Janitor Petr Stepanovich

Physics teacher, MOU "Secondary school r. Sokolovy village, Saratov district, Saratov region

All-Russian thematic lesson “Light in our life”

Research project on the topic “Russian Light”.

Project discussion.

Meeting with employees of the energy-saving company "NESK" in Saratov.

Presentation of the memo “On saving electricity”.

Conclusion.

PLAN

RESEARCH PROJECT

I. Introduction. page 2

II. From the history of the creation of electric

lamps: pages 3-6

a) Petrov's arc;

b) Pavel Nikolaevich Yablochkov - father

"Russian world";

c) carbon incandescent lamp;

d) modern electric lamp

incandescent.

III. Energy saving lamp (ESL): page 7-9

a) the hypothesis of saving on electricity

energy;

b) the essence of the ESL;

c) principle of action;

d) practical part: calculation

energy costs when replacing conventional

ESL lamps;

e) additional material: as

choose the right ESL and use

wow her.

IV. Applications: pp.10-12

a) drawings;

b) tables.

V. List of materials used: page 13

a) literature;

b) Internet resources.

Introduction

An important place in the development of our country and the life of every person is occupied by the problem of improving and developing energy, as well as the rational use of energy resources.

At the beginning of the 21st century, Russia is again going through hard times. The country is currently building a market economy. Along with the old problems (there is still not enough fuel, energy), new ones appear, but the Unified Energy System of Russia was able to preserve what the whole country once created with great difficulty. So, on the territory of our Saratov region, an energy complex is successfully operating: thermal power plants, hydroelectric power plants, nuclear power plants in the city of Balakovo, as well as regional thermal power plants (see Fig. 1).

Research work is underway to implement nanotechnologies that allow rational and efficient use of electrical energy. A comprehensive analysis of the use of electrical energy by enterprises, educational institutions and every person requires strengthening the environmental protection of the environment and saving energy resources.

Responding to this problem, everyone can take part in it. For example, if each student of the school does not let a 100 W lamp shine uselessly for one hour every day, then the school will save approximately 18,250 kW per year. This saves 18 tons of coal needed for power generation. Along with this, as a result of fuel combustion, the release of harmful gases into the atmosphere, such as carbon monoxide, sulfur oxide, nitrogen oxide, as well as a lot of dust and lead, is reduced. This is just one example of how each of us can help the country and ourselves. Therefore, our information and research work "Russian Light" is aimed primarily at showing the historical merits of our compatriots - physicists in the use of electrical energy in lighting, as well as solving the problem of its efficiency in modern conditions.

From the history of the creation of an electric lamp

Doug Petrov.

At the beginning of the XIX century. Russian physicist and electrical engineer Vasily Vladimirovich Petrov made a discovery that made it possible to use electrical energy for lighting.

In a book published in 1803, V. V. Petrov described his remarkable discovery in the following way: batteries, bring them (i.e. coals) closer to one another at a distance of one to three lines (i.e., from about two to six millimeters), then a very bright white light or flame appears between them, from which these coals sooner or more slowly they light up and from which the dark peace can be quite clearly illuminated.

The flame was in the shape of an arc. Therefore, the phenomenon was called an electric arc (see Fig. 2).

The scientist notes that the heat of the electric arc is very strong. Even nails and copper plates “burn out” in the arc flame. This is not surprising: now we know that the temperature in the flame of the Petrov arc is 3500 ºС.

What is the cause of the electric arc?

It is known that various substances conduct electric current in different ways, i.e. have different resistance.

To ignite an electric arc, the carbon rods are brought together. At the moment of their contact, an electric current begins to flow in the circuit. Moreover, at the point of contact of the coals, the current encounters resistance much greater than in the coals themselves. Therefore, the ends of the coals at the point of contact are strongly heated and begin to emit light. From the ends heated to white heat, the surrounding air also heats up. In addition, such coals begin to emit hot gases. Now, if the coals are slightly moved apart, the electric current passing through them will not stop: hot gases between the coals begin to conduct current - a luminous electric arc.

Many people became interested in the invention of V.V. Petrov. In fact, they discovered a completely new source of light! The electric arc gave an unprecedentedly bright, white light. How tempting it was to use it for lighting!

However, putting this idea into practice was not so easy. The fact is that to obtain an electric arc, a large current is required, and the sources of electric current that existed at that time - batteries of galvanic cells - gave, as a rule, a weak current.

There was another difficulty. When the arc burns, the carbon rods gradually burn out, and the distance between them increases. Finally, the moment comes when the arc suddenly goes out: the electric current between the coals is interrupted. Thus, in order to obtain a constant burning of the arc, it is necessary to maintain the same distance between the coals, to shift and as it burns.

It is inconvenient and unprofitable to shift the coals simply with your hands: for this, a person must constantly be at each light bulb. We need to come up with some mechanisms that would automatically maintain the required distance between the coals. Inventors proposed various regulators for "arc electric lights" (as the new lamps in which light was produced by an electric arc were called). However, all these regulators were inconvenient for practical use, and electric arc lamps were rarely used anywhere. Only in some cases - at lighthouses, at some festivities or in the physical laboratory of a scientist - could one see the lamp of the new light.

Only 70 years later, the famous Russian electrical engineer V. N. Chikolev built a convenient and well-functioning device for automatically adjusting the carbon rods of arc lamps. However, arc lamps did not become widespread after that either: a lamp with a mechanical regulator was very expensive.

Pavel Nikolaevich Yablochkov - the father of the "Russian world".

In 1876, in London, at an exhibition of precise physical instruments, the Russian inventor Pavel Nikolaevich Yablochkov demonstrated an unusual electric candle to visitors. Similar in shape to an ordinary stearin candle, it burned with a blindingly bright light.

In the same year, "Yablochkov's candles" (see Fig. 3) appeared on the streets of Paris. Placed in white matte balls, they gave a bright, pleasant light. In a short time, the wonderful candle won universal recognition. "Yablochkov Candles" illuminated the best hotels, streets and parks of the largest cities in Europe.

Accustomed to the dim light of candles and kerosene lamps, people of the last century admired the “Yablochkov candles”. The New World was called "Russian Light", "Northern Light". Newspapers of Western European countries wrote: "Light comes to us from the north - from Russia", "Russia is the birthplace of light."

"Yablochkov Candle" is the same arc lamp, but it does not have any regulators. “My invention,” wrote Yablochkov, “consists in the complete removal of any mechanism commonly found in electric lamps ...”

The task of adjusting the coals during the burning of the lamp Yablochkov solved ingeniously simply. He placed the coals don't mind each other, and nearby, at the same distance, so that an arc occurs between them when a current is passed. To make the arc burn only at the top, the ends of the carbon rods were separated by a layer that did not conduct electricity, such as a layer of clay or gypsum.

Such an arc lamp device really resembles an ordinary candle.

For the fuse of the “candle”, a thin plate of a material that conducts electricity poorly was used. This plate connected the upper ends of the coals to each other. When an electric current was passed through the "candle", the plate burned out and an arc appeared between the ends of the coals. As the coals burned, the insulating layer between them gradually evaporated. Coals during combustion were at the same distance from each other. They did not have to be moved either manually or with the help of any complex devices!

The famous inventor worked tirelessly to improve his "candles". By changing the chemical composition of the insulating mass, Yablochkov created lamps with light of various shades. He connected several candles so that when one went out, another automatically lit up. He designed a variety of lamps in terms of light intensity.

But that was not all. Improving his invention, P. N. Yablochkov tried to get rid of one significant drawback. The fact is that when operating at direct current, one coal of the “candle” burns out twice as fast as the other. To avoid uneven combustion of coals, Yablochkov makes one of the rods thicker. However, this is not so convenient and unprofitable. The inventor is persistently looking for another solution to the problem. And finds him. It uses alternating current rather than direct current to power the "candles". In this case, both coals burn evenly. Thus, P. N. Yablochkov is the first person to practically use alternating current in electrical engineering. Prior to his work, it was believed that alternating current was not suitable for widespread practical use.

In addition, he solved the problem of the so-called "crushing of electric light." Yablochkov developed such a scheme for connecting arc lamps into a circuit, in which one current source could no longer serve one, but a greater number of lamps. This was achieved with the help of special induction coils operating on the principle of a transformer (see Fig. 4).

Thus, P. N. Yablochkov was the first to apply in electrical engineering the principle of transformation of electrical energy. By 1880, "Russian light" illuminated many cities in the world. In Russia, "electric candles" illuminated the streets of Moscow, St. Petersburg, Nizhny Novgorod, Poltava and other cities.

Charcoal incandescent lamp.

In the early 70s. 19th century Alexander Nikolayevich Lodygin created new electric lamps - incandescent lamps (see Fig. 5), the very ones that had conquered the whole world by the beginning of our century. So, the “Yablochkov candles”, in addition to the old rivals - gas jets, have a new one.

"Candles of Yablochkov" could not stand the competition and very soon began to go out everywhere. And although today the “electric candle of Yablochkov” is already the property of history, we should not forget that it was the work of the Russian inventor P.N. Yablochkov gave electric light a start in life. We undoubtedly owe the "electric candle" the fact that we managed to introduce electric light into everyday life.

For a long time, from the very beginning of the 19th century, it was known that an electric current passing through a conductor heats it up.

If the current strength is large, then the conductor will heat up to a white heat temperature and may even melt. This action of electric current was used by the inventors of new electric lamps - incandescent lamps.

However, it was not easy to make electric incandescent lamps that would give a sufficiently bright light and at the same time work for a long time. The main reason for this was that thin metal wires tended to melt very quickly once they were heated to the required temperature. In addition, hot metal filaments oxidized in the air and therefore quickly "burned out".

Working on the design of lamps, electrical engineers tried to make filaments from platinum. Platinum melts only at about 1750 C and does not oxidize, but this material was very expensive; at the same time, with strong heating, the platinum threads still softened.

Numerous attempts to make a practical incandescent lamp ended in failure for a long time. And only in 1872 - 1873. the remarkable Russian electrical engineer A. N. Lodygin creates the first successful design of a new electric lamp.

Lodygin's first incandescent lamp was arranged as follows: two copper wires connected to a current source were soldered into a small glass ball. A thin carbon rod is fixed between them. As soon as an electric current was passed through the copper wires and the carbon rod, the rod, due to the great resistance, became hot and glowed with a bright light. To prevent it from burning quickly, air was pumped out of the glass ball. Such lamps burned for a short time - 20-30 minutes.

However, in the next two years, A. N. Lodygin created new, improved samples of electric incandescent lamps that could burn for several hours.

The advantages of an incandescent lamp compared to arc lamps were obvious. Incandescent lamps gave a soft and bright light, consumed little electrical energy, were simple and completely safe to use, relatively inexpensive and therefore convenient for illuminating residential premises.

In 1873, Lodygin demonstrated his lamps in St. Petersburg. One of the streets of the Russian capital was illuminated with lamps of the new world.

“A mass of people admired this lighting, this fire from the sky,” wrote one of Lodygin’s contemporaries about his lamps. “Lodygin was the first to take the incandescent lamp out of the physics office to the street.”

In the same year, at the Technological Institute, Lodygin showed that his lamps can be used in a variety of conditions: in railway signal lights, and in electric lights for underwater work, and in lights for coal mines, etc. Three years later, Lodygin's electric lantern for underwater work was used in the construction of the underwater parts of the bridge across the Neva. Each such lantern could be very easily lit and extinguished separately from the others.

The Russian Academy of Sciences in 1874 awarded Lodygin the Lomonosov Prize for an incandescent lamp. The decision on this issue indicated that A. N. Lodygin made a discovery that "promises to revolutionize every issue of lighting."

The invention of Lodygin really made a revolution. It was thanks to his work that an electric lamp shone in every corner of the world.

In 1890, A. N. Lodygin proposed to manufacture incandescent lamps with metal filaments from refractory metals - tungsten, molybdenum, osmium, iridium, palladium. In 1900, Lodygin's lamps with a metal filament were demonstrated at the World Exhibition.

The practical use of a tungsten filament lamp was obtained after 1910, when a method was found for making drawn tungsten filaments.

The first lamps with a tungsten filament burned out rather quickly. The search for the causes of the rapid "death" of the lamps began. It turned out that the tungsten hair is adversely affected by the air that still remained in the lamp after it was pumped out. Then, in the manufacture of electric lamps with a tungsten filament, they began to be especially careful to ensure that the air was, if possible, completely removed from the bulb of the lamp.

But a new problem arose: the tungsten filament evaporated rather strongly at high temperatures and, as a result, collapsed very quickly. Then, in order to reduce the evaporation of the metal, it was decided to fill the bulb of the lamp with a gas that does not act on a hot filament, such as argon and nitrogen. Thread spray is reduced. Reducing the destruction of the tungsten filament made it possible to raise the temperature of its incandescence higher than in hollow-core lamps. Hence the great brightness and efficiency of gas-filled lamps.

In this form, the electric incandescent lamp exists today.

Recently, scientists have been working on the manufacture of filaments from superrefractory substances. Such substances include, for example, the chemical compounds tantalum carbide and zirconium carbide. A filament made from these substances is capable of withstanding temperatures in excess of 4,000°C.

Not forgotten in our time and the arc lamp. Scientists have done a lot to improve electric arc lamps. Displaced from the streets, these powerful lamps are successfully used in searchlights, lighthouses, and film projectors.

Modern electric incandescent lamp.

In addition to electric lamps used for lighting, there are other types of lamps.

Many people are familiar with flashlight bulbs. They are smaller than lighting ones and are designed for a voltage of 3.5 V. Lamps used in devices subjected to shaking (in cars, movies) do not have screw threads on the bases. The base of these lamps is equipped with a bayonet closure. They are inserted into a special cartridge with a spring and cutouts for pins and rotated.

In addition to these lamps, our industry also produces others. Such as giant lamps used for marine lighthouses. Some of them have a height of more than a meter, a mass of over 7 kg, and a power of 50,000 watts. There are also tiny lamps with a mass of 0.02 g and a power of 0.4 watts. Such lamps are used in medicine.

The modern incandescent lamp is a very convenient, safe and cheap source of light. But in it, only 7% of the energy is converted into visible light energy. The future belongs to completely different lamps - energy-saving, which are much more economical and give light more like daylight.

Energy saving lamp (ESL)

Hypothesis about saving on electricity.

One of the most important questions arising from the constant increase in tariffs for utility services: electricity, gas, water, building maintenance, is the following: is it possible to somehow reduce the cost of utility services? There is a good way to save on electricity. Residents themselves can do a lot - replace at least some of the incandescent and fluorescent lamps used to light the house with ESL (energy-saving lamps).

An ordinary incandescent lamp converts only 5-10% of the electricity consumed into light. Everything else is dissipated as heat. Recently, energy-saving fluorescent lamps have begun to appear on the market, with a base compatible with an ordinary cartridge. 7 watt bulbs produce light similar to 40 watt incandescent bulbs, 11 watt equivalents to traditional 60 watts, 20 watts to 100 watts.

In addition, as announced by the manufacturers, this type of lamp lasts 10 times longer than conventional incandescent lamps (about 10,000 hours).

The cost of energy-saving lamps is, of course, high (see Table 1). Such prices, unfortunately, make many perceive these devices as some kind of "newfangled invention for the rich", which in fact is not at all the case.

Essence of ESL.

ESL (see Fig. 6) is an electronic device consisting of a flask with a working gas and a ballast - an electronic ballast (EPRU). The inner walls of the flask are covered with a phosphor, which glows when current passes through the gas. Two electrodes are mounted in the flask, which are filaments. EPRU is an electronic voltage converter.

ESL is an improved analogue of conventional fluorescent lamps (LD). Miniaturization is achieved through the use of new technical developments and new technologies. In particular, in the LD, a choke of large mass and large dimensions is used, which often starts to hum. In ESL, by increasing the frequency to 25 kHz, it is possible to get by with a miniature choke that cannot hum, because such a frequency is not perceived by the ear.

ESL are different:

power: 15-55 watts (equivalent to 60-220 watts);

by shade: warmer - colder;

on the base: regular or miniature;

according to the shape of the flask: linear - spiral (more expensive);

in size: the more powerful - the more.

ESL advantages:

Saving electricity. As mentioned above, incandescent lamps only convert 10% into light, the remaining 90% turn into heat and “go to the wind”. ESL consume 3-10 times less energy. That is, more than 70% of the electricity consumed is converted into light.

Life time EL is 6-10 times more than incandescent lamps, which burn out at the most "inopportune moment", causing inconvenience (LN - 1000 hours, ESL - 8000 hours).

Savings in materials and metals compared to LD: saving the planet's resources.

Instant ignition, which is a significant advantage compared to LD.

Compactness and the presence of a standard base make it easy and quick to replace conventional incandescent lamps with ESL in an apartment (just unscrew one and screw in the other).

By saving electricity, we reduce the need for fuel. Modern alternative energy is able to provide the city with an abundance of energy. The only thing preventing this is the fuel and energy monopolies. If, however, in cities to reduce consumption by using energy-saving lamps, then wind farms alone can easily cope with the power supply of the city.

Operating principle.

The principle of operation of the ESL is that a voltage is applied to the electrodes, an inrush current flows through the filaments - this leads to the appearance of a "glow discharge in the gas". In this case, the gas begins to emit invisible ultraviolet radiation. A phosphor applied to the inner walls converts this radiation into visible light. A warmer or colder shade of light is determined by the type of phosphor. The current flowing through the gas is limited by a choke.

Practical part.

First calculation. Let's do an experiment. Let's find out how many times less it will be necessary to pay for electricity in a school class if 33% of all conventional lamps are replaced with ESL (see Table 2).

1. First, find out the total energy expended before replacement. Let's take the number of kW that 33% of the lamps spend, for x. Then the remaining 66% will be spent in a month 2 x kW. Therefore, the total energy expended before replacement will be 3 x.

Now we find out the total energy expended after replacement. Knowing that ESL lamps save energy by 5 times, we get the amount of energy consumed by 33% of lamps replaced by ESL - x/5 kW. Therefore, the total energy expended after the replacement will be ( x/5 + 2 x) kW. As a result, the total energy consumed after the replacement will be 2,(2) x kW.

Now let's find how many times less it will be necessary to pay for energy after replacement. This requires the total energy expended before replacement divided by the total energy expended after replacement. Get 3 x/2, (2)x≈1, 4 .

Answer. After the replacement, you will need to pay 1.4 times less.

Second calculation. Let's do another simple calculation. Suppose a family living in an apartment spends 100 kW per month on electricity. In total, there are 5 ordinary lamps in the apartment. The family decided to replace all the lamps with ESL. It is necessary to find out how quickly ESL will pay off due to savings in the world, if the average price of ESL is about 150 rubles, and the average cost of one kW is 2 rubles (see Table 3).

To begin with, let's calculate savings. If earlier the family spent 100 kW, then after the replacement the family will start spending 5 times less (100/5 = 20 kW). The saved amount of kW will be 100–20 = 80 kW, and the saved amount will be 2x80 = 160 rubles.

Compute the cost of all ESL. We multiply the number of lamps by their sum, we get 5x150 \u003d 750 rubles.

Finally, we calculate how quickly the ESL pays off due to savings. For this you need the cost of all ESL divide by savings per month. We get 750/160≈5 months.

Answer. All ESL will pay off in 5 months.

How to choose the right ESL and use it.

Manufacturers of expensive energy-saving lamps guarantee that their products will last up to 12,000-15,000 hours. Lamps from the "cheaper" category work up to 6000-10000 hours. The fastest-burning has a declared operating time in hours - 3000-4000 hours, which sometimes does not correspond to reality. Regrettably, defective compact fluorescent lamps are not uncommon. Often, defects are not determined by the perfection of production, and a large percentage of cheap lamps burn out or begin to burn dimly after 1000 hours of operation.

First of all, MirSovetov once again emphasizes the fact that energy-saving lamps with a soft start are preferable, since this type of inclusion gives several thousand hours of operation. For the first couple of minutes, the lamp will warm up, not burning at full power.

Frequent switching on and off negatively affects the life of the lamps.

Do not use energy-saving lamps with soft starters or surge protectors that are used with conventional incandescent lamps.

Applications

Drawings.

Fig.1. Gas, nuclear and thermal power plants (respectively)

Fig.2. Vasily Vladimirovich Petrov and the layout of his arc

Fig.3. Pavel Nikolaevich Yablochkov and his "candle"

Fig.4. Modern large transformers

Fig.5. Alexander Nikolaevich Lodygin and his carbon incandescent lamp

Fig.6. ESL

Tables.

Types of lamps	Cost, rub.)
Lamps with a standard socket for 22/24/26 watt
Lamps with a standard base for 15/18/20 watts
Lamps "spiral" with a standard base of 15 watts
Lamps with a miniature base for 7/9/11 watts

Table 1. ESL cost

Given: school class. ESL consumption is 5 times less; 33% of lamps have been replaced with ESL.	1. Total energy expended before substitutions: x+2x=3x. 2. Total energy expended after replacement: x/5+2x=2,(2)x. 3. Energy saving: 3x/2,(2)x≈1.4 (1.4 times). Answer: 1.4 times less.
Find how many times less you need to pay for electricity after replacing the lamps.

Table 2. First calculation

Given: apartment. Payment of 100 kW in cf. ESL price - 150 rubles; cost of 1 kW - 2 p.	1. Savings: 100/5=20 kW - ESL energy consumption; 100-20=80 kW – energy saved; 80х2=160 rub. - saved money. 2. The cost of all ESL: 5x150=750 rub. 3. Payback ESL: 750/160≈5 months. Answer: all ESL will pay off in 5 months.
Find the payback of ESL due to savings in the world.

Table 3. Second calculation

List of used materials

Literature.

Kirillova I.G. Book for reading in physics. - M., 1986.

Belkind L.D. People of Russian science: essays on outstanding figures of natural science and technology. - M., 1965.

Antrushin A. Stories about Russian technology. - Leningrad: 1950.

Tatyanchenko D.V., Vorovshchikov S.G. General educational skills as an object of educational process management. "Head teacher", No. 7, 2000.

Shamova T.I., Davydenko T.M. Management of the educational process in an adaptive school. - M., 2001.

Alekseeva M.N. Physics for the young. - M., 1980.

Internet resources.

website www.mirsovetov.ru

website www.google.ru

Worked on the project: Usov Konstantin Aleksandrovich,
Shevaturina Lyubov Sergeevna.

Students 10 "B" class MOU "Secondary school r.p. Sokolovy

Saratov region, Saratov region” ,

A thematic lesson began with congratulations to students on the new academic year 2017-2018.

Watching the presentation during which the guys were given questions for reasoning:

Do you often think about the future? To this question, it turned out that almost all students think about the future and they are not indifferent to their fate, but there are those who live only one day.

How do you see the future of your country? To this question, the guys answered that they want to live and use modern innovative technologies, they wished that the wages of the population were higher.

Where do you see yourself in the future? 75% of students have already decided who they see themselves in the future and in order to achieve their goals they realize that they need to gain knowledge. The guys see themselves in professions as medical workers, engineers and police officers.

During the presentation, the paintings of artists were considered: Boris Kustodiev "Zemskaya school in Moscow Russia in 1907" , Alexandra Morozova "Rural Free School 1865" in which they compared the availability of education for students 110 years ago and in the modern world. We saw children thirsting for knowledge at a time where there were no textbooks, interactive whiteboards. After reflection, we came to the conclusion that children a hundred years ago strove for knowledge despite the fact that there was no equipment, and thanks to them, we now have what is available for a good life.

In the middle of the thematic lesson, they watched a video fragment of the speech of the President of Russia V.V. Putin in which he said that Russia should be independent, powerful, efficient, modern, looking to the future. The country of Russia should be comfortable, pleasant and prestigious.

Watched the video fragment "Eh, troika! bird troika ...": an excerpt from the poem "Dead Souls" by Gogol (text, fragment, episode)

"... Eh, troika! bird troika, who invented you? know, you could only be born among a lively people, in that land that does not like to joke, but spread out evenly and evenly for half the world, and go and count miles until you will charge you in the eyes. And not a cunning, it seems, road projectile, not captured by an iron screw, but hastily, alive with one ax and a chisel, a smart Yaroslavl peasant equipped and assembled you. but he got up, and swung, and dragged on a song - the horses whirlwind, the spokes in the wheels mixed up in one smooth circle, only the road trembled, and the pedestrian who stopped screamed in fright - and there she rushed, rushed, rushed! .. And there you can already see in the distance, as something dusts and bores through the air. Isn't it true that you too, Rus, that a brisk, unbeaten troika are rushing about? The road smokes under you, the bridges rumble, everything lags behind and remains behind. dropped from the sky, what does it mean chee horror movement? and what kind of unknown power lies in these horses unknown to the light? Oh, horses, horses, what horses! Are whirlwinds sitting in your manes? Does a sensitive ear burn in every vein of yours? They heard a familiar song from above, together and at once strained their copper breasts and, almost without touching the ground with their hooves, turned into only elongated lines flying through the air, and all inspired by God rushes! .. Russia, where are you rushing to? Give an answer. Doesn't give an answer. A bell is filled with a wonderful ringing; the air torn to pieces rumbles and becomes the wind; everything that is on the earth flies past, and, looking sideways, step aside and give it the way other peoples and states ... ".

And at the end of the thematic lesson, they listened to the song “I love you, my Russia.” Grade 10 students concluded that they are the future and in order for the future to be good they need to study, create projects and implement, then the future of another generation depends on them.

Target: introduction of the topic “School in Germany” through the application of previously acquired knowledge, linguistic and semantic guesswork in a new learning situation

Tasks:

1. Training:

• Introduction of new vocabulary and activation of the previously studied on the topic “School”;
• Formation and development of students' communicative skills on the basis of linguistic, linguistic and cultural knowledge and skills.
• Development of the ability to perceive by ear and understand short messages;

1. Cognitive:

Expansion of students' erudition, their linguistic, philological and general outlook;

Developing:

• Development of language guessing, logical thinking and intelligence of students;
• Development of cognitive abilities, feelings and emotions of a student, readiness for communication;
• Humanitarian and humanistic development of the personality of the student;

1. Educational:

• Formation of students' respect and interest in the culture and people of the country of the language being studied;
• Education of a culture of communication, attentive attitude to the word;
• Raising interest in learning and the formation of cognitive activity;
• Formation of the need for the practical use of the language in various fields of activity.

Equipment: Multimedia projector, school posters in German

Conduct form: lesson in the form of an intellectual-cognitive game “Star hour”

Musical arrangement: children's songs in german

Hall decoration: tables, cards.

Place of lessons in the cycle : the lesson introduces the topic “School in Germany”

Language aspects:

• Vocabulary - names of school subjects, new professions, school premises
• Sociocultural - German education system (grading system)

Types of speech activity: reading, speaking, writing.

Working mode: frontal, in pairs.

Vocabulary for activation:

Die Schule, der Schüler, der Lehrer, d as Fach, der ABC - Schüler, die Tradition, unterrichten, lernen, lehren, die Note, bekommen, ausgezeichnet, der Stundenplan, das Sprachlabor, das Sekretariat, die Ambulanz, die Garderobe, das Klassenzimmer, die Fremdsprache, die Person, die Hauptperson, die Informatik, die Ethik, die Ästhetik, die Psychologie, die Religion, die Literatur, die Physik, die Mathematik, die Chemie, die Biologie, die Geschichte, der Sport, das Deutsch, das Englisch, das Französisch, die Kunst

Die Schule in Deutschland

moderator: Liebe Damen and Herren! Ich bin ……….., ein Diktor vom Ostankino-Fernsehstudio. Im Äther ist das populärste Programm bei den Jungen und Mädchen, und ihren Eltern. “Die Sternenstunde” zum Thema “Die Schule in Deutschland”

Darf ich die heutigen Kommandos vorstellen? Das sind die schö sten und die klü gsten, und auch die besten Schüler …. aus der Klasse …., …. aus der Klasse …., …. aus der Klasse….

Jungen und Mädchen, auf die Bühne!

Liebe Zuschauer, applaudiert bitte unseren Teilnehmern!

Nach den Spielregeln nehmen an unserem Wettbewerb die Kinder und ihre Eltern teil.

Die Rolle der Eltern (Gro βeltern, Brü der und Schwester) spielen heute die Klassenleiter, die Mitschüler und die Lehrer.

Also, es geht los!

Nehmt die Platze und und stellt ihre Verwandte vor!

Unser Wettbewerb startet! Vorwarts!

Fur jede richtige Antwort bekommt jeder Spieler eine Spielmarke. Wer Spielmarken am meisten sammelt, der ist der Sieger. Hals - und Beinbruch!

Wann beginnt die Schule in Deutschland?

• Im Januar
• Im April
• Im Dezember
• Im September
• Im Oktober

Mit wie viel Jahren gehen die Kinder in die Schule in Deutschland?

• 5

Es gibt in Deutschland eine Tradition: die ABC-Schüler bekommen am ersten Schultag von ihren Eltern… . Was?

• computer
• CD player
• Konfekt

In der deutschen Schule unterrichten/arbeiten…

• student
• Lehrer
• c. professoren
• dozenten
• e. Aspirants

Die besten Schüler bekommen für ihre ausgezeichneten Antworten die Note…

Der Chef in der Schule ist …

• Buchhalter
• Director
• Secret a r
• Doctor
• e. Elektriker

Die Schüler lernen in Deutschland…

• In der Wardrobe
• I'm Secretariat
• In der Ambulanz
• im Klassenzimmer
• Im Vestibul

In der deutschen Schule gibt es nicht…

• Sprachlabor
• Bibliothek
• sportsaal
• Atomreactor
• Lehrerzimmer

Der verbreiteste Familienna me der deutschen Schüler ist…

• Iwanow
• Rodrigues
• Schulze
• Mastrojani
• Gordon

Wie hei βt die populärste Haup tperson der Schulwitze /Schulanekdoten?

• Wowotschka
• Harry

Das Lieblingsfach der deutschen Schüler ist…

• Chemie
• Sport
• Algebra
• Physik
• Deutsch

Welches Fach steht auf dem Stundenplan in der deutschen Schule und gibt es nicht in der russischen Schule?

• informatik
• Ethik
• Ästhetik
• psychology
• religion

Die offizielle Fremdsprache in der deutschen Schule ist …

• Japanisch
• Arabisch
• Vietnamese
• English
• e. mao-mao

Der Traumberuf der meisten deutschen Schüler ist …

• Melkerin
• Lehrer
• mechanic
• manager
• Traktorist

Wergehort zu der deutschen classsisch en Literatur nicht?

moderator: Liebe Damen and Herren!

Unser Programm “Die Sternenstunde” geht zu Ende , aber ich mö chte den Teilnehmern noch eine Chance geben, damit unsere Spieler noch 2-3 Spielmarken bekommen. Ihr braucht nur ein paar Witze über Hänschen erzählen. Je mehr, desto besser! (Es war die Hausaufgabe)

Die Witzkiste:

Lehrer: Hans, deine Leistungen sind besser geworden. Hilft dir jemand zu Hause bei den Schularbeiten?

Hans: Nein, Herr Lehrer. Aber unser Fernseher ist seit einer Woche kaput.

Lehrer: Hans, du hast drei Fehler in der Hausaufgabe gemacht, und Peter keinen.

Hans: Ja, Herr Lehrer. Peters Vater war gestern zu Hause und mein Vater ist ins Kino gegangen.

Lehrer: Wer kann mir sagen, was es vor 200 Jahren noch nicht gab?

Jans: Auto, Phone, Computer…

Lehrer: Gut, was night?

Hans: Mich, Herr Lehrer.

Der Lehrer gibt den Aufsatzt auf “Was ist die Faulheit?”. Am Abend kontrolliert er die Hefte. Ernimmt das Heft von Hans. Die erste Seite ist leer, die zweite Seite ist leer. Auf der dritten Seite steht: “Das ist die Faulheit!”

moderator: Liebe Teilnehmer der "Sternenstunde"!

Zahlt bitte die Spielmarken! Der Sieger/die Siegerin ist…….. . Er/sie hat…. Spielmarken gewonnen.

Das Spiel ist zu Ende, aber die Stunde nicht. Wir wiederho len jetzt alles, was wir üb er die Schule in Deutschland kennen. Die Stichwörter helfen uns.

• Konfekt
• Lehrer
• Director
• Klassenzimmer
• Atomreactor
• Schulze
• Sport
• religion
• English
• manager

• Die n ächste Aufgabe ist den Satz fortsetzen und ins Russische übersetzen!
• Die Schule in Deutschland beginnt im September. U nd in einigen Bundeslandern im

August und im Juli.

• Die Kinder in Deutschland gehen in die Schule mit 6 Jahren.
• Am ersten Schultag bekommen die ABC-Schüler Konfekt von ihren Eltern.
• In der deutschen Schule arbeiten/unterrichten die Lehrer.
• In Deutschland ist die beste Note Eins.
• Der Chef in der Schule ist director.
• Die Schüler lernen in Deutschland im Klassenzimmer.
• In der deutschen Schule gibt es Lehrerzimmer, ein Sprachlabor, eine Bibliothek, einen Sportsaal. Es gibt keinen Atomreaktor.
• Der populärste Familienname der deutschen Schüler ist Schulze. Und noch Schmidt und Krause.
• Die populärste Hauptperson der deutschen Schulwitze/Schulanekdoten ist Hans.
• Alle Schüler treiben Sport gerne. Das Lieblingsfach der deutschen Schüler ist Sport.
• Auf dem Schulplan steht in der deutschen Schule Religion.
• Die offizielle Fremdsprache in der deutschen Schule ist English.
• Der Traumberuf der meisten deutschen Schüler ist manager.

Es lautet! Unser Spiel ist zu Ende. Ich wünsche Euch viel Erfolg und Spaß beim Deutschlernen !

A lesson conference is one of the forms of organizing the educational process, which increases the interest and motivation of students in the subject. Despite the fact that in such a lesson, students are divided into several groups, they must do the work on their own. The main role is assigned to the teacher.

Objectives of the lesson-conference

The main objectives of the conference lesson are:

• repetition of the passed course, deepening into it;
• development of the ability to analyze information, choose the most important from a voluminous text;
• instilling the skill of speaking in front of a large number of people;
• fostering a respectful attitude towards the interlocutor, regardless of his point of view.

Types of lesson-conference

There are several types of lesson-conference:

1. Thematic lessons-conferences.
2. Career guidance lessons-conferences.
3. Lessons-conferences for passing a new course.

Thematic lessons-conferences

Thematic conference lessons are necessary in order to summarize information, systematize it, and also learn something new.

A feature of such a conference lesson is that it should have many active students - those who have reports and presentations, as well as their opponents.

In order for the rest not to be idle, you must first issue, for example, a table or, say, a questionnaire in which you need to enter data. They will confirm that the lesson-conference has benefited all those present, since students who do not take part directly will be forced to listen more attentively to speakers and abstracts, to think more productively and quickly.

A thematic lesson-conference can be a lesson-debate. It involves the choice of a specific topic, only 2 - 3 reports or abstracts and additions to them from the audience. Parents of students can be called as arbitrators - so the assessment of what has been achieved will be more objective.

Career guidance lessons-conferences

The specifics of a career guidance lesson-conference can be called the fact that it requires laborious and lengthy preparation, including excursions around the educational institution and enterprise, where students can start their professional activities.

Lessons-conferences for passing a new course

A lesson-conference for conducting a new course is suitable for high school students and students due to the fact that, firstly, they know much more than students of middle and, especially, lower grades and, secondly, they have at least some ideas about their future employment.

Preparing for the lesson-conference

Preparation for the lesson-conference is mandatory. It includes four stages.

At the first stage, the teacher determines the topic of the lesson-conference, sets tasks and limits the time.

Determining the topic of the lesson-conference

When determining the topic of the lesson-conference, it should be taken into account that the primary consideration of the characteristics and properties of objects, laws and theories, phenomena is not recommended. It is more expedient to discuss them in a regular lesson, where you can combine the teacher's story with his conversation with the students and their work with the textbook.

Instead, the topic of the lesson-conference can be general questions: the history of discoveries, descriptions of technological processes. Such questions are easy to understand without outside help.

At the second stage, the teacher starts reading the theoretical material. You can use both libraries and Internet resources, as well as other sources, if they are reliable.

At the third stage, the teacher organizes a meeting of students - at least 2 weeks in advance. It will need to divide the class into several groups depending on the psychological characteristics of the students, so that they are as compatible as possible with each other. And also tell about the topic of the conference lesson, about what is required from those present and provide them with methodological recommendations and a list of mandatory and additional scientific literature. In addition, texts (reports, abstracts) and other support - posters, stands, etc. are being prepared.

At the fourth stage, the teacher answers the questions of interest individually.

The beginning of the lesson-conference is the introductory words of the teacher, in particular, the message of his plan, tasks, time limits. Next, the students speak.

At the end, the results are summarized.

Features of the lesson-conference

The first thing to say, speaking about the features of the lesson-conference, is that students should have a store of knowledge and skills in working with scientific literature - both “traditional”, printed and electronic. Otherwise, such a lesson will be ineffective.

More precisely, a conference lesson is justified if students are able to:

• establish causal relationships;
• use tables, charts, graphs;
• derive the simplest mathematical, physical and chemical formulas;
• use tables of contents and make bibliographic lists.

Thus, the lesson-conference is an effective form of organization of the educational process. It is aimed at personal development, teaches research and promotes the manifestation of creative abilities.

Successful lesson-conference

A successful conference lesson is based on:

• student motivation;
• the correct definition of the topic and the clear setting of tasks by the teacher;
• making a plan by the teacher;
• professional consultation of the teacher both in preparation for the lesson-conference, and during its direct conduct;
• objective assessment;
• establishing reporting forms and deadlines for its submission by the teacher (in addition to those mentioned above - tables and questionnaires, this can be a test, a seminar).

Municipal educational autonomous institution

Lyceum No. 4, Orenburg

Thematic lesson "Light in our lives"

MOAU "Lyceum No. 4"

Orenburg

201 5 y.

The purpose of the lesson: to show students the value of the content and the integrity of the surrounding world, the connection of man with nature; to promote the formation of an active life and cognitive position of schoolchildren.

Lesson objectives:

Creation of conditions for the development of cognitive interest in children to this topic;

Increasing research interest, creative activity and involvement of students in the knowledge of the topic;

Activation of the cognitive process to study the issues of energy conservation and the application of this knowledge in life.

During the classes

Conversation

We are well aware of the important role electricity plays in human life. It gives us light, warmth, sets in motion various mechanisms that make human work easier. Electricity has taken such a strong place in our lives that it is now impossible to do without it.

Once upon a time, people lived without electricity. They got up at sunrise, went to bed at sunset, cooked food on a fire. It's probably good to sit in the evening with your family by the fire, and listen to the crackling of firewood, feel how warm it is from the fire.

Slide 1-5 ( slide 3: video sequence - an explanation of why 2015 was declared the year of light, slide 5 - a cartoon about a primitive man ).

But now everything is much simpler: you can turn on the stove and cook food, you can turn on the TV or tape recorder and watch an interesting program or listen to music. You can play interesting games on the computer. Even better - to communicate with loved ones who are very far away, via the Internet. When it's cold at home, we turn on the heater, and it immediately becomes warm and cozy.
I believe that electricity is my friend, with which there are many possibilities. But at the same time, it is also a terrible force that should be respected.
We doAll-Russian thematic lesson "Light in our life".

Slide 6-9

Light is an electromagnetic wave;

The evolution of artificial light sources;

LEDs;

Organic LEDs.

Slide 10 - educational video "Light holograms"

slide 11

1. Lisma - innovative developments;

2. July 28, 2015 The conference "Modern lighting technologies for a comfortable life" was held in Yerevan, organized by the "Lisma" plant, and the participants were the key consumers of lighting products in Armenia.

Lisma specialists presented the company and talked about the light sources produced in Saransk. Of particular interest were the novelties - LED filament lamp and sodium lamp for street lighting. The main advantage of both is the best energy saving characteristics.

slide 12

3. Lighting of Orenburg;

4. Christmas lighting.

Let's talk about the profession of a lighting designer. The topic of lighting design is interesting and relevant. Light endows the furnishings with some kind of life of its own and a special “facial expression”. They enter into new spatial relationships. Their contours can dissolve in the air or, on the contrary, become clear, contrasting and "muscular". Something will come closer from the darkness, something will move away into the shadow ... It's time for bliss for everything in the room, and especially for that which is "aged". Old furniture acquires youthful freshness and grace, faded curtains - again made of muslin and velvet, a wall disfigured by planning ledges becomes slender and mysterious ... - the light creates its own fairy tale every evening.
However, every fairy tale has its own laws, its own plot and composition. Having studied them, everyone is able to become a magician, or, if in a modern way, a photographer who creates light images of his own interior.

Lighting design for Russia is a young direction and therefore the choice of a professional performer is one of the most serious tasks.