b) Suggestions for organizing activities
B1: Transfer of learning tasks
- Divide the class into 4 activity groups.
- Instruct students to read textbooks and observe pictures or simulation images to answer the questions:
- How to create bicycle axle products from bicycle axle blanks?
- How to take it away?
-Please compare the KL cutting method with other machining methods.
- Observe figure 17.1 and answer the question: How is KL chip formed?
- How hard should the KL cutter be relative to the workpiece?
- Students observe figure 17.2a and think about answering the question: Where is the front of the lathe? What is its function when turning?
- Where is the back of the lathe? What is its function when turning?
- What is the main cutting edge of the lathe? What is its function when turning?
- How is the front angle formed? What is the role of the front angle in turning?
- How is the back angle formed? What is the role of the back angle in turning?
- How are sharp angles formed? What is the role of sharp angles in turning?
What conditions must be met for a knife to cut materials? - During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support. Record the results of individual or group work of students.
B2 : Carry out learning tasks
- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support.
B3: Report on learning task implementation results
- Group representatives report results.
Record the work results of individuals or groups of students.
B4 : Performance evaluation
Individual and group products.
Students agree on the answers and present them in their notebooks.
c) Product of activities: Products of individuals and groups
Activity 3: Machining on lathe
a) Operational objectives
-Recognize simple lathes and their operating principles
b) Suggestions for organizing activities
B1: Transfer of learning tasks
- Divide the class into 4 activity groups
- Let students observe some pictures and answer the questions.
-show the parts of the lathe on the picture
- Please observe the drawing and tell how the workpiece and the knife move during the cutting motion?
- How many translational movements are there when turning?
- Please tell me the uses of the metalworking methods you have learned?
- What can be processed?
. B2 : Carry out learning tasks
- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support.
B3: Report on learning task implementation results
- Group representatives report results.
Record the work results of individuals or groups of students.
B4 : Performance evaluation
Individual and group products.
Students agree on the answers and present them in their notebooks.
c) Activity products: Individual and group products according to the practice report form
C. PRACTICE
Activity 4 : Systematize knowledge and solve application exercises
a) Operational objectives
Reinforce the key knowledge of the lesson to help students remember and deepen knowledge.
b) Suggestions for organizing activities
- Teachers guide students to summarize knowledge and write the main content in their notebooks at home.
c) Activity products: Individual products Students write down the main content and their notebooks. I./ Cutting principles and cutting knives.
1./ The nature of metal machining by cutting:
- After cutting off the excess metal of the blank in the form of chips, people get a product with the required shape and size.
- KL machining method by cutting is the most popular machining method in the mechanical manufacturing industry.
The product has high precision and high surface gloss. 2./ Cutting principle:
a./ Chip formation process: Under the effect of force (generated by the machine), the knife enters the workpiece, causing the metal layer in front of the knife to move along the sliding surfaces, creating chips.
b./ Cutting motion:
Relative motion 3/ Cutter
a./ Sides of the knife:
The main cutting edge is the intersection of the front face with the main back face used to cut the KL when turning.
b./ Knife angles:
- The rake angle is created by the front face of the knife with a plane parallel to the bottom plane. The larger the rake angle, the easier the chip escapes.
- The back angle is the angle between the back face and the tangent of the workpiece passing through the tool tip. The larger the back angle, the less friction between the workpiece and the face.
- The sharp angle is the angle between the front and back surfaces. The sharper the knife, the weaker and faster it wears out.
c./ Knife material:
- Steel 45.
- Tool steel.
- High speed steel.
- Hard alloy. Diamond mixture
II. Machining on lathe
1./ Lathe:
- Headstock and main shaft box.
- Chuck.
- Knife holder.
- Vertical knife table on top.
- Dock.
- Horizontal knife table.
- Knife table.
- Body.
- Step box
2./ Movements during turning:
a./ Cutting motion:
- Rotating workpiece.
- Translational motion knife. b./ Translational motion
- Horizontal knife translational motion.
- Vertical knife translational motion
3/ Machining capabilities of Sawing lathe: cutting off the workpiece.
