Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Professional Education

TAMBOV STATE TECHNICAL UNIVERSITY

Department of Hydraulics and Heat Engineering

REPORT (EXPLANATORY NOTE)

on industrial practice at the branch of TKS OJSC "Tambovteploservice" in the boiler room on the street. Penza

Specialty 140106 Energy supply for enterprises

Designation of the TSTU report. 140106.001

Tambov 2012

Introduction

Internship schedule

History of the enterprise development

Structural diagram of enterprise management

General information about the boiler house on the street. Penza

Operation of thermal power plants

1 General rules for organizing operation

2 Maintenance, repair and conservation

3 Ensuring safe operation

4 Fire safety

5 Compliance with environmental requirements

Providing first aid

Conclusion

List of sources used

Introduction

Industrial practice in accordance with the direction is planned at the Tambovteploservis branch of TKS OJSC at the boiler house on the street. Penza.

Purpose of practice:

Consolidation of knowledge acquired during the learning process based on an in-depth study of the work of an industrial enterprise.

Practice objectives:

Acquisition of production skills in the installation, repair and operation of heating equipment, control devices and automation of thermal processes;

Studying the organization and gaining experience in commissioning;

Study of current regulatory materials regulating the choice of equipment, features of technology and the basics of operating equipment at a given enterprise;

Familiarization with the production structure of the enterprise.

Internship schedule

		Activity
		General safety instructions.
		Travel to the place of practice. Safety training at the boiler room.
		General tour of the boiler house on the street. Penza.
		Studying the labeling of energy equipment.
		Work with literature on boiler installations.
		Day off.
		Day off.
		Consolidation of acquired knowledge.
		Study of gas supply to the boiler house on the street. Penza.
		Working with literature on gas supply.
		Working with literature on water treatment.
		Day off.
		Day off.
		Study of the pumping equipment of the boiler house on the street. Penza.
		Work with literature on the selection of pumps, their start-up and regulation.
		Study of the thermal energy metering unit.
		Work with literature on installation of UUTE.
		Consolidation of acquired knowledge on boiler house management.
		Day off.
		Day off.
		Excursion to the boiler room on the street. Working.
		Excursion to the boiler room on the street. Volodarsky.
		Excursion to the boiler room on the street. Art. Razin.
		Collection of documentation for the report.
		Preparation of a report on industrial practice.
		Day off.
		Day off.

2. History of the development of the enterprise

thermal power plant heat engineering repair

The branch of OJSC TCS "Tambovteploservice" has undergone various changes during its existence, both in the name of the enterprise and in its structure.

The primary name of the organization is “United Boiler and Heating Networks Enterprise” (hereinafter referred to as POK and TS). POK and TS was organized in 1965, combining several boiler houses in the city, operating not only on gas fuel, but also on coal. Subsequently, these coal boiler houses were closed, and heat consumers from them were connected to other more powerful boiler houses. The company grew and developed. Departmental boiler houses were transferred to the balance of POK and TS. Already in 1970, the number of boiler houses at the enterprise was 117. To operate them, it has become necessary to have our own production and technical base. Services such as emergency dispatch, gas, electrical, automation and control, chemical water control, mechanical repair and motor transport workshops and others are being created.

In 1976, a service was organized to repair heating networks, which at any time of the day can eliminate any emergency situation and carry out high-quality repairs.

Over the following years, the name of the enterprise and the number of boiler houses changed. Many unprofitable boiler houses were closed, new modern boiler houses were built, and some consumers from the boiler houses switched to the networks of the Tambov CHPP.

As a result of the expansion of the enterprise and the increase in the number of service personnel, it became impossible to accommodate it in the old building attached to the boiler room Gogol, 4. Therefore, in 1981, a new building, workshops and garages were built for the enterprise at Moskovskaya, 19B. The company is now located at the same address.

In 2003, the company changed its name and became the Municipal Unitary Enterprise of United Boiler Houses. It includes 85 boiler houses with a total capacity of 388.5 Gcal/hour. The boiler rooms have steam and hot water boilers, which are equipped with modern automatic protection and regulation equipment. The installed capacity of boilers ranges from 0.5 to 20 Gcal/hour. The fuel for boilers is natural gas, the calorific value of which is 8000 - 8020 kcal/m3. Depending on the power characteristics, the efficiency of boilers ranges from 77 to 90%.

Every year, the enterprise manufactures and installs steel water-heating boilers with a capacity of 1.5 Gcal/hour in its own boiler houses to replace those that are out of service.

For transportation and distribution of heat, heating networks were installed in 2-pipe and 4-pipe versions with a total length of 102.7 km.

At the beginning of 2004, the enterprise was reorganized and became a branch of Tambov Communal Systems OJSC and serviced the operation of boiler houses in Tambov. Now there are 49 of them and 3 boiler houses in the village. Inzhavino. The installed capacity of boiler houses is 335 Gcal/hour. Heat consumers are: residential buildings - 61%, social and cultural facilities - 19% and industrial enterprises - 20%.

The company employs 700 people, of which 70 are managers and engineers.

Boiler houses of the branch of OJSC TKS "Tambovteploservice" are scattered throughout the city, i.e. are located in all districts of Tambov. Therefore, to organize the operation of boiler houses, they were united into production areas in the administrative districts of the city - these are boiler houses of the Sovetsky district, Oktyabrsky and Leninsky districts, as well as boiler rooms of the steam section or, as they are called at the enterprise, steam boiler houses. They are equipped with steam boilers that heat water with steam and high-performance hot water boilers. The heated water flows through heating networks into the heating system of residential buildings and enterprises. These boiler rooms are the most powerful. It is enough to list such boiler houses that are located on Pionerskaya street, 16, Sovetskaya, 43, Internatsionalnaya 6, Ostrovityanova, 1, Gogolya, 4, Astrakhanskaya, 191 Tambov-4 and others, their installed capacity ranges from 15 to 40 Gcal/hour .

Table 1 - Dynamics of enterprise growth.

Parameter
Number of boilers
Installed power
Length of networks
Amount of realized thermal energy
Gas consumption

Structural diagram of enterprise management

The management of the branch of OJSC TKS Tambovteploservice is carried out by the director of the enterprise.

The management of the technical side of the enterprise's activities is carried out by the chief engineer of the branch. He carries out his production activities through departments and services directly subordinate to him: the chief mechanic service, the electrical service, the automation and production control service, the gas service, the emergency dispatch service, the chemical washing service, the regime adjustment service, the regime and construction service, and the chemical water purification laboratory. , production and technical department, department for long-term production development, safety department, thermal inspection department, heating network repair shop and production areas of the enterprise.

Operational management of the enterprise's local activities is carried out by technical workers - district heads and boiler room foremen. They directly supervise the operation of thermal power equipment, organize and control major and current repairs, carry out modernization activities and implement measures to improve the efficiency and reliability of equipment operation. The enterprise has organized annual technical training of personnel with knowledge testing.

General information about the boiler house on the street. Penza

Boiler room type: free-standing, year-round.

Boiler type: TVG-0.6 1 unit; TVG-1.5 3 units. (heating surface 75 m2, heating capacity of one boiler 1.5 Gcal/h (1.74 MW). Purpose: heat supply and hot water supply.

Boiler water mode: permissible water hardness up to 700 mg/eq.l.

Ventilation is provided by louvered grilles.

Natural gas is used as fuel in accordance with GOST 5542-87.

The source of water supply for the boiler house is the existing water supply network owned by OJSC Tambovvodokanal

Coolant parameters:

a) network water for heating: 95-70 °C

b) hot water with temperature: 70 °C.

For heating networks, network water pipelines are made from electric-welded steel pipes in accordance with GOST 10704-91 and hot water supply pipelines are made from steel pipes in accordance with GOST 3262-75.

The boiler network is fed with chemically purified water through a direct-acting pressure regulator.

The chemical treatment plant consists of two Na-cation exchange filters, two pumps: salt and make-up, and a wet storage salt tank.

A heat metering unit is installed at the boiler room

Figure 1 - Diagram of heating networks from the boiler house on the street. Penza.

Figure 2 - Axonometric diagram of the pipelines of the boiler room on the street. Penza.

5. Operation of thermal power plants

5.1 General rules for organizing operation

The operation of the organization's thermal power plants is carried out by trained thermal power personnel.

Depending on the volume and complexity of work on the operation of thermal power plants, the organization creates an energy service staffed with heat and power personnel appropriately qualified. It is allowed to operate thermal power plants by a specialized organization.

The person responsible for the good condition and safe operation of thermal power plants and his deputy are appointed by an administrative document of the head of the organization from among the management personnel and specialists of the organization.

The administrative document of the head of the organization establishes the boundaries of responsibility of production units for the operation of thermal power plants. The manager determines the responsibility of officials of structural divisions and services, based on the structure of production, transportation, distribution and consumption of thermal energy and coolant, providing for the specified responsibility in the job responsibilities of employees and assigning it by order or regulation.

If these rules are not observed, causing disruptions in the operation of a thermal power plant or heating network, a fire or an accident, the following are personally liable:

workers directly servicing and repairing thermal power plants - for each violation that occurred through their fault, as well as for incorrect actions when eliminating violations in the operation of thermal power plants in the area they service;

operational and operational-repair personnel, dispatchers - for violations committed by them or personnel directly subordinate to them performing work on their instructions (order);

management personnel and specialists of workshops and departments of the organization, heating boiler houses and repair enterprises; chiefs, their deputies, foremen and engineers of local production services, sites and mechanical repair services; chiefs, their deputies, foremen and engineers of heating network districts - for unsatisfactory organization of work and violations committed by them or their subordinates;

heads of the organization operating thermal power plants and their deputies - for violations that occurred at the enterprises they manage, as well as as a result of unsatisfactory organization of repairs and failure to implement organizational and technical preventive measures;

managers, as well as specialists of design, engineering, repair, commissioning, research and installation organizations that carried out work on thermal power plants - for violations committed by them or their subordinate personnel.

The division of responsibility for the operation of thermal power plants between the organization - consumer of thermal energy and the energy supplying organization is determined by the energy supply agreement concluded between them.

2 Maintenance, repair and conservation

When operating thermal power plants, it is necessary to ensure their maintenance, repair, modernization and reconstruction. The timing of scheduled preventive maintenance of thermal power plants is established in accordance with the requirements of manufacturers or developed by the design organization. The list of equipment of thermal power plants subject to scheduled preventive maintenance is developed by the person responsible for the good condition and safe operation of thermal power plants and approved by the head of the organization.

