the design Advantages Disadvantages A box with elongated side walls, which are also the legs and handles of the box. Box with handle and partition for two compartments. There is bottom ventilation. The presence of handles that are convenient for carrying. You can stack the boxes on top of each other for storage. Non-dismountable - takes up a lot of space when stored. Availability of a carrying handle. You can sow different varieties of seedlings in different compartments. Non-dismountable - takes up a lot of space when stored. The handle makes it difficult to stack the drawers on top of each other. There is no bottom ventilation - when watering, the bottom can rot. Execution example

4.2 Analysis of possible ideas Image of the product Description of the design Advantages Disadvantages Collapsible design of the box with rounded racks at the top. The box has a collapsible design, but the upper parts of the side posts are flat with cut corners. Collapsible design. There is bottom ventilation. The rounded rack at the top makes it difficult to stack boxes on top of each other. Collapsible design. There is bottom ventilation. It is possible to stack boxes one on top of the other. There are no disadvantages. Execution example

4.3 Choosing a rational design.

It is necessary to choose which of the ideas is most suitable for solving the problem and further development. Submitted ideas should be assessed against the design specification criteria. If the criterion is met + if there is a discrepancy - It is possible to use the table: Criteria design specifications Idea No. 1 Idea No. 2 Idea No. 3 Idea No. 4 Idea No. 5 Idea No. 6 1. + - - + + - Total + 4.3 Selection of a rational design Conclusion: Own decisions must be justified!

Criteria design specifications Idea No. 1 Idea No. 2 Idea No. 3 Idea No. 4 Idea No. 5 Idea No. 6 1. Proportional to the size of the table. + - - + + - 2. Beautiful. + + + + + + 3. Suitable for the interior of the room. - + + - + + 4. Cheap. + + + - + + 5. Durable. + + + + + + 6. Comfortable. + + + + + + 7. Easy to manufacture + - + + + + Total + 6 5 6 5 7 6 Example of “Pencil stand” 4.3 Choosing a rational design

Conclusion: For the pencil and paper holder design, I choose idea #6 because it meets more of the design specification criteria. Example of “Pencil stand” 4.3 Choosing a rational design

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Graphic documentation

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

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

5.1 Technical drawing Example execution

5.1 Technical drawing Example of execution 400 300 300

A sketch is a flat image of a part made by hand indicating its dimensions.

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

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

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

Requirements for the drawing Correct choice of scale; Depiction of the required number of views of a part in the drawing Rational use of the drawing field No errors in the depiction of part projections Compliance with the proportions of the part in the drawing Clarity of drawing lines Consistency of the thickness of the main and dimension lines Availability of all necessary dimensions Correct designation of dimensions Cleanliness of the drawing field

6. Selection of materials and finishing options

Task1 Look carefully at the graphic documentation of your project. Determine what parts are in your product? Choose a material to make these parts.

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

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

6.1 Selection of material for making the working part of the blade for turning food. Name of the material Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project Wood Easily processed Short-lived, fragile Glass Fragile, can break Mild steel Rustes, is destroyed by contact with food. Stainless steel does not rust, does not break down from contact with food. Conclusion: I choose stainless steel to make the working part of the blade. Execution example

6.1 Selecting a material for making a stand for pencils and paper Name of the material Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project Wood easily fits into the interior with low-labor processing, cheap Durable metal expensive, not easy to ensure good workmanship Plastic easy to process expensive, looks bad on a polished wooden table Chipboard high labor intensity in manufacturing and finishing to match the interior of the room Fibreboard easy to process not durable Conclusion: I choose wood to make the stand. Execution example

6.1 Choosing wood for making a stand for pencils and paper Name of wood species Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project Beech is difficult to find, labor-intensive to manufacture Birch is available, fragile, labor-intensive to manufacture, does not suit the interior Linden is well processed difficult to find , labor-intensive finishing Pine is accessible, well processed, and fits well with the table material and the interior of the room with minimal finishing. Conclusion: I choose pine wood to make the stand. Execution example

6.1 Selection of finishing (coating) options for making a stand for pencils and paper Name of wood species Physical and technological properties of the material Advantages of the material for the project Disadvantages of the material for the project Stain can imitate valuable types of wood does not shine, hides the texture of the wood Paint hides the texture of the wood Varnish gives shine, preserves wood texture and prevents the formation of stains, can be washed Polishing without coating gives shine the surface can be covered with stains that are difficult to remove Conclusion: I choose varnish as a coating. Execution example

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Calculation of the cost of materials grade 5

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

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

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

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

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

Task 5 Calculate the consumption of materials for the product using the formulas: for volumetric materials O volume of a rectangular parallelepiped: V = a · b · h where V is the volume of a rectangular parallelepiped, a is length, b is width, h is height.