Filing: smoothing the surface of the workpiece. Drilling: drilling holes in the workpiece.
Grinding: smoothing the surface of the workpiece.
Activity 5: Learn about the role of metal cutting technology
a) Operational objectives
help students better understand the importance of metal cutting.
b) Suggestions for organizing activities
Divide the class into 4 groups to do homework and learn the following content:
Make a product yourself and submit it.
c) Activity products: Individual and group products Students write down the key content and their notebooks.
4. Instructions
- Do homework for the topic
- Prepare new lessons at home
5. EXPERIENCE
a. Content:
………………………………………………………………………………………
………
b. Method:
………………………………………………………………………………………
………………………………………………………………………………………
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c. Teaching aids:
………………………………………………………………………………………
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Ninh Binh, Date ..... month .....
year..........
Teacher |
Maybe you are interested!
-
Identify Rating Levels and Rating Scales
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zt2a3gstourism,quan lan,quang ninh,ecology,ecotourism,minh chau,van don,geography,geographical basis,tourism development,science
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of the islanders. Therefore, this indicator will be divided into two sub-indicators:
a1. Natural tourism attractiveness a2. Cultural tourism attractiveness
b. Tourist capacity
The two island communes in Quan Lan have different capacities to receive tourists. Minh Chau Commune is home to many standard hotels and resorts, attracting high-income domestic and international tourists. Meanwhile, Quan Lan Commune has many motels mainly built and operated by local people, so the scale and quality are not high, and will be suitable for ordinary tourists such as students.
c. Time of exploitation of Quan Lan Island Commune:
Quan Lan tourism is seasonal due to weather and climate conditions and festivals only take place on certain days of the year, specifically in spring. In Quan Lan commune, the period from April to June and from September to November is considered the best time to visit Quan Lan because the cultural tourism activities are mainly associated with festivals taking place during this time.
Minh Chau island commune:
Tourism exploitation time is all year round, because this is a place with a number of tourist attractions with diverse ecosystems such as Bai Tu Long National Park Research Center, Tram forest, Turtle Laying Beach, so besides coming to the beach for tourism and vacation in the summer, Minh Chau will attract research groups to come for tourism combined with research at other times of the year.
d. Sustainability
The sustainability of ecotourism sites in Quan Lan and Minh Chau communes depends on the sensitivity of the ecosystems to climate changes.
landscape. In general, these tourist destinations have a fairly high level of sustainability, because they are natural ecosystems, planned and protected. However, if a large number of tourists gather at certain times, it can exceed the carrying capacity and affect the sustainability of the environment (polluted beaches, damaged trees, animals moving away from their habitats, etc.), then the sustainability of the above ecosystems (natural ecosystems, human ecosystems) will also be affected and become less sustainable.
e. Location and accessibility
Both island communes have ports to take tourists to visit from Van Don wharf:
- Quan Lan – Van Don traffic route:
Phuc Thinh – Viet Anh high-speed boat and Quang Minh high-speed boat, depart at 8am and 2pm from Van Don to Quan Lan, and at 7am and 1pm from Quan Lan to Van Don. There are also wooden boats departing at 7am and 1pm.
- Van Don - Minh Chau traffic route:
Chung Huong high-speed train, Minh Chau train, morning 7:30 and afternoon 13:30 from Van Don to Minh Chau, morning 6:30 and afternoon 13:00 from Minh Chau to Van Don.
f. Infrastructure
Despite receiving investment attention, the issue of infrastructure and technical facilities for tourism on Quan Lan Island is still an issue that needs to be resolved because it has a direct impact on the implementation of ecotourism activities. The minimum conditions for serving tourists such as accommodation, electricity, water, communication, especially medical services, and security work need to be given top priority. Ecotourism spots in Minh Chau commune are assessed to have better infrastructure and technical facilities for tourism because there are quite complete and synchronous conditions for serving tourists, meeting many needs of domestic and foreign tourists.
3.2.1.4. Determine assessment levels and assessment scales
Corresponding to the levels of each criterion, the index is the score of those levels in the order of 4, 3, 2, 1 decreasing according to the standard of each level: very attractive (4), attractive (3), average (2), less attractive (1).