The scope of maintenance and repair is determined by the need to maintain a serviceable, efficient condition and periodic restoration of thermal power plants, taking into account their actual technical condition.

The maintenance and repair system is planned and preventive in nature. For all types of thermal power plants it is necessary to draw up annual (seasonal and monthly) repair plans (schedules). Annual repair plans are approved by the head of the organization.

When planning maintenance and repairs, the labor intensity of repairs, their duration (downtime during repairs), the need for personnel, as well as for materials, components and spare parts are calculated.

The organization compiles a list of emergency supplies of consumables and spare parts, approved by the technical manager of the organization, keeps accurate records of the availability of spare parts and spare equipment and materials, which is replenished as they are consumed during repairs.

The personnel responsible for the above periodically checks the storage conditions, replenishment, procedure for accounting and issuing spare parts, materials, components, backup equipment, etc., as well as the protective equipment used under the general supervision of the person responsible for the good condition and safe operation of power plants.

Maintenance and repair of thermal power plant controls are carried out during the repair of the main equipment.

When storing spare parts and spare equipment, the preservation of their consumer properties must be ensured. Thermal insulation and other materials that lose their qualities when moistened are stored in closed warehouses or under a canopy.

During maintenance, control operations should be carried out (inspection, monitoring compliance with operating instructions, testing and assessment of technical condition) and some technological operations of a restorative nature (adjustment and adjustment, cleaning, lubrication, replacement of failed parts without significant disassembly, elimination of minor defects ).

The main types of repairs of thermal power plants and heating networks are capital and current.

The maintenance and repair system provides for:

preparation of maintenance and repairs;

removal of equipment for repair;

assessment of the technical condition of thermal power plants and drawing up a defect list;

carrying out maintenance and repairs;

acceptance of equipment from repair;

conservation of thermal power plants;

control and reporting on the implementation of maintenance, repair and conservation of thermal power plants.

The frequency and duration of all types of repairs are established by regulatory and technical documents for the repair of this type of thermal power plants.

Organization of repair production, development of repair documentation, planning and preparation for repairs, launching repairs and carrying out repairs, as well as acceptance and assessment of the quality of repairs of thermal power plants are carried out in accordance with regulatory and technical documentation.

Acceptance of thermal power plants from major repairs is carried out by a working commission appointed by an administrative document for the organization.

Acceptance from current repairs is carried out by persons responsible for the repair, good condition and safe operation of thermal power plants.

When accepting equipment from repair, an assessment of the quality of repair is carried out, which includes an assessment of:

quality of repaired equipment;

quality of repair work performed.

Quality ratings are established:

preliminary - upon completion of testing of individual elements of the thermal power plant and as a whole;

finally - based on the results of a month-long controlled operation, during which the operation of the equipment in all modes must be checked, tests and adjustments of all systems must be carried out.

Work performed during the overhaul of thermal power plants is accepted according to the act. The acceptance certificate is accompanied by all technical documentation for the repairs performed (sketches, intermediate acceptance certificates for individual components and intermediate test reports, as-built documentation, etc.).

Certificates of acceptance of thermal power plants from repair with all documents are stored together with technical data sheets of the plants.

All changes identified and made during repairs are included in the technical data sheets of thermal power plants, diagrams and drawings.

Preservation of thermal power plants in order to prevent metal corrosion is carried out both during routine shutdowns (putting into reserve for a definite and indefinite period, shutdown for current and major repairs, emergency shutdown), and during shutdowns in long-term reserve or repair (reconstruction) for a period of at least six months.

In each organization, on the basis of current regulatory and technical documents, a technical solution and technological scheme for the conservation of specific equipment of thermal power plants are developed and approved, defining methods of conservation for various types of shutdowns and duration of downtime.

In accordance with the adopted technical solution, instructions for the preservation of equipment are drawn up and approved with instructions for preparatory operations, preservation and re-preservation technology, as well as safety measures during preservation.

3 Ensuring safe operation.

Work during the operation of thermal power plants should be aimed at creating a system of organizational and technical measures in the organization to prevent exposure of workers to hazardous and harmful production factors.

Protective equipment, devices and tools used when servicing thermal power plants are subject to inspection and testing in accordance with regulatory documents and must ensure the safe operation of thermal power plants.

When operating thermal power plants, instructions for safe operation are developed and approved. The instructions indicate general safety requirements, safety requirements before starting work, during work, in emergency situations and at the end of work.

Each employee servicing thermal power plants must know and comply with occupational safety requirements related to the equipment being serviced and the organization of work in the workplace.

Personnel operating thermal power plants are trained in first aid, as well as in how to provide assistance to victims directly at the scene of an incident.

When implementing a system for the safe performance of work at thermal power plants, the functional responsibilities of persons from operational, operational-repair and other personnel, their relationships and responsibilities by position are determined. The head of the organization and those responsible for the good condition and safe operation of thermal power plants are responsible for creating safe working conditions and organizational and technical work to prevent accidents.

The head of the organization and heads of structural divisions, heads of contracting organizations ensure safe and healthy working conditions in the workplace, in production premises and on the territory of thermal power plants, monitor their compliance with current safety requirements and industrial sanitation, exercise control, and also organize timely personnel briefings, his training and testing of knowledge.

Based on accident investigation materials, the causes of their occurrence are analyzed and measures to prevent them are developed. These causes and measures are studied with all employees of organizations where accidents occurred.

4 Fire safety.

Managers of organizations are responsible for the fire safety of premises and equipment of thermal power plants, as well as for the availability and serviceable condition of primary fire extinguishing equipment.

The construction, operation and repair of thermal power plants and heating networks must comply with the requirements of fire safety rules in the Russian Federation. Organizations must be equipped with fire-fighting water supply networks, fire detection and extinguishing installations in accordance with the requirements of regulatory and technical documents.

Personnel must comply with the requirements of fire safety instructions and the fire safety regime established in the organization for thermal power plants, and not personally allow and stop the actions of other persons that could lead to a fire or combustion.

Personnel servicing thermal power plants undergo fire safety training, fire safety training, and participate in fire safety drills.

The organization establishes a fire safety regime and carries out fire-fighting measures based on the characteristics of the operation of thermal power plants, and also develops an operational fire extinguishing plan.

Welding and other flammable work, incl. carried out by repair, installation and other contracting organizations are carried out in accordance with the requirements of fire safety rules in the Russian Federation, taking into account the peculiarities of fire hazard at thermal power plants.

The organization develops and approves instructions on fire safety measures and a plan (scheme) for evacuation of people in the event of a fire at thermal power plants; by order of the manager, persons responsible for fire safety of individual territories, buildings, structures, premises, areas are appointed, and a fire-technical commission is created , volunteer fire brigades and a fire warning system.

Every fire or fire that occurs at a thermal power plant is investigated by a commission created by the head of the enterprise or a higher organization. The results of the investigation are documented in an act. During the investigation, the cause and culprits of the fire (ignition) are established, and based on the results of the investigation, fire-fighting measures are developed.

5 Compliance with environmental requirements

When operating thermal power plants, measures should be taken to prevent or limit the harmful effects on the environment of emissions of pollutants into the atmosphere and discharges into water bodies, noise, vibration and other harmful physical impacts, as well as to reduce irreversible losses and volumes of water consumption.

The amount of emissions of pollutants into the atmosphere from thermal power plants should not exceed the established norms of maximum permissible emissions (limits), the number of discharges of pollutants into water bodies - the established norms of maximum permissible or temporarily agreed upon discharges. Noise exposure should not exceed the established sound power standards of the equipment.

An organization operating thermal power plants is developing an action plan to reduce harmful emissions into the atmosphere when particularly unfavorable meteorological conditions are declared, agreed upon with regional environmental authorities, providing for measures to prevent emergency and other burst emissions and discharges of pollutants into the environment.

Organizations operating thermal power plants monitor and record emissions and discharges of pollutants, volumes of water taken and discharged into water sources.

To control emissions of pollutants into the environment, the volumes of water taken in and discharged, each enterprise operating a thermal power plant must be equipped with permanently operating automatic devices, and in their absence or impossibility of use, direct periodic measurements and calculation methods must be used.

Providing first aid

General provisions.

First aid is a set of measures aimed at restoring or preserving the life or health of the victim. It should be provided by someone who is near the victim.

The life of the victim and, as a rule, the success of subsequent treatment depends on how skillfully and quickly first aid is provided.

First aid for electric shock.

In case of electric shock, it is necessary to turn off the current in the installation or remove the victim from live parts, using dry clothing, a board or other insulator. The victim is laid down, clothes are unbuttoned, providing an influx of fresh air. If he breathes intermittently, then he is given mouth-to-mouth artificial respiration, for which he is placed on his back, his head is tilted back (this restores airway patency), and a cushion of folded clothing is placed under his shoulder blades. The person providing assistance takes two or three deep breaths through gauze or a handkerchief into the victim’s mouth or nose (while keeping the nose or mouth closed to facilitate the flow of blown air into the lungs). After each blowing of air, rhythmically, four to six times, press the palms of the lower third of the chest, thereby performing a heart massage. The frequency of artificial respiration is 10... 12 times per minute.

In the absence of heartbeat, it is necessary to perform indirect cardiac massage simultaneously with artificial respiration. To do this, the palm of an outstretched hand is placed on the lower part of the chest, and another palm is placed on the first to increase pressure. After three to four pressures (with a frequency of 1 second), a breath of air is taken (two to three seconds), after which the massage is repeated.

First aid for gas poisoning.

In case of gas poisoning (heaviness in the head, tinnitus, general weakness, increased heart rate, dizziness, nausea, etc.), it is necessary to move in the fresh air to free the blood from carbon monoxide. If the victim is unconscious, then it is necessary to unbutton his clothes, let him smell ammonia, if this does not help, then perform artificial respiration.

First aid for burns.

In case of burns, you must carefully remove the remains of burnt clothing, cutting it piece by piece with scissors, but without removing parts of the clothing that have stuck to the body. Wrap in a wet sheet, cover and send to the hospital. For minor burns, bandage the burned area with a sterile bandage. In case of an acid burn, it is necessary to wash the wound with water and send the victim to a medical center.

Conclusion

Industrial practice in accordance with the direction took place at the branch of OJSC "TKS" "Tambovteploservis" at the boiler house on the street. Penza.

During my internship, I studied the structure of the enterprise, the current regulatory materials regulating the choice of equipment, the features of technology and the basics of operating equipment at this enterprise. I got acquainted with the thermal energy metering unit, gasification of the boiler room, commissioning, installation, repair and operation of heating equipment.

As a result of the internship, I consolidated the knowledge acquired during the training process. Acquired practical knowledge of housekeeping in a boiler room.

List of used literature

1. Borschov D.Ya. Construction and operation of low-power heating boiler houses. - M.: Stroyizdat, 1982.

Fokin V.M. Heat generators for boiler rooms. M.: Publishing House Mashinostroenie-1, 2005. - 160 p.

Deev L.V., Balakhnichev N.A. Boiler installations and their maintenance. Practical guide for vocational schools. - M.: Higher. school, 1990. - 239 p.

Zykov A.K. Steam and hot water boilers: A reference guide. - M.: Energoatomizdat, 1987. - 128 p.

Kiselev N. A. Boiler installations: Textbook. A guide for preparation. workers at the production site. - 2nd ed., revised. and additional - M.: Higher. school, 1979. - 270 p.

Sokolov B. A. Boiler installations and their operation: a textbook for the beginning. prof. Education / B. A. Sokolov. - 2nd ed., rev. - M.: Publishing Center "Academy", 2007. - 432 p.

Kuzmin, S.N. Comprehensive program of practical training for students of specialty 140106 “Energy supply of enterprises” full-time education / Tamb. state tech. University; Comp. S.N. Kuzmin, A.S. Czech. Tambov: Publishing House, 2005. - 28 p.

PUBLISHING HOUSE TSTU

Ministry of Education and Science of the Russian Federation

SCIENTIFIC AND PEDAGOGICAL PRACTICE

on the organization of independent work of masters of the direction 551800 "Technological machines and equipment" Tambov Publishing house TSTU 2004 BBK Ch481.2ya73-5 D243 Recommended by the Editorial and Publishing Council of the university Reviewer Deputy. Dean of the Faculty of Advanced Training for Teachers, Candidate of Technical Sciences, Associate Professor V.P. Tarov Aut hors - s t a v i t e l s:

S.I. Dvoretsky E.I. Muratova S.V. Varygina D24 Scientific and pedagogical practice: Method. recommendations / Author: S.I. Dvoretsky, E.I. Muratova, S.V. Varygina Tambov: Tamb publishing house. state tech.

Univ., 2004. 32 p.

The main goals, objectives and list of topics of scientific and pedagogical practice for undergraduates in the direction 551800 "Technological machines and equipment" are given. Methodological recommendations are given for organizing independent work during the internship. The structure of the practice report and the list of literature on didactics of higher technical education are presented.

BBK Ch481.2ya73- Dvoretsky S.I., Muratova E.I., Varygina S.V., Tambov State Technical University (TSTU), Educational publication

SCIENTIFIC AND PEDAGOGICAL PRACTICE

Methodological recommendations Authors - co-authors:

BUTLER Stanislav Ivanovich MURATOVA Evgenia Ivanovna VARYGINA Svetlana Valerievna Editor T. M. Fedchenko Computer layout engineer M. N. Ryzhkova Signed for publication on June 16. Format 60 84 / 16. Newsprint paper. Offset printing Typeface Times New Roman. Volume: 1.86 conventional units. oven l.; 1.82 academic publication l.

Circulation 100 copies. S. Publishing and Printing Center of Tambov State Technical University 392000, Tambov, Sovetskaya, 106, bldg.

1 GENERAL PROVISIONS AND REQUIREMENTS FOR THE ORGANIZATION OF RESEARCH AND PEDAGOGICAL PRACTICE FOR MASTER STUDENTS

In accordance with the state educational standard, scientific and pedagogical practice is a mandatory form of practice for second-year master's students in the field of "Technological Machinery and Equipment" and is intended for further orientation of future masters in scientific and pedagogical activities as a teacher of technical disciplines.

The peculiarity of the practice is that it involves the implementation of scientific and pedagogical components, each of which must be reflected in the content of the practice and reporting documents.

The curriculum provides for practical training in the 12th semester for four weeks.

The place of scientific and pedagogical practice is the general professional and graduating departments of the Technological Institute of TSTU. Methodological supervision of the practice is carried out by the person responsible for conducting the internship of undergraduates.

The main goals of scientific and pedagogical practice are:

Acquaintance of undergraduates with the specifics of the activity of a teacher of technical disciplines and the formation of skills in performing pedagogical functions;

Consolidation of psychological and pedagogical knowledge in the field of engineering pedagogy and acquisition of skills in a creative approach to solving scientific and pedagogical problems.

Thus, during scientific and pedagogical practice, a master’s student must expand and deepen theoretical knowledge:

basic principles, methods and forms of organizing the pedagogical process in a technical university;

methods of monitoring and assessing professionally significant qualities of students;

requirements for a university teacher in modern conditions.

In addition, the master's student must master the following skills:

implementation of methodological work on the design and organization of the educational process;

speaking in front of an audience and creating a creative atmosphere during classes;

Analysis of difficulties arising in teaching activities and adoption of an action plan to resolve them;

independent conduct of psychological and pedagogical research;

self-control and self-assessment of the process and result of teaching activities.

The content of scientific and pedagogical practice of master's students is not limited to direct teaching activities (independent laboratory and practical classes, seminars, course design, giving trial lectures on the proposed topic, etc.). It is expected that the trainee will work together with the teaching staff of the relevant department to resolve current educational and methodological issues, become familiar with innovative educational technologies and their implementation in the educational process.

Before starting teaching practice, an organizational meeting is held at which undergraduates become familiar with its goals, objectives, content and organizational forms. Master's students are tasked with developing an individual plan for scientific and pedagogical internship, which must be agreed upon with the supervisor and included in the assignment for practice (Appendix 1).

Master's students are offered a wide range of topics relevant to the current stage of reform of the system of higher technical education. On the chosen topic, you should study the relevant psychological and pedagogical literature, the experience of teaching technical disciplines at TSTU, develop methodological recommendations for conducting one or another type of lesson (fragment of a lesson), conduct it, evaluate the effectiveness of the developed methodology.

Master's students carry out scientific and pedagogical research in one of the selected areas:

1) designing and conducting lectures, practical and laboratory classes using innovative educational technologies;

2) development of multimedia complexes in technical disciplines;

3) designing interdisciplinary modules to study the most complex and professionally significant concepts;

4) technology for developing tests, examination tasks, topics for course and diploma projects;

5) designing didactic materials on individual topics of training courses and their presentation;

6) development of scenarios for conducting business games, teleconferences and other innovative forms of classes;

7) comparative analysis of various methods for assessing the quality of educational and cognitive activities of students when studying engineering disciplines;

8) optimization of educational and cognitive activities and improvement of the quality of engineering training;

9) conducting psychological and pedagogical research on diagnosing professionally and personally significant qualities of a student (teacher) and analyzing its results;

10) analysis of domestic and foreign practices in training specialists with higher technical education.

The list of topics for scientific and pedagogical practice can be supplemented by a topic proposed by the undergraduate. To approve a self-selected topic, a master's student must motivate its choice and present an approximate plan for writing a report. When choosing a topic, you should be guided by its relevance to the department where the master’s student is undergoing internship, as well as the topic of the future master’s thesis.

3 PROCEDURE FOR COMPLETING PRACTICE

At the first stage of the internship (1–2 weeks), the undergraduate student independently draws up an individual plan for completing the internship (Appendix 1) and approves it with the supervisor. In accordance with his individual plan, the master's student independently carries out: studying psychological and pedagogical literature on the problem of teaching in higher education; familiarity with the methods of preparing and conducting lectures, laboratory and practical classes, seminars, consultations, tests, exams, coursework and diploma projects; mastering innovative educational technologies; familiarization with existing computer training programs, the capabilities of technical teaching aids, etc. The result of this stage is notes, diagrams, visual aids and other teaching materials.

At the next stage (2–3 weeks), the undergraduate attends several classes of experienced teachers as an observer. The master's student independently analyzes the classes in which he acted as an observer, from the point of view of the organization of the pedagogical process, the characteristics of the interaction between the teacher and students, the form of the lesson, etc. The results of the analysis are presented in writing in free form or according to the scheme proposed in the appendix. 2.

The next stage of scientific and pedagogical practice is the master’s student independently conducting classes (week 3). In accordance with the direction of his scientific and pedagogical research, he independently conducts:

lecture (seminar, practical lesson, laboratory work, consultation);

demonstration of developed multimedia products in technical disciplines;

presentation of produced visual aids;

psychological and pedagogical testing, business games and other innovative forms of classes, etc.

The master's student independently analyzes the results of the lesson in which he took part, putting them in writing. The head of the practice gives an initial assessment of the master’s student’s independent work during scientific and pedagogical practice. Depending on the individual plan, a master's student may participate in classes several times. In addition, the master's student attends classes prepared by other master's students as an observer and evaluates them according to the scheme given in the appendix. 2.

At the final stage (week 4), the master's student takes part in a round table dedicated to the problem of improving the quality of engineering education, draws up and defends a report on scientific and pedagogical practice.

4 REQUIREMENTS FOR CONTENT AND DESIGN

PRACTICE REPORT

Reporting documents on the internship include:

1 Review of the internship, compiled by the supervisor (Appendix 3), for the writing of which data from observations of the scientific and pedagogical activities of the master's student are used.

3 Report on completion of scientific and pedagogical practice, prepared in accordance with established requirements.

Individual plan for scientific and pedagogical practice (Appendix 1);

Introduction, which states:

purpose, place, start date and duration of practice;

a list of work and tasks completed during the internship;

Main part containing:

analysis of psychological and pedagogical literature on the topic;

description of practical problems solved by a master's student during the internship;

description of the organization of individual work;

results of analysis of classes conducted by teachers and undergraduates;

Conclusion including:

description of skills and abilities acquired in practice;

proposals for improving the organization of educational, methodological and educational work;

individual conclusions about the practical significance of the conducted scientific and pedagogical research.

List of sources used.

Applications.

Basic requirements for preparing a practice report:

The report must be printed on a computer using 1.5-spaced Times New Roman font, 14 pt; margin sizes: top and bottom – 2 cm, left – 3 cm, right – 1.5 cm;

The report may include attachments of no more than 20 pages, which are not included in the total number of pages of the report;

the report must be illustrated with tables, graphs, diagrams, etc.

The master's student submits the report in bound form along with other reporting documents to the teacher responsible for conducting scientific and pedagogical practice.

5 SUMMARY AND EVALUATION OF PRACTICE

The scientific and pedagogical activities of undergraduates are assessed comprehensively, taking into account the entire set of characteristics that reflect their readiness to independently perform the functions of a teacher at a technical university. The following indicators are taken into account:

1) psychological, pedagogical and methodological knowledge;

2) pedagogical skills (readiness to perform gnostic, design, constructive, organizational, communicative, educational functions);

3) motivation and interest in teaching technical disciplines;

4) degree of responsibility and independence;

5) the quality of scientific, pedagogical and methodological work;

6) skills of self-analysis and self-assessment.

The results of practice are assessed individually during the defense on a five-point scale and are equal to grades for theoretical training. Certification is carried out by the teacher responsible for organizing the scientific and pedagogical practice of undergraduates, based on the submitted report, feedback from the immediate supervisor of the practice, review-rating, quality of work at consultations (seminars) and defense of practice.

6 METHODOLOGICAL INSTRUCTIONS FOR PREPARATION AND

CARRYING OUT VARIOUS ORGANIZATIONAL

FORMS OF CLASSES AT A TECHNICAL UNIVERSITY

The task of improving the quality of specialist training is solved by improving the entire training system. The training system is understood as a holistic didactic education of interrelated elements: goals, subject content, teaching methods, means and organizational forms of training, methods of diagnostics and monitoring the achievement of learning goals.

The listed elements of the training system are in a state of subordination and are presented in Fig. 1. The structure shown in the figure is typical both for the educational program for training a specialist as a whole, and for individual academic disciplines, as well as various organizational forms of conducting classes.

6.1 DESIGNING LEARNING OBJECTIVES

Planning the presentation of any information to students should begin with designing learning objectives. As a learning goal, we understand the learning outcome expected in advance.

The description of the learning goal should contain statements that convey the desired state that the student will be able to demonstrate after studying a course of lectures or a laboratory session.

The following hierarchical levels of learning objectives are distinguished:

1) social goals that set the general direction of activity of all educational institutions of society;

2) pedagogical goals of a certain stage of professional training;

3) the goals of studying individual courses included in the subject;

4) goals of sections and topics (modules);

5) the goals of individual training sessions.

In addition to the levels of learning goals, there are categories of goals:

1) goals from the cognitive area - relate to the area of ​​thinking;

2) goals from the psychomotor area - relate to the sphere of action;

3) goals from the affective area - relate to the sphere of feelings.

Goals must be clearly and unambiguously formulated so that any student can find out what the author of the goal, the teacher, wants to teach him. We can determine whether a student has achieved a learning goal by observing his actions after learning. Therefore, the most important feature of the goal description is the unambiguous definition of the student’s action after training.

In practice, you can, for example, do the following. First, you establish the guiding goal of the entire academic discipline, taking into account the qualification requirements of the State Educational Standard of Higher Professional Education for this specialty.

Then you formulate as “rough” goals its individual parts (a course of lectures, practical and laboratory classes, course design). Finally, you develop “fine” goals - the goals of a specific lecture, a separate laboratory work, etc. The implementation of the structures of “fine” and “coarse” goals formed in this way allows you to ultimately achieve the results formulated in the guiding goal of studying a given discipline. For more information on designing learning objectives, see.

6.2 DESIGN OF STRUCTURE AND CONTENT

TECHNICAL DISCIPLINES

The most important link in the educational system is its content, which subordinates all the underlying components of the educational process. Generally, the objectives can be achieved through a variety of learning materials. The better this material is selected, including from the point of view of the psychology of learning, the higher the likelihood of achieving the goal. The problem of selecting and structuring educational material is extremely important for teaching practice in connection with the so-called “information explosion”, with the impossibility of presenting an ever-growing amount of information in the time allotted for teaching a given discipline.

The following arguments also support the need for selecting and structuring educational material:

If the educational material highlights the basic concepts and laws, their physical meaning, then the entire subject will be more understandable and easier to understand;

If the information is structured, then the motivation of students increases and a positive emotional background of learning is created.

In order to correctly choose rational methods of transmitting information and assimilating it, it is necessary to systematize and structure the material and conduct its research. At the present stage of development of science, this problem is solved with the help of a systemic and structural analysis of educational material.

Each science consists of a certain limited number of basic teachings (elements of the system), which, in terms of their importance in the development of science, occupy approximately the same place. These teachings can be reflected in the structure in the form of modules. When selecting modules, it should be taken into account that a large number of them leads to mechanical fragmentation of the material and the disappearance of the integrity of the course being studied, and also makes it difficult to find intradisciplinary and interdisciplinary connections. This can give the learner an idea of ​​science as a series of randomly selected chapters and lectures that are not related to each other. At the same time, a small number of modules can lead to the destruction of the system, turning one of them into a system that absorbs all the others. Modules should be formed based on an analysis of the current state of a particular technical science, reviewing textbooks, monographs, and magazines. Modules can be related to each other in terms of coordination and subordination.

When selecting educational material, preference should be given to materials that show intradisciplinary connections between modules, since such material allows for a multifaceted consideration of the object being studied and interdisciplinary connections that show the student the boundaries of a particular science and places of contact with related sciences. When choosing interdisciplinary material, preference should be given to information that is most related to the main modules of the course being studied and is focused on the subject environment of the specialist’s activity.

In the formation of systemic scientific knowledge, an important role is played not only by reasonably selected subject material, but also by the sequence of its study, which is determined by the following three principles: systematicity, accessibility and scientific character.

The simplest way to study the material is linear, when sequentially, having finished studying the content of one section (module), they move on to another. Many textbooks and lecture courses are built on this principle. The disadvantages of the method under consideration are the weak use of intradisciplinary connections, the formation of scattered knowledge rather than a system, and students forgetting the material from the beginning of the course by the end of training.

This disadvantage is mitigated to some extent when using the concentric (spiral) method. With this method of introducing information into the educational process, the material is presented in stages with periodic return to the material covered, but at a higher level. The advantage of the spiral method is its demonstration of the dialectic of the development of scientific ideas and the relativity of our knowledge. However, this method is used much less frequently; it is designed for students who have a developed system of mental operations, since changing and expanding ideas is associated with rethinking and reevaluating previously acquired knowledge. One of the disadvantages of the concentric method is that incomplete initial ideas can be deposited in students’ memory more firmly than subsequent ones, and the process of supplementing and developing them is quite complex and time-consuming.

After selecting the content and designing the structure of the technical discipline as a whole, they move on to designing individual topics and classes. The effectiveness of learning material will depend on the structure of its presentation.

The basic structure includes the following elements: introduction, which is a lesson plan, a summary of the content of the main sections with motivated transitions between them; the main part, which presents new information; conclusion, usually containing conclusions on the topic of the lesson or repetition of its main theses.

The subject structure is a sequence of related elements that describe the properties of an individual subject, technical object, process, etc. After a complete consideration of one subject, they move on to consider another subject.

The aspect structure is based on a step-by-step comparison of individual features of various objects.

If students have little prior knowledge and the teacher needs to tell them as much as possible about a subject, a subject-oriented structure is preferable because it provides only descriptive information and does not provide comparisons with similar subjects. For students with a higher level of preparation, it is preferable to structure the material with a focus on aspects, since in this case learning is carried out not only by describing objects, but also by comparing them, which contributes to more effective learning of the material.

The combined structure, which has proven itself in practice, consists of the sequential formation of vertical connections when studying one object or process, then horizontal connections between various objects or processes, deepening and consolidating the knowledge system during various forms of training sessions, and ongoing monitoring.

The descriptive structure is a descriptive way of representing a technical object (process) according to the following scheme: existing state - predicted state - ways to solve the problem - results. A typical descriptive structure is characteristic of patent descriptions.

The dialectical structure is based on the triad known from philosophy: thesis, antithesis, synthesis.

The thesis is the affirmation of a concept, the antithesis is its negation. After this, in synthesis, the unity of opposites is achieved, in which the contradiction is eliminated. The synthesis in turn becomes a thesis formed at a higher level, which can again be contrasted with an antithesis, etc. At the same time, cognitive movement forward occurs. As an example of a thesis, we can cite I. Newton’s corpuscular theory of light (XVIII century), and an antithesis – the wave theory of G.Kh. Huygens (XIX century), synthesis – quantum theory of N. Bohr and W. Heisenberg (XX century). The use of a dialectical structure gives the material presented an emotional overtones and increases the power of argumentation and persuasion.

Thus, different approaches to the selection and structuring of educational material are like sections in a single system of a scientific discipline, made from different angles. When teaching a specific technical discipline, you should choose a method that would most fully meet the learning objectives. Thus, depending on the specifics of the educational material (its subject matter, volume, etc.), as well as the learning objectives, various methods of forming its structure should be used. For more details on the selection and structuring of educational material, see.

Achieving learning goals depends not only on the correct subject content, but also on teaching methods. Teaching methods are a system of targeted and ordered interactions between teachers and students that ensure the implementation of pedagogical learning goals. The main criterion for choosing teaching methods is its pedagogical effectiveness, i.e. the quantity and quality of acquired knowledge, which must be assessed taking into account the effort, money and time spent by the teacher and students.

Since there is no universal, optimal method that can be used always and everywhere, each teacher independently chooses a teaching method and determines the specific area of ​​its application. The better the teacher knows his discipline and masters the psychological and pedagogical principles of the learning process, the greater the likelihood of choosing the most effective teaching method.

Domestic psychology views the learning process as an activity, so the task of learning is to develop cognitive skills. The decisive role in this is played by the indicative basis of activity, which is a system of guidelines (instructions) given to the student by the teacher or independently identified by the student. If we arrange the teaching methods in descending order of the number of specified guidelines, we get the following sequence: 1 – algorithmized, 2 – programmed (linear), 3 – programmed (branched), 4 – problem-programmed, 5 – problem-based, 6 – problem-search, – search, 8 – research.

This sequence of teaching methods is systematized by decreasing the number of landmarks, i.e. according to the level of allowed independence and creative activity of students. At the same time, during the transition from algorithmic learning to research-based learning, not only the number of guidelines changes, but also the scientific nature of their content. With algorithmic learning, students are given instructions to perform individual actions and operations related to narrow and specific issues of the science being studied. In research learning, guidelines are presented in the form of a system of the science being studied, its teachings, intradisciplinary and interdisciplinary connections. For more information about teaching methods, see.

6.4 TECHNICAL TEACHING TOOLS

Teaching aids are material objects with the help of which the teacher and student, using the content, methods and organizational forms of training, achieve their goals. Teaching aids include an educational book (textbook, manual), scientific and educational equipment for a laboratory workshop, demonstration models and devices, technical teaching aids (overhead projector, overhead projector, slide projector, film projector, computer), etc.

One of the most important features of modern education is the use of technical teaching aids (TST), designed to improve the conditions of teaching work and increase visibility in teaching. TSO is a set of didactic materials and technical devices used to transmit information, control and training. Information TSOs are designed to provide a direct transmission channel - teacher - student; controlling – to provide a feedback channel; training – for training with a closed control loop.

The use of TSO improves the didactic conditions of educational and cognitive activity, expands the didactic tool with which the teacher manages the learning process, and enhances the information content of the material being studied.

The well-known proverb: “It is better to see once than to hear a hundred times” is not far from the truth. It has been proven that only 15% of information is remembered through auditory perception, 25% through visual perception, and 65% through simultaneous auditory and visual perception. More than 2/3 of people, especially young people, have predominantly visual memory. In psychology, there are three types of reception and transmission of information, corresponding to three types of thinking: verbal, figurative and sensory. Didactically sound use of teaching aids contributes to the development of students' thinking.

Currently, much attention is paid to the design of multimedia didactic tools for various purposes: electronic textbooks, simulators, virtual laboratory workshops, including remote access laboratories, student workstations, etc. In this regard, the teacher must know the principles of electronic didactics, be able to develop and effectively use in teaching process computer training systems.

The means of teaching technical disciplines are also specialized packages of application programs that provide various aspects of engineering activities: MathCAD, AutoCAD, Pro/ENGINEER, Pro/MECHANICA, Lab VIEW, ChemCAD, AWS Win Machine, Compass, Credo, etc. More details about modern teaching tools look in .

6.5 FEATURES OF DIFFERENT FORMS OF TRAINING

AT TECHNICAL UNIVERSITY

The choice of training forms is based on the following principles.

1 Organizational forms of training should reflect to the maximum extent possible the organization of the science being studied (theoretical and experimental research, discussion of results, reports at conferences, publications, design of prototypes, etc.).

2 Forms of education at a technical university must correspond to the types and forms of engineering activities (design, construction, manufacturing, repair, installation, operation of technical objects).

3 Forms of training must correspond to the stages of formation of mental actions: creation of motivation - clarification of the indicative basis of the action - formation of the action in a materialized form, in external and internal speech, formation of the action as mental.

The main forms of education at a technical university are lectures, practical and laboratory classes, industrial practice, coursework and diploma design.

A lecture is one of the main forms of training in higher educational institutions, which is a systematic, consistent oral presentation of educational material by a teacher. This form of knowledge transfer arose in medieval universities. At that time, this word accurately reflected the nature of the teacher’s activities. In the 13th – 15th centuries, when printing had not yet become widespread in Europe, the works of scientists were copied by hand and therefore existed in a few copies. Of course, every student could not receive such an essay for study, and university teachers literally read their own or someone else’s philosophical and religious treatises, accompanying the reading with commentaries. Over the centuries that have passed since then, a lot has changed. A textbook has ceased to be a rarity and luxury; in recent decades, computer forms of storing and transmitting information have become widespread. However, the lecture has always been and still remains an integral part of the educational process, the most important form of presentation of educational material in higher education institutions around the world.

The fact is that a lecture as a way of communicating knowledge has a large number of advantages.

1 The lecture is a guide for students in further independent educational and scientific work.

It allows you to orient students on the scientific problem under consideration, reveal the most significant aspects, provide an analysis of different views, and indicate the most significant scientific works devoted to this problem.

2 A lecture is not only a source of new scientific information, but also a means of developing scientific thinking. (Especially if the lecture is problematic and the lecturer is a famous scientist, the head of a scientific school).

3 The lecture influences all other forms of educational work at the university. In accordance with the theory of the gradual formation of mental actions, it introduces students to the upcoming cognitive activity of mastering educational material, gives the student the necessary guidelines for this, and is the first in the hierarchical system of other organizational forms of education at a university.

4 In some cases, the lecture serves as the main source of information (in the absence of textbooks and teaching aids, often for new courses). In such situations, only the lecturer can methodically help students master the academic discipline.

5 A lecture is a way of transmitting not only cognitive (a set of theories and facts), but also affective knowledge (emotions). Emotional contact helps to increase students' motivation to master theoretical knowledge and practical skills in a given subject area.

6 The implementation of listener-lecturer feedback during lectures helps to identify characteristic errors in students’ perception of scientific knowledge (interactive computer training programs).

Basic requirements for the lecture: scientific content, accessibility, consistency, clarity, emotionality, feedback from the audience, connection with other organizational forms of training.

Disputes about the role and place of the lecturer in the educational process continuously continue among teachers and methodologists. Opponents of the lecture form of teaching refer to the passivity of students, lack of independence, and the replacement of a textbook with a lecture. On the other hand, a good lecture is a creative communication between the lecturer and the audience, and the effect of such learning in cognitive and emotional terms is much higher than when students read relevant texts.

Consequently, a modern lecture should be not so much a way of transmitting information as a way of conveying to the student the type of thinking of the teacher. For more information on preparing, conducting and assessing the quality of lectures, see.

The purpose of laboratory classes is an in-depth study of the scientific and theoretical foundations of the academic discipline and mastery of modern skills in conducting experiments in this subject area.

During laboratory work, students are involved in the process of learning physical, chemical, electrical and other phenomena, taking direct part in experiments. This allows you to study the operation of machines and instruments, master techniques for studying processes and analyzing substances, and skills in working with laboratory equipment.

The topics of laboratory work are selected so that the most important material of the course is covered. For each work, appropriate guidelines are developed, which outline its goals and objectives, the procedure for conducting the experiment, indicate the necessary equipment, instruments, technical means, safety rules, and provide requirements for the quality of preparation of reports and the procedure for their protection. Typically, laboratory work is carried out after lectures on the topic, which corresponds to the theory of the gradual formation of mental actions of students in a materialized form.

Laboratory work is performed in frontal, cyclic and individual forms.

With the frontal form of organizing classes, all students simultaneously perform the same work, which greatly facilitates the organization, conduct, and management of them, but also has disadvantages.

This is the stereotyped nature of actions, borrowing from each other methods of performing them and the essence of the tasks being solved without understanding the deep meaning, etc. In the cyclic form, the work is divided into several cycles corresponding to the sections of a given discipline, and students perform laboratory work according to the schedule. For example, you can combine five laboratory works into a cycle with 5 identical stands and conduct a lesson with a group of 25 students. With an individual form of organization, each student performs laboratory work independently. All students work on various topics, the order of which is regulated by the schedule. In this case, it is possible to take into account the identified scientific interests and inclinations of individual students. The individual form of organizing laboratory classes is pedagogically the most expedient, but requires the teacher to clearly guide the students’ work and constantly monitor its implementation.

The laboratory workshop allows for the activation and intensification of cognitive activity. Activation means increasing motivation, activity, and creative independence of students, and intensification of learning means transferring a large amount of information to students while maintaining the same duration of training. This can be achieved by constructing a laboratory workshop as a scientific research aimed at solving complex technical, chemical, etc. tasks.

Thus, a laboratory workshop not only develops certain experimental skills in students, but also develops scientific thinking, awakens interest in science, introduces them to scientific research, and develops the ability to penetrate into the essence of the phenomena and processes being studied.

The purpose of practical classes is to consolidate knowledge by involving students in solving various kinds of educational and practical problems, developing skills in using computer technology and reference literature. Practical classes should cover the most important sections of the course, which involve the development of skills and abilities. At them, students must master the calculation methods that they will encounter in their professional activities as designers, technologists, and designers.

Preparation of a practical lesson includes the selection of standard and non-standard tasks, assignments, questions, teaching materials, checking the readiness of classrooms, and technical teaching aids. It is recommended to increase the complexity of practical exercises gradually but constantly. Students should be given complete independence in solving problems, resorting to solutions at the board only in cases where difficulties common to the entire audience arise.

A modern engineer must master the methods and techniques of making technical and economic decisions, some of which, as is known, are associated with risk. Examples of a wide variety of situations involving the development of challenging engineering problems are a good basis for practical training in special disciplines. Another methodological technique for conducting practical classes is learning to isolate practical tasks from the background (background is the absence or excess of information, as well as psychological barriers, i.e., introduced assumptions and restrictions that in reality do not exist).

It is known that the more problems a student solves, the better skills he will master. In a higher education setting, in order to stimulate students’ desire to solve as many problems as possible, a rating system is recommended, in which the student’s current rating will depend on the total number of problems solved. For more information on preparing and conducting laboratory and practical classes, see.

Industrial practice is a special form of organizing the educational process, which provides students with the opportunity to acquire professional knowledge, skills and abilities directly in production, while performing the duties of a worker and technical employee of the relevant specialty (or monitoring production activities and the functioning of production and their analysis). Industrial practice is included in educational programs for engineering training, since achieving learning goals is impossible without the future engineer acquiring professional skills. The main goal of industrial practice is to consolidate students’ theoretical knowledge in the process of mastering production activities. During practical training, students become familiar with the structure of the enterprise; with the functions of various services and individual specialists; with basic technological processes; with technical characteristics of the equipment; with regulatory and technical documentation for raw materials, intermediates and final products.

During industrial practice, the student studies modern technology and technology, all types of resources (labor, material, financial, energy, information, etc.) gets the opportunity to participate in the development of production with specific work in the workplace and rationalization proposals.

Students studying in mechanical engineering and technological specialties undergo educational, technological, design and technological and pre-graduation practice for a total duration of 16–20 weeks. The major department is developing a comprehensive program of practical training, including goals, structure, responsibilities of students, requirements for the content of the practical training report and its design. During practical training, students must keep a diary in which they record observations regarding the organization of the production process and collect materials for a report, course or graduation project.

Students must defend a report on practical training at the department before a commission.

Industrial practice has always played an important role in engineering training. In recent years, it has increased even more due to the fact that a high level of practical professional skills increases the competitiveness of a graduate in the labor market; in practice, a student can prove himself and be in demand in this industry after receiving a diploma; For students studying under a contract with an enterprise, internship allows them to shorten the adaptation period.

For more information about the organization of production practices, see.

Consultations are intended to provide pedagogically appropriate assistance to students in independent work in each discipline of the curriculum. They help not only students, but also teachers, being a kind of feedback with which you can find out the degree to which students have mastered the program material. Typically, consultations are associated with preparation for tests and exams, coursework and diploma projects.

Consultations are carried out in accordance with the curriculum, at the request of students or the initiative of the teacher. Students must carefully prepare for consultations, study notes, scientific and technical literature in order to ask substantive questions. Consultations should not be turned into coaching students; they should awaken the desire to independently deepen their knowledge.

Consultation with a lecturer before the exam can be used to achieve the following goals: systematization of the material covered; analysis of the most complex issues; analysis of the most common errors; answering student questions about the course; solving exam-type problems; information from the teacher about the examination methodology; solving organizational issues related to students’ attendance at the exam, their behavior during the exam, etc.

Nowadays, when the importance of independent individual work of students increases significantly, the role of consultations becomes more and more important. In the world practice of higher technical education, consultations have a greater share than in domestic practice, and are provided by a special institute of mentors and tutors.

Course and diploma design (CP, DP) is the most important component of the educational process at a technical university, completing the study of a number of general engineering and special disciplines.

During the PT, the skills of an independent approach to solving engineering problems are consolidated, and the skills acquired in practical classes, laboratory work and production practices are improved. CP is an independent work in which the student develops progressive technical solutions, according to the assignment and initial data for the design. The topics of course design arise from the tasks of modern production and the prospects for its development.

This could be the modernization of units, machines, apparatus, the reconstruction of a production site, the design of a new production facility, or the structural development and calculation of technological equipment. The student must develop text and graphic technical documentation that allows the creation of a design object. The student defends the completed CP at the department before a commission of several teachers, including the design director. It is also practiced to protect CPs carried out on the instructions of enterprises directly at these enterprises. When defending a design proposal, the student learns not only to correctly express his thoughts, but also to argue and defend the proposed solutions, design results, and practical recommendations for implementing this technical solution into the production process. CP topics completed by students over the entire period of study in each specialty are selected in such a way that they, together with the DP, constitute a single system of successively more complex and interconnected projects that contribute to a more in-depth study of a particular design object.

DP is the final stage in the training of a specialist and his professional development. When performing a DP, the student must demonstrate the ability to skillfully navigate the theoretical and applied sections of special and general professional disciplines, the ability to actively use the acquired knowledge, including in the field of computer technology. He must be able to work with scientific, technical and reference literature, use modern methods of technological, mechanical and technical-economic calculations, be able to plan an experiment and use modern research methods, justify the proposed engineering solutions.

DP topics are determined by the graduating departments, as a rule, taking into account the needs of production according to orders from enterprises. The student is given the right to choose a topic. He can himself propose the topic of the DP with the necessary justification for the feasibility of its development. The topic of the DP is approved by order of the university (institute). In the assignment for the execution of the DP, initial data are given, as well as design tasks, a recommended, approximate list of graphic material. The assignment for the DP is prepared by the teacher - project manager and approved by the head of the department.

One of the promising forms of DP is the implementation of complex projects by a team of students from several specialties. Such work is organized with the aim of testing the professional competence of future specialists, communication skills in jointly solving complex engineering problems in conditions that are closest to real production activities. It allows future specialists to be taught modern methods and principles of modeling collective solutions to complex scientific and technical problems based on clearly coordinated interactions of various specialists. Defense of the DP allows you to evaluate not only the quality of the specialist’s training, but also the pedagogical activities of the graduating department and the university as a whole. For more information about the organization of coursework and diploma design, see.

Independent work of students (SWS) is a planned cognitive, organizationally and methodologically oriented activity, carried out without the direct help of a teacher, to achieve a specific result. An integral part of SRS is individual lessons with students. The effect of SRS can be obtained only when it is organized and implemented in the educational process as an integral system that permeates all stages of education at a university.

The vast majority of those entering universities are little known about the forms and methods of organizing educational and cognitive activities, including independent work. Since studying at a university is impossible without independent work skills, students must learn to identify cognitive tasks, choose ways to solve them, perform operations to monitor the correctness of solving a given problem, and improve skills in implementing theoretical knowledge. At the same time, the formation of SRS skills can occur both on a conscious and on an intuitive basis.

Independent work of a student under the guidance of a teacher takes place in the form of business interaction: the student receives recommendations from the teacher on organizing independent activities, and the teacher performs the management function through accounting, control and correction of erroneous actions. In this case, the teacher must establish the type of SRS and determine the necessary degree of its inclusion in the discipline being studied. For more information about the organization of SRS, see.

6.6 FORMS OF CONTROL AND EVALUATION OF STUDENTS’ KNOWLEDGE

Assessment of knowledge is one of the significant indicators that determine the level of students’ assimilation of educational material and development of thinking. There are several methods for quantitative assessment of learning results: registration, ranking assessment, interval measurement, testing.

The essence of the registration method is that the studied object, which differs in some characteristics, is assigned numbers characterizing the presence or absence of a certain characteristic.

If the attribute is present, the object is assigned the number “1”; if it is absent, the number is assigned “0”. Then the numbers are summed up. In this way, the teacher receives information about class attendance, discipline, academic performance, etc. The registration method is the most accessible and widely used assessment method by teachers. It does not allow one to measure the quality of knowledge, but based on the mistakes made by a student, it allows judgment about the degree of development of a certain quality.

The method of rank assessment is that objects are arranged in the order of change in the value of any attribute of the object, then an ordinal number is assigned to the objects according to their place in the resulting series, which is called rank, and the operation of assigning a place is called ranking; Usually objects with a larger attribute value receive a higher rank. The existing scoring is also based on this method. A four-point scale - 5, 4, 3, 2 - roughly assesses the knowledge of students; a more accurate distribution by rank will be on a ten-point or one hundred-point scale.

A variation of the ranking method is the rating system for assessing knowledge, which consists in assessing most of the results of a student’s cognitive activity - all types of control, activity in the classroom; independent extracurricular work, participation in research work, etc. The student gains a certain number of points for each type of activity, then they are summed up and the students are ranked in descending order of the numbers scored. The rating results influence the final grade for completing the course. For example, the first ten percent of students are given an excellent grade without taking an exam. The experience of using a rating system for assessing knowledge in technical universities shows that such control is effective if it is introduced from the first days of training, covers all disciplines of the curriculum, if the results are processed using information technology.

The interval measurement method is used for such objects for which measurement standards can be found. For example, the duration (in minutes) of assembling an electrical circuit, the accuracy of determining the cell size, sample mass, etc.

The testing method is widely known abroad. However, in our country, for various reasons, tests of different purposes and quality appeared not so long ago. A test is an objective and standardized measurement designed to establish quantitative and qualitative psychophysiological characteristics, as well as the knowledge, skills and abilities of the subject.

The most important requirements for tests are validity, reliability, relevance, objectivity, differentiation. Validity is the requirement that the content of the test corresponds to the learning objectives, the attribute being tested, or the quality of knowledge. Reliability is the requirement for stability of indicators during repeated testing with equivalent test variants. Relevance is the observance of the relationship between the content of the test and what was given in the learning process. Differentiation is the distribution of students based on test results into subgroups in accordance with their level of knowledge. Objectivity – the assessments must be the same for all assessing teachers.

The sequence of questions in tests should be determined by the logic of science and the purposes of testing.

Test tasks consisting of 10–12 questions are considered optimal in terms of volume. Selective tests are the most widespread, although many teachers believe that they do not teach the ability to think logically. The educational control function increases significantly if the questions in the task are connected into logical lines.

The attitude towards tests as a method of monitoring knowledge in the pedological community ranges from complete non-recognition of their capabilities to unjustified enthusiasm associated with the idea that they are easy and simple to develop. In fact, testing is a diagnostic activity of a professional teacher, requiring special training and strict compliance with all requirements and procedures.

Test and exam as the final form of control. The test is carried out either as part of the discipline, or in a separate discipline of small volume (lasting one semester). It can be differentiated (with a grade) or undifferentiated (pass/fail). Tests are taken during the test week, sometimes ahead of schedule. Students are given questions in advance to take the test. Students who pass all intermediate control points well can receive an automatic pass.

The content of exam questions and tasks must correspond to the course program. Since the exam is based on selective educational material, the number of questions should be such that it ensures that the mastery of the main course material is checked, i.e. Questions on all major sections of the course must be presented. Assessment of knowledge is carried out depending on the scientific speech of the respondent, on knowledge of logical and factual material. For more information about the forms of monitoring and assessing students’ knowledge, see.

7 REQUIREMENTS FOR A TEACHER

HIGHER TECHNICAL SCHOOL

According to Russian and foreign experts in the field of higher education, the general requirements for a higher education teacher can be formulated as follows.

1 Professional competence based on fundamental, special and interdisciplinary scientific, practical and psychological-pedagogical training.

2 General cultural humanitarian competence, including knowledge of the foundations of world and national culture and universal human values.

3 Creativity, which presupposes mastery of innovative strategy and tactics, methods, techniques and technologies for solving creative problems, sensitivity to changes in the content and conditions of scientific and pedagogical activity.

4 Communicative competence, including developed literary oral and written speech, knowledge of foreign languages, modern information technologies, effective methods and techniques of interpersonal communication.

5 Socio-economic competence, which includes knowledge of the global processes of the development of civilization and the functioning of modern society, the fundamentals of economics, sociology, management, law, ecology, etc.

An analysis of modern trends in the development of engineering education shows that the quality of specialist training depends on the completeness and effectiveness of the teacher’s implementation of his professional functions: gnostic, design, constructive, organizational, communicative and educational.

Gnostic functions are associated with the ability to formulate current and final pedagogical goals, to find productive ways and forms of achieving them; analyze the educational process for integrity and effectiveness, compliance of the achieved result with the planned one; study, generalize and introduce various types of innovations into the educational process; create an atmosphere of productive and cognitive cooperation in the process of interaction with students.

The design pedagogical functions of the teacher are associated with determining the final results that need to be achieved at the end of a particular stage or the entire training cycle; with modeling the content of educational material, relationships with other disciplines and future professional activities.

The constructive functions of the teacher are determined by the need to select and structure information on newly developed or updated training courses; mastering various methods of teaching, taking into account individual abilities, the specifics of the discipline and the student population.

Organizational functions include organizing group and individual work of students, taking into account the didactic conditions of the pedagogical process; management of the socio-psychological state of the group and the mental state of individual students during training sessions.

The communicative functions of a teacher presuppose the presence of positive and stable communicative contact between the teacher and the student on professional and other issues.

Educational functions ensure the formation and development of the personality of a highly qualified specialist with an engineering education, his ideological and civic position, general culture, breadth of outlook and ethical behavior.

The performance of professional functions depends not only on the level of professional competence of the teacher, but also on the direction of his main interests (focus) and leadership style. Depending on what or who is dominant in the interests of the teacher, the following types of centering are distinguished: own personal and material interests; interests of own scientific activity; interest in the process of conducting classes, associated with the desire to show one’s professional abilities; genuine interest of students as future professionals. There are three student leadership styles: authoritarian, characterized by the dominant position of the teacher; democratic, characterized by less directive behavior of the teacher, paying attention to the emotions of students, their understanding of the material; liberal, characterized by little or no interference in the educational process. To achieve the goals of higher technical education, the most appropriate is to focus on the genuine interests of students as future professionals and a democratic leadership style.

8 QUESTIONS FOR DISCUSSION THEORETICAL AND PRACTICAL ASPECTS

TEACHING

TECHNICAL DISCIPLINES

1 Formulate uniquely diagnosable goals for one of the topics in any technical discipline. What method of structuring educational material do you consider most appropriate for technical disciplines and why?

2 Imagine that you need to teach students a set of knowledge, skills and abilities on one of the topics in a technical discipline. Make a plan for the distribution of introduced concepts and ideas across various organizational forms of training.

3 Conduct a comparative analysis of linear and concentric methods of studying technical disciplines.

4 Justify the choice of teaching method when conducting various organizational forms of classroom training in technical disciplines.

5 Conduct a comparative analysis of the effectiveness of various means of teaching technical disciplines.

6 Highlight the main criteria for assessing the quality of a lecture and arrange the criteria in order of decreasing importance. Use the highlighted criteria to evaluate the quality of the lectures you listen to.

7 A teacher can be compared to a radio transmitter, a student to a radio receiver. In order for the receiver to reproduce the transmission at the desired frequency, it must be tuned to resonance.

If we continue the analogy, we can say that at the beginning of a lecture the student must be “tuned to resonance.” How to do this?

8 Read the story by A.P. Chekhov's "A Boring Story", list the shortcomings of the lecturer described in the story.

9 Read “Tips for Lecturers” by A.F. Horses and give examples from your practice of studying at a university that can serve as an illustration of the advice.

10 Form arguments in favor of “for” and “against” a) frontal, cyclical and individual;

b) “hard” and “loose”; c) traditional and computer laboratory work.

11 Come up with an example of conducting a practical lesson with elements of a detective story. Come up with examples of demonstrations in practical classes.

12 Do you consider it advisable to reduce the amount of classroom workload and increase the amount of independent work of students in order to develop the readiness of future specialists for professional activities?

13 Conduct a comparative analysis of the advantages and disadvantages of written and oral knowledge control.

14 Which function of monitoring learning outcomes do you consider the most important?

15 What are the advantages and disadvantages of assessing learning outcomes using registration, rank and interval measurement methods.

17 Name the main differences between tests and other methods of monitoring student achievements.

18 Propose your own methodology for conducting tests, exams, defending course projects and the rules that the teacher should follow when assessing the student’s answer.

19 Which professional function of a teacher do you consider the most important and why?

20 Suggest ways to optimize educational and cognitive activities and improve the quality of training of engineers and masters.

1 Artyukh S.F., Prikhodko V.M., Yashchup T.V., Asherov A.T. Structuring educational material in engineering disciplines. M.: MADI (GTU), Kharkov: UIPA, 2002.

2 Artyukh S.F., Prikhodko V.M., Yashchup T.V., Asherov A.T. Methodological and methodological foundations for designing technology for assessing the quality of educational and cognitive activities of students when studying engineering disciplines. M.: MADI (GTU), Kharkov: UIPA, 2002.

3 Arkhangelsky S.I. The educational process in higher education, its natural foundations and methods. M.:

Higher school, 1980.

4 Bashmakov M.I., Pozdnyakov S.N., Reznik N.A. Information learning environment. SPb.: SVET, 1997.

5 Bespalko V.P. Pedagogy and progressive teaching technologies. M.: Higher School, 1995.

6 Higher technical education in Russia: history, status, development problems / Ed.

V.M. Zhurakovsky. M.: Polygraph, 1988.

7 Gerasimov A.M., Loginov I.P. Innovative approach to building training: Proc. allowance.

M.: APKiPRO, 2001.

8 Gomoyunov K.K. Improving the teaching of general scientific and technical disciplines.

SPb.: St. Petersburg Publishing House. State University, 1993.

9 Gornev V.F. Computer-oriented teaching technologies in engineering training.

M.: Scientific Research Institute of Higher Education, 1998. Issue. 12.

10 Dolzhenko O.V., Shatunovsky V.L. Modern methods and technologies of teaching at a technical university. M.: Higher School, 1990.

11 Zinovkina M.M. Engineering thinking: theory and innovative pedagogical technologies.

M.: MGIU, 1996.

12 Zinovkina M.M. Technology of conducting an exam in the creative pedagogical system of NFTIM. M.: MGIU, 2003.

13 Kagan V.I., Sychenikov I.A. Fundamentals of optimizing the learning process in higher education (Unified methodological system of the institute: theory and practice). M.: Higher School, 1987.

14 Kagermanyan V.S. Promising directions and methodology for updating the content of various types of student training at the university. M.: Scientific Research Institute of Higher Education, 1997. Issue. 10.

15 Quality of engineering education: Abstract. report // Second All-Russian. seminar. Tambov: TSTU, 2001.

16 Concept of informatization of higher education in the Russian Federation. // Problems of informatization of higher education. 1998. No. 3,4. pp. 13–14.

17 Concept of development of higher education in the Russian Federation // Higher education in Russia. 1993. No. 2. P. 5 – 14.

18 Kudryavtsev V.T. Problem-based learning: origins, essence, prospects. M.: Knowledge, 1991.

19 Course and diploma design: Method. decree. / Comp.: B.I. Gerasimov, N.P. Puchkov. Tambov: TSTU, 1994.

20 Lecture / Compiled by: B.I. Gerasimov, N.P. Puchkov. Tambov: TIHM, 1990.

21 Malygin E.N., Frolova T.A., Chvanova M.S. Engineering pedagogy: Proc. allowance. Tambov:

TSTU, 2002. Part 1.

22 Markova A.K. Psychology of professionalism. M.: Higher School, 1996.

23 Melecinek A. Engineering pedagogy. M.: MADI (TU), 1998.

24 Muratova E.I. Training of mechanical engineering specialists for innovation-project activities in higher education: Diss. ...cand. ped. Sci. Tambov: TSTU, 2002.

25 Pidkasisty P.I. Psychological and didactic reference book for higher school teachers. M.: Pedagogical Society of Russia, 1999.

26 Popov Yu.V. Practical aspects of the implementation of a multi-level education system in technical universities: organization and technology of education. M.: Scientific Research Institute of Higher Education, 1999. Issue. 9.

27 Professional pedagogy / Ed. S.Ya. Batysheva. M.: Association "Vocational Education", 1999.

28 Poteev M.I. Workshop on teaching methods in colleges. M.: Higher School, 1990.

29 Workshop on pedagogy and psychology of higher education / Ed. A.K. Erofeeva. M.: Higher School, 1991.

30 Psychology of creativity: development of creative imagination and fantasy in the TRIZ methodology:

Textbook allowance / Ed. MM. Zinovkina. M.: MGIU, 2003.

31 Radchenko P.M. Group course design with elements of a business game. Vladivostok:

32 Ryabov L.P. Analysis of positive changes and innovative processes in the higher education system of developed countries. M.: Scientific Research Institute of Higher Education, 2001. Issue. 6.

33 Selevko G.K. Modern educational technologies: Proc. allowance. M.: Public Education, 1998.

34 Slastenin V.A., Podymova L.S. Pedagogy: innovative activity. M.: IChP "IzdatMagistr", 1997.

35 Smirnov S.D. Pedagogy and psychology of higher education. M.: Aspect Press, 1995.

36 Methods of managing students’ cognitive activity / Compiled by: B.I. Gerasimov, N.P. Puchkov. Tambov: TSTU, 1994.

37 Stolyarenko L.D., Stolyarenko V.E. Psychology and pedagogy for technical universities. Rostov n/a:

Phoenix, 2001.

38 Fadeev V.A., Pristupa G.N. How to conduct a pedagogical experiment. Ryazan: RGPU Publishing House, 1993.

39 Fokin Yu.G. Psychodidactics of higher education. M.: MSTU im. N.E. Bauman, 2000.

40 Encyclopedia of Vocational Education: In 3 volumes / Ed. S.Ya. Batysheva. M.: Russian academic education, 1998 - 1 volume, 1999 - 2, 3 volumes.

41 Esaulov A.F. Activation of educational and cognitive activity of students. M.: Higher School, 1982.

42 Yurin V.N. Computer engineering and engineering education. M.: Editorial URSS, 2002.

In addition to the literature listed in the process of undergoing scientific and pedagogical practice, undergraduates are recommended to use the following periodicals: “Higher Education in Russia”, “Higher Education Today”, “Questions of Psychology”, “Alma Mater”, “Informatics and Education”, “Information technology", "Vestnik TSTU", "Education News", etc.

TAMBOV STATE TECHNICAL UNIVERSITY

Completed by a master's student of group No. Formulation of the task Contents of the practice:

2 Practically perform:

3 Familiarize yourself with:

III Additional task:

IV Organizational and methodological instructions:

Task issued by: _ Task received by: _

TAMBOV STATE TECHNICAL UNIVERSITY

Master's student group 1 Completeness and correctness of the topic 2 Logical and consistent presentation of the topic 3 The nature of the presentation of the material 4 Style and persuasiveness of the presentation 5 Ability to fit within the allotted time 6 Pace of speech 7 Use of specially prepared illustrative materials 8 Confidence and calmness of the speaker 9 Literacy, expressiveness of speech, diction 10 Gestures 11 Errors and slips during a speech 12 General demeanor of the speaker 13 Own attitude to the problem being presented 14 Level of feedback 15 Overall assessment of the reviewer Reviewer:

TAMBOV STATE TECHNICAL UNIVERSITY

supervisor about the master's student's scientific and pedagogical internship _ Duration of internship from "_" 200 to "" _ Degree of topic coverage _ 3 Independence and initiative _ _ 4 Skills acquired during the internship _ _ _ Feedback on the master's student's attitude to work _ _ Assessment for practice: _ Supervisor: _

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All educational institutions "LPK" Lysva Polytechnic College ******* Not known AAK (Apastovsky Agrarian College) AAEP Autonomous educational institution of higher professional education Leningrad State University. A.S. Pushkin AGAU AGIMS AGKNT AGNI, KSEU, KHTI AGTU ASU ASU named after. Zhubanova AISI Academy of Budget and Treasury Academy of State Fire Service EMERCOM of Russia ACADEMY OF LABOR AND SOCIAL RELATIONS Alapaevsk Industrial College Almaty University of Energy and Communications ALTAI ACADEMY OF ECONOMICS AND LAW Altai State Academy of Education named after V.M. Shukshina ALTAI STATE PEDAGOGICAL ACADEMY Altai State Agrarian University ALTAI STATE COLLEGE Altai State Technical University named after. I.I. Polzunova ALTAI STATE UNIVERSITY Altai State Technical University named after I.I. Polzunova Altai Institute of Financial Management Altai Medical Institute Altai Pedagogical University ANO VO Automotive Transport Institute APT Achinsk Artemov College of Precision Instrumentation (AKTP) Arkhangelsk State. Technical University Arkhangelsk College of Telecommunications ASK GU VPO BRU Astrakhan State Technical University Baltic State. Technical University named after D.F. Ustinov BarSU Barnaul Cooperative College of the Altai Regional Consumer Union BashGAU BashGU BGA RF BGAU BSAU BGIT BSPA BGPA BGSKh BGSKhA them. V.R. Filippov BSTU BSTU named after. V.G. Shukhov BSU BSUIR (Institute of Informatics and Radioelectronics) BSEU BelGUT BITTiU BNTU BPT BRGU Brest (BrGTU) BRU BTI BYUI Option 13 VGASU VSAU named after Peter I VGIPU VSMKhA VGSHA VSTA VSTU VSU VGUET VSUES VZFEI VZFEI Barnual VI SURGTU (NPI) Vitebsk State University Technological University Vinnitsa College NUHT, Ukraine EKSTU named after. Serikbaeva Vladimir State University VNAU VNTU VNU named after Dahl Volgograd University (VolSU) Volgograd State Agrarian University Vologda State University Technical University Voronezh State University Voronezh State Technical University VPI VPT VSGTU VTZ LMZ VTUZ VShB Vyatka State Agricultural Academy Vyatka State University GAPOU "Ufa Fuel and Energy College" GAPOU SO SOKHTT GBOU SPO "TTT" GGTU named after. BY. Sukhoi GIEI State Technical University named after Bauman GUAP Gusevsky Polytechnic College GPT GUU Far Eastern State Autonomous University Far Eastern State Technical University (FEPI named after V.V. Kuibyshev) Far Eastern State Technical Fisheries University Far Eastern State University of Transport (FEGUPS) Far Eastern State University of Transport DVGTU DVG UPS FEFU DSMA DSTU Sovereign Great Initial Mortgage "Zaporizk National University" DITUDE DMEA DNSU DNIPROPETROVSK NATIONAL UNIVERSITY im. Olesya Gonchara DNU TO SIBGUTI TO SUBGUTI DonSTU Donetsk National University DonNASA DonNTU DonNTU (DPI) Ekaterinburg Economics and Technology College EMT ENU named after Gumilyov EETK ZhSTU ZabGU ZGIA ZNTU IATU ULGTU Ivanovo State Energy Ethical University IvSPU (Ivanovo State Polytechnic University) IGASU IGTU IGEU IzhGSHA IzhSTU Izhevsk State Technical University INiG INSTITUTE OF INFORMATION TECHNOLOGY AND COMMUNICATIONS Institute of Oil and Gas Siberian Federal University Krasnoyarsk INEKA IPEK Ivanteevsk Industrial and Economic College IRKUTSK STATE TECHNICAL UNIVERSITY (ISTU) Irkutsk State Technical University Irkutsk GUPS INRTU IR OST ITMO IFNTUNG Kazan State. Technical University named after A.N. Tupolev KAZAN INNOVATION UNIVERSITY NAMED AFTER V.G. TIMIRYAMOV (IEUP) KAZAN INNOVATION UNIVERSITY NAMED AFTER V.G. TIMIRYAMOV (IEUP) KazATK Kazakh National Technical University named after. K.I. Satpayeva Kazakhstan Innovation University KAZGASA KazGAU KazNTU KAI KamSU named after. V. Bering KamPI Kama Engineering and Technical College Kamchatka State Technical University Karaganda State University industrial university Karaganda GTU KATT KGASA KGASU KSAU KSAU KSAA KGIU KSPU KSAA KSTA KSTU KSTU Krasnoyarsk KSTU named after. Tupolev KSU KSU (Kurgan) KSU named after. A. Baitursynov KGFEI KGEU KemGPPK KemTIPP KZhT UrGUPS Kiev Technical College of Electronic Devices KIMGOU KIEU KIPU, Ukraine KKHT NMetAU KMT KNAGTU KNEU KNITU-KAI KNTU KNU KNU im. M. Ostrogradsky (Ukraine) KNUBA College of Informatics GOU VPO SibGUTI KPI KrasGAU KTI SibGUTI KTU KTU Ukraine Kuban State University. Polytechnic University KUBAN STATE AGRICULTURAL UNIVERSITY NAMED AFTER I.T. TRUBILIN KubSAU KubSTU KuzGTU KURGAN STATE UNIVERSITY Kurgan Industrial College KurskSTU KF MSTU im. N.E. Bauman KF OSU KFU Leningrad State University Leningrad State University named after. A.S. Pushkin Leningrad State University named after. A.S. Pushkin Leningrad State University named after A.S. Pushkin Lipetsk State Technical University LMSC LNAU Magnitogorsk State Technical University MADI (GTU) MADI (GTU) Volga branch of MADI Bronnitsy branch of MAI MAMI MarSU MARI STATE TECHNICAL UNIVERSITY MGAC MGACHIS MGAU MGVMI MGIU MGIU/MPU MGMC MGOE MGOU MGPC M GPU MGSU MSTU MSTU "MAMI" MSTU "STANKIN" MSTU (Murmansk) MSTU GA MSTU im. Bauman MSTU named after. G.I. Nosov MSTUGA MSU MSU named after. N. Ogarev MGUIE MGUL MGUP MGUPI MGUPS MGUS MSUTU MSUTU im. Razumovsky, Tver Melitopol Industrial and Economic College MIVLGU MIIT MIK MIKT MIKHiS MIL Minsk State Auto Mechanical College Minsk State Higher Aviation College (University) MIREA MISiS MEPhI Maritime State Academy named after Ushakov Moscow State Academy of Law Moscow School of Business Moscow State. University of Engineering Ecology Moscow State Industrial University MOSCOW STATE REGIONAL UNIVERSITY INSTITUTE OF ECONOMICS, MANAGEMENT AND LAW Moscow State University of Civil Engineering Moscow State Technical University. N.E. Bauman Moscow State University MOSCOW STATE UNIVERSITY OF DESIGN AND TECHNOLOGY MOSCOW STATE UNIVERSITY OF GEODESY AND CARTOGRAPHY Moscow State University of Environmental Management Moscow State University of Transport (MIIT) MOSCOW HUMANITIES AND ECONOMICS UNIVERSITY ITET Moscow Institute of Energy Security and Energy Saving Moscow Institute of Psychoanalysis MOSCOW CONSTRUCTION TECHNIQUE Moscow Institute of Technology Moscow University . S.Yu. Witte Moscow Financial and Industrial University "Synergy" Moscow Energy Institute (Technical University) MOSU Moscow Ministry of Internal Affairs of the Russian Federation MPSI MPU MPET MTI MTUSI MFPU "Synergy" MFUA MEI MESI NAU National Research Tomsk Polytechnic University National Transport University, Kiev National Pedagogical University named after M. P Drahomanov National University "Kyiv-Mohyla Academy" NVGU NGAUT NGASU NGAU NGGTI NGIEI NGPU NSPU im. Kozma Minin NSPU named after. Kozma Minin (Minin University) NSAU NSTU NSTU im. Alekseev NSU (Novosibirsk State University) NSU named after P.F. Lesgaft NSUEU Nevsky Mechanical Engineering College Neftekamsk Oil College NIEV Nizhny Novgorod State Technical University named after. R.E. Alekseeva Nizhny Novgorod State Technical University Pavlovsk branch of NINKh NKI named after Admiral Makarov NKTI NMetAU NNGASU NNGU named after Lobachevsky Novgorod State Institution Novopolotsk PSU NOVOSIBIRSK AVIATION TECHNICAL COLLEGE Novosibirsk Motor Transport College Novosibirsk State Pedagogical University Novosibirsk State Technical University NOVOSIBIRSK STATE UNIVERSITY OF ECONOMICS AND MANAGEMENT – "NINKh" Novosibirsk Industrial and Energy College Novocherkassk Polytechnic Institute NPI NTK im. A.I. Pokryshkina NTU KhPI NTUU "KPI", Ukraine, Kyiv NTUU KPI NUBIP of Ukraine NUVGP NUVGP - Rivne NUVGP (Rivne) NUK im. Admiral Makarov NUPT, Kyiv NUHT NFI KemGU NHTI OGASA, Ukraine OGAU OGPU OGTI OGTU OSU Odessa National Maritime University Oi MSLA named after Kutafin OmSAU OmSPU OmSTU OmGUPS OMPEC OMSK STATE AGRICULTURAL UNIVERSITY NAMED AFTER P.A. STOLYPIN Omsk State Institute of Railways Omsk State Technical University ONPU Orel State Technical University Orenburg State Pedagogical University Orenburg State University Oryol State Technical University Orsha State College OTI MEPhI OU "SOUTH URAL INSTITUTE OF MANAGEMENT