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

for sheet materials Formula for the area of a rectangle through two sides: S = a · b The area of a triangle is equal to half the product of the length of the side of the triangle and the length of the height drawn to this side

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

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

Costs of materials for the project “Device for planing” No. Name of material Units of measurement Material consumption for the product Price (rub./unit of measurement) Cost (rub.) 1. 2. 3. 4. 5. Plywood Ruler Varnish Glue Screws m² pieces kg kg pieces 0.03 1 0.05 0.01 5 150 1.2 40 15 0.15 4.5 1.2 0.2 0.15 0.75 Total 6.8 Example execution

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

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

The teacher’s task is not only to teach the child the basics of his subject and how to apply the acquired knowledge in practice, but also to instill in a person a sense of beauty. Teachers of music, fine arts and technology cope most successfully with the latter task. The use of various projects helps them in this. Creative ones are especially popular for girls.

What it is

A creative technology project involves students working on creating this or that thing. Often the process takes several lessons and is carefully supervised by the teacher. The teacher helps you decide on a topic, find or make a sketch, and do the preparatory work to create a product.

Through the use of creative projects, girls can try themselves as designers or cooks, show off their skills and abilities, and most importantly, realize their potential.

When planning to use creative technology projects for girls in teaching, the teacher must carefully consider their themes and connections to the curriculum. The main directions in which projects can be set:

Cooking;

Satin embroidery;

Patchwork techniques;

Knitting;

Beading;

Making toys and dolls;

Manufacturing of products for interior decoration.

When to introduce?

One of the most frequently asked questions is when to introduce creative technology projects for girls? 5th grade is the ideal time to introduce projects. Children will quickly grasp the essence of such tasks and learn to perform them quickly and efficiently. This will all be a huge plus, especially if you plan to give such assignments throughout your studies.

What does a technology project include?

What is included in the project? Often, a technology project includes choosing the direction and topic of work, selecting materials and manufacturing a particular product from them. Each stage of the work is recorded and then formalized by the student in the so-called presentation. To defend the project, a presentation is also required.

For example, consider creative technology projects for girls (5th grade). The apron is one of the main topics studied. You can invite children not just to sew a standard item according to a ready-made sample, but to prepare a sketch of the product themselves, make patterns, select the appropriate fabric and sew it.

Further evaluation can be carried out on a competitive basis, taking into account not only the type of product, but also the quality of the stitches and the correctness of the drawings when grading.

The optimal time to implement such creative technology projects for girls is 5th grade. An apron sewn during their execution can be an excellent March 8 gift for your mother or grandmother.

Sample project topics

Depending on the topic and its goals, you can select such tasks for creative projects.

When studying decorative and applied arts, the following topics can be suggested:

Panel of cereals;

Making souvenirs from scrap materials;

Products made from salt dough;

Photo frame;

Products made from papier-mâché.

At the beginning of learning technology, such creative technology projects for girls will be very interesting. 5th grade just involves simple, simple tasks.

The second block of sample topics is related to the study of handicrafts. Implies the ability to sew simple things both with a machine and with a simple needle. These include the following topics:

Making a talisman doll;

DIY kitchen mitt;

Cushion;

Pincushion.

The age for which these creative technology projects for girls are suitable is 6th grade.

The next block of tasks is related to the topic “Weaving”. In most cases, these tasks involve working with beads and beads. Before starting work, it is advisable to explain to children the features of working with beads - how to choose them correctly, how to choose fishing line or wire for weaving, additional materials. These may include the following subtopics:

Beaded gift

Beaded decoration.

Making flowers from beads.

The age range for which these creative technology projects for girls are suitable is 6th grade, end of 5th, beginning of 7th.

One of the largest topics that is given a lot of time in technology lessons is embroidery. The topic involves mastering several embroidery techniques - embroidery with ribbons, satin stitch, cross stitch, and beads. For each type, the following assignment topics can be suggested:

Embroidery painting;

Embroidered napkin;

Embroidered tablecloth;

Embroidered towel.

You can also let the children choose their own project.

Another group of project topics is suitable for consolidating the knowledge and skills acquired while studying the basics of knitting.