3.2.1.5. Determining the coefficients of the criteria
For the assessment of DLST in the two communes of Quan Lan and Minh Chau islands, the students added evaluation coefficients to show the importance of the criteria and indicators as follows:
Coefficient 3 with criteria: Attractiveness, Exploitation time. These are the 2 most important criteria for attracting tourists to tourism in general and eco-tourism in particular, so they have the highest coefficient.
Coefficient 2 with criteria: Capacity, Infrastructure, Location and accessibility . Because the assessment area is an island commune of Van Don district, the above criteria are selected by the author with appropriate coefficients at the average level.
Coefficient 1 with criteria: Sustainability. Quan Lan has natural and human-made ecotourism sites, with high biodiversity and little impact from local human factors. Most of the ecotourism sites are still wild, so they are highly sustainable.
3.2.1.6. Results of DLST assessment on Quan Lan island
a. Assessment of the potential for natural tourism development
For Minh Chau commune:
+ Natural tourism attractiveness is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined as average (2 points) and the coefficient is quite important (coefficient 2), then the score of Capacity criterion is 2 x 2 = 4.
+ Exploitation time is long (4 points), the most important coefficient (coefficient 3) so the score of the Exploitation time criterion is 4 x 3 = 12.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is assessed as good (3 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 3 x 2 = 6 points.
The total score for evaluating DLST in Minh Chau commune according to 6 evaluation criteria is determined as: 12 + 4 + 12 + 4 + 4 + 6 = 42 points
Similar assessment for Quan Lan commune, we have the following table:
Table 3.3: Assessment of the potential for natural ecotourism development in Quan Lan and Minh Chau communes
Attractiveness of self-tourismof course
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
CommuneMinh Chau
12
12
4
8
12
12
4
4
4
8
6
8
42/52
Quan CommuneLan
6
12
6
8
9
12
4
4
4
8
4
8
33/52
b. Assessment of the potential for humanistic tourism development
For Quan Lan commune:
+ The attractiveness of human tourism is determined to be very attractive (4 points) and the most important coefficient (coefficient 3), so the score of the Attractiveness criterion is 4 x 3 = 12.
+ Capacity is determined to be large (3 points) and the coefficient is quite important (coefficient 2), then the score of the Capacity criterion is 3 x 2 = 6.
+ Mining time is average (3 points), the most important coefficient (coefficient 3) so the score of the Mining time criterion is 3 x 3 = 9.
+ Sustainability is determined as sustainable (4 points), the important coefficient is the average coefficient (coefficient 1), so the score of the Sustainability criterion is 4 x 1 = 4 points.
+ Location and accessibility are determined to be quite favorable (2 points), the coefficient is quite important (coefficient 2), the criterion score is 2 x 2 = 4 points.
+ Infrastructure is rated as average (2 points), the coefficient is quite important (coefficient 2), then the score of the Infrastructure criterion is 2 x 2 = 4 points.
The total score for evaluating DLST in Quan Lan commune according to 6 evaluation criteria is determined as: 12 + 6 + 6 + 4 + 4 + 4 = 36 points.
Similar assessment with Minh Chau commune we have the following table:
Table 3.4: Assessment of the potential for developing humanistic eco-tourism in Quan Lan and Minh Chau communes
Attractiveness of human tourismliterature
Capacity
Mining time
Sustainability
Location and accessibility
Infrastructure
Result
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Point
DarkMulti
Quan CommuneLan
12
12
6
8
9
12
4
4
4
8
4
8
39/52
Minh CommuneChau
6
12
4
8
12
12
4
4
4
8
6
8
36/52
Basically, both Minh Chau and Quan Lan localities have quite favorable conditions for developing ecotourism. However, Quan Lan commune has more advantages to develop ecotourism in a humanistic direction, because this is an area with many famous historical relics such as Quan Lan Communal House, Quan Lan Pagoda, Temple worshiping the hero Tran Khanh Du, ... along with local festivals held annually such as the wind praying ceremony (March 15), Quan Lan festival (June 10-19); due to its location near the port and long exploitation time, the beaches in Quan Lan commune (especially Quan Lan beach) are no longer hygienic and clean to ensure the needs of tourists coming to relax and swim; this is also an area with many beautiful landscapes such as Got Beo wind pass, Ong Phong head, Voi Voi cave, but the ability to access these places is still very limited (dirt hill road, lots of gravel and rocks), especially during rainy and windy times; In addition, other natural resources such as mangrove forests and sea worms have not been really exploited for tourism purposes and ecotourism development. On the contrary, Minh Chau commune has more advantages in developing ecotourism in the direction of natural tourism, this is an area with diverse ecosystems such as at Rua De Beach, Bai Tu Long National Park Conservation Center...; Minh Chau beach is highly appreciated for its natural beauty and cleanliness, ranked in the top ten most beautiful beaches in Vietnam; Minh Chau commune is also home to Tram forest with a large area and a purity of up to 90%, suitable for building bridges through the forest (a very effective type of natural ecotourism currently applied by many countries) for tourists to sightsee, as well as for the purpose of studying and researching.
Figure 3.1: Thenmala Forest Bridge (India) Source: https://www.thenmalaecotourism.com/(August 21, 2019)
3.2.2. Using SWOT matrix to evaluate Quan Lan island tourism
General assessment of current tourism activities of Quan Lan island is shown through the following SWOT matrix:
Table 3.5: SWOT matrix evaluating tourism activities on Quan Lan island
Internal agent
Strengths- There is a lot of potential for tourism development, especially natural ecotourism and humanistic ecotourism.- The unskilled labor force is relatively abundant.- resource environmentunpolluted, still
Weaknesses- Poorly developed infrastructure, especially traffic routes to tourist destinations on the island.- The team of professional staff is still weak.- Tourism products in general
quite wild, originalintact
general and DLST in particularalone is monotonous.
External agents
Opportunity- Tourism is a key industry in the socio-economic development strategy of the province and Van Don economic zone.- Quan Lan was selected as a pilot area for eco-tourism development within the framework of the green growth project between Quang Ninh province and the Japanese organization JICA.- The flow of tourists and especially ecotourism in the world tends toincreasing
Challenge- Weather and climate change abnormally.- Competition in tourism products is increasingly fierce, especially with other localities in the province such as Ha Long, Mong Cai...- Awareness of tourists, especially domestic tourists, about ecotourism and nature conservation is not high.
Through summary analysis using SWOT matrix we see that:
To exploit strengths and take advantage of opportunities, it is necessary to:
- Diversify products and service types (build more tourism routes aimed at specific needs of tourists: experiential tourism immersed in nature, spiritual cultural tourism...)
- Effective exploitation of resources and differentiated products (natural resources and human resources)
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Factors affecting the debt repayment ability of corporate customers at Vietnam Joint Stock Commercial Bank for Investment and Development - Long An Branch - 1 -
The Formation and Development Process of Water Transport Joint Stock Company No. 4. -
Overview of the Formation and Development Process of Vietcombank -
History of Formation and Development of Thanh Hoa Province
Date prepared:…../……/.......... Week …..
Grade 11
LESSON 19
AUTOMATION IN MECHANICAL MANUFACTURING
I. Problems to be solved
The topic includes a series of dynamic activities designed according to the problem-solving teaching method: from observing reality to discovering research problems and drawing conclusions, reporting results.
Step 1 (Start-up): Generate and detect automation problems in mechanical manufacturing
Step 2 (Problem solving - knowledge formation). Learn about automatic machines, industrial robots and automatic lines. Learn about measures to ensure sustainable development in mechanical production.
Step 3 (Practice): Systematize knowledge
Step 4 (Application, extended research): application of mechanical materials. Plan to organize activities according to time as shown in the table below:
Steps
Work | Activity name | Duration expected | |
Start | Activity 1 | Generate and detect automation problems in mechanical manufacturing | 4 minutes in class |
Knowledge formation | Activity 2 | Learn about automated machines, industrial robots and automated production lines. moving | In class 35 minutes |
Activity 3 | Learn about measures to ensure sustainable development in basic production. gas | ||
Practice | Activity 4 | Systematize knowledge | 5 minutes |
Open exploration | Activity 5 | Applications of mechanical materials | At home |
wide
According to the 11th grade high school technology program, the topic " AUTOMATIC IN MECHANICAL MANUFACTURING " includes the following main contents:
Learn about automated machines, industrial robots and automated production lines. Learn about measures to ensure sustainable development in mechanical production.
The above knowledge content is shown in the current 11th grade technology textbook including 1 section:
PREPARE
Teacher : Carefully study the content of lesson 19 page 89 of the textbook, read documents related to the lesson, prepare lesson plans, and make teaching plans.
-Picture 19.3 in the textbook.
Students: Read lesson 19 page 89 textbook in advance, learn and take notes of difficult content.
II. Lesson objectives
1, Knowledge:
Through the lesson, students need to understand:
-Concepts of automatic machines, numerical control machines, industrial robots and automatic production lines.
- Know the measures to ensure sustainable development in mechanical manufacturing.
2, Skills
- Distinguish between automatic machines, industrial robots and automatic production lines.
3, Attitude
-Educate about environmental protection in mechanical manufacturing and production.
4. Ability to guide the formation and development of students
- Ability to self-study, read and understand and solve problems according to the chosen solution through self-research and application of knowledge
- Problem solving ability through asking different questions about automated machines
- Teamwork skills: doing experiments, discussing, presenting experimental results.
III. Lesson progress
1. Class organization (1 minute) 2. New lesson
A. STARTUP
Activity 1: Generate and detect automation problems in mechanical manufacturing
a) Operational objectives
Use images to create contradictions between students' existing knowledge and new knowledge.
b) Suggestions for organizing activities
B1: Transfer of learning tasks
- The teacher divides the class into 4 working groups.
- Guide students to read textbooks, observe pictures and answer the teacher's questions:
What support is needed to produce high quality and high precision mechanical products?
- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support. Record the work results of individual or group students.
B2 : Carry out learning tasks
- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support.
B3: Report on learning task implementation results
- Group representatives report results.
Record the work results of individuals or groups of students.
B4 : Performance evaluation
Individual and group products.
Students agree on the answers and present them in their notebooks.
c) Product of activities: Products of individuals and groups.
B. KNOWLEDGE FORMATION
Activity 2: Learn about automatic machines, industrial robots and automatic production lines.
a) Operational objectives
Through pictures students can learn about automatic machines, industrial robots and automatic production lines.
b) Suggestions for organizing activities
B1: Transfer of learning tasks
- Divide the class into 4 activity groups.
- Instruct students to read textbooks and observe pictures or simulation images to answer the questions:
- Is the technological process machine-generated or human-generated?
-What is the basis for classifying automatic machines?
-How many types of automatic machines are there?
-What is a hard automatic machine?
-Please comment on the advantages and disadvantages of automatic machines?
-What is soft automation?
-What is an industrial robot?
-Can you name some industrial robots that you know?
-What is an automatic line?
-What is the use of automatic production line?
-What is the function of the conveyor belt in an automatic production line?
-What is the operating principle of the automatic line?
B2 : Carry out learning tasks
Monitor student performance and correct errors promptly.
B3: Report on learning task implementation results
Guide students to report and discuss
-Teacher guides class discussion of each question in turn.
-Teacher, confirm the correct opinion in each answer.
B4 : Performance evaluation
Individual and group products. Teachers summarize and standardize knowledge.
Students agree on the answers and present them in their notebooks.
c) Product of activities: Products of individuals and groups.
Activity 3: Learn about measures to ensure sustainable development in mechanical production a) Activity objectives
Through the images, students can learn about measures to ensure sustainable development in mechanical production.
b) Suggestions for organizing activities
B1: Transfer of learning tasks
- Divide the class into 4 activity groups.
- Instruct students to read textbooks and observe pictures or simulation images to answer the questions:
-What are the causes of environmental pollution in mechanical production?
-What is sustainable development in mechanical engineering?
-What are the measures for sustainable development in mechanical engineering?