So, you can use the following tasks:

Making a heating pad;

Knitting a soft toy;

Macrame.

It is best to use these topics when consolidating crocheting skills. For knitting needles you can use:

Warm socks;

Knitted vest.

The age for which these creative technology projects for girls are relevant is 7th grade.

Pillowcase;

DIY apron;

We sew a skirt;

We sew shorts;

Summer top.

Please note that the creative technology projects listed above for 8th grade girls are best suited.

The older the child gets, the more complex the theme of his work becomes. After 8th grade, it is important to assign large projects, the completion of which will take at least one quarter, maximum - a semester. Main topics for such large-scale projects:

Creating a fancy dress;

Modeling and sewing of a sundress;

Sewing a dress.

The age at which children can master such creative technology projects for girls is 10th grade.

It is worth noting that another project topic is related to cooking. This type of creative project can be given one or two lessons, during which children can find or create their own recipe and cook the dish. It is best to do this at the end of the semester or academic year.

Main stages of work on the project

All stages of performing creative tasks are divided into:

Search, when the child chooses a direction, searches or creates a sketch or drawing, and selects material.
Technological - during which the main work on a product or project is performed.
Analytical, during which the child evaluates the result obtained, its merits and advantages.

Operating procedure

Basically, creative technology projects for girls are carried out according to the following plan:

1. Selecting a project topic.

2. Drawing up a sketch.

3. Drawing up drawings or patterns.

4. Selection of materials.

5. Manufacturing of the product.

6. Preparation of an explanatory note.

7. Preparing a presentation.

8. Protection of the finished project.

Explanatory note

As already mentioned, ready-made creative technology projects for girls must contain an explanatory note. It consists of the following elements:

Title page;

Introductions;

Rationale for choosing an idea;

Product sketch;

List of materials used;

Drawings;

In the case of tailoring a product - laying out patterns on the fabric;

Samples of used seams or types of knitting, other techniques;

List of devices;

Ecological validity;

Economic calculations;

List of sources;

Safety regulations appendix;

Presentation

A big plus when defending a project is the presence of a presentation. When preparing it, you should use photographs of the finished product and the stages of its creation. You can use a historical reference, which will indicate when and where this type of art originated.

Assessment

Let's look at an example of how creative technology projects for girls are assessed. 8th grade involves sewing any item, for example, a skirt. When assessing, you need to consider:

Correctness of taking measurements.
Correct construction of drawings and patterns.
Stitch quality.
Appearance of the model.

It is important for the teacher to identify all assessment criteria in advance and explain what exactly he will pay attention to. It is important that projects ultimately receive “excellent” or “good” ratings. Otherwise, students may be disappointed in their work.

You can also involve other students to evaluate the received projects, for example, to vote on which products they liked the most.

conclusions

One of the lessons that a creative project involves is technology. Girls love needlework, especially if they are given freedom of choice when designating a topic or task. Thanks to its use, teenagers learn to apply the knowledge acquired during training in practice and develop creatively. Projects are best used if the topic lasts more than 8-10 lessons.

Organization: MBOU Chistenskaya school-gymnasium

Locality: RK, Simferopol district, village. Clean

The future now belongs to two types of people:

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

one whole, because to think means to work.

V. Hugo

INTRODUCTION

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

This determines the introduction of methods and technologies into the educational context of educational institutions based on the project and research activities of students.

To implement project activities, students require a certain level of training, proficiency in design technology and the research method.

The main purpose of the proposed manual is to assist students in creating and defending creative projects in the academic subject “Technology”.

Project method of teaching technology - This is an integrated type of activity to create products that have personal and social significance. A project is understood as a creative completed work that corresponds to the age capabilities of the child.

The organization of student project activities ensures the integrity of the pedagogical process, allows for unified learning, development and education of students, and helps create positive motivation.

The use of the project method contributes to the development of student independence, teaches students to objectively evaluate their activities, and develops communication skills. Now the project method is being actively implemented not only in the educational fields of Technology, but also in other academic subjects. The attractiveness of the project-based teaching method also lies in the fact that in the process of working on a project, schoolchildren develop organizational and reflexive abilities. They learn to plan and adjust their activities, and this, as a rule, increases interest in learning and improves learning outcomes.

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

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

Creative project in technology lessons

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

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

The goal of any project is aimed at changing the artificial environment surrounding humans. The project must also include the production of a new, effective, competitive product that meets human needs.

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

Classes using ICT differ from the classical teaching system. This is a new role for the teacher - he is no longer the main source of knowledge, and his function is reduced to advisory and coordinating.

Work on the project can be carried out in groups. This allows for division of responsibilities and mutual assistance. Develop character traits such as perseverance, responsibility, and also increase learning motivation.

Structure of the explanatory note

Content

Introduction

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

SECTION 2. Graphic product documentation

2.1. Sketch

2.2. Technical drawing

SECTION 3. Safety precautions when working with equipment

CONCLUSIONS

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

For example:

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

INTRODUCTION

When covering this section of the project, students should:

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

The following phrases will help you open the section:

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

SECTION 1

Selection and development of ideas and options for the designed product

1. Selecting the optimal project option

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

When developing a bank of ideas, you need to answer questions : How can I do it? What ideas will be used?

After developing a bank of ideas, you need to give an objective assessment of each of the proposed options and find the most acceptable one for you. In this case, you can use a number of certain criteria:

accessibility, opportunity;

- price;
- execution productivity;
- deadlines;
- utility.

Having assessed each of the selected ideas from these aspects, you can choose the best or several best ones, which are then proposed to be developed.

Having considered the possible options and assessed my resources, I choose the optimal solution...
When choosing, I consider the idea to be a weighty argument in favor of... an idea...
It is this idea that is effective, optimal for the current situation, etc.

1. Historical background of the designed product

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

SECTION 2

Graphic product documentation

2.1. Sketch

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

2.2. Technical drawing

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

2.3. Product manufacturing technology (technological map)

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

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

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

SECTION 3

Safety precautions when working with equipment

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

CONCLUSIONS

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

List of used literature

NAME OF THE WORK - without abbreviations and quotation marks:

Subtitle (without abbreviations or quotation marks).

PLACE OF PUBLICATION – s phandwritten letters: Moscow, St. Petersburg. Abbreviated: M., St. Petersburg. All other cities are written without abbreviations.

PUBLISHING NAME - capitalized without quotation marks.

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

PAGE - with a capital letter, abbreviated (s.).

The list of used literature is numbered and arranged in alphabetical order (by author).

RULES FOR DESIGN OF TEXT MATERIAL

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

1. Name of the institution

2. Project name

4. Place and year of the project

Name of institution , in which the project is released, must correspond to the name enshrined in its constituent documents. Located from the top margin, in the center of the sheet.

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

Information about the author of the project . The first and last names of the author and the leader are indicated without the additional words “Completed” and “Project Manager” in the following order: last name, first name of the student, class, initials and last name of the project leader (in the Nominative case). Located in the lower third of the sheet, on the right, in a column. Font size – 12.

Place and year Project completions are indicated separated by commas, without the word year, at the level of the bottom margin, in the center of the sheet.

Font size – 12.

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

Top margin – 20 mm; Bottom margin– 20 mm;

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

3. The text should be easy to read, a font type with clearly visible outlines (Times New Roman). The font size should ensure easy reading under satisfactory lighting conditions. The recommended font size is 14. The text should be printed at 1.5 intervals.

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

5. You can use highlighting in the text: bold, italics, underlining, colored text. It is advisable to use no more than 3 colors on one page. It is recommended to maintain a consistent design style throughout the entire work.

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

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

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

For example :

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

9. To automatically set page numbering, use the following commands: INSERT PAGE NUMBERS. Page numbering starts from thirds. The page number is indicated in only one digit, without any additional characters.

10. Section subheadings are printed lowercase letters(except for the first capital). There is also no period at the end of the subtitle. If the title consists of two or more sentences, they are separated by a period. Headings and subheadings are given in the nominative singular and (less often) plural form.

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

11. Before the signs "dot", "comma", "colon",interrogative and exclamation, ellipsis There are no spaces; after them a space is required.

12. Abbreviations of words used when writing:

dates:

year - year or years. – years
V. - century or centuries – centuries

13. When filling out a table, text information is placed from the beginning of the line in each cell, starting with a capital letter. The text should be easy to read, font type Times New Roman , font size 12, 1.0 spacing.

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

BIBLIOGRAPHY

ON THE. Ponamoreva Technology grades 5-11 “Project activities in technology lessons”, 2010
V.D. Simonenko Creative projects of students in grades 5-9, 1996
V.M. Kazakevich Basic general education program “Technology. Technical labor"
V.M. Kazakevich, G.A. Moleva Textbook on technology grade 5 – Publishing House

"Bustard" 2013

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

"Bustard" 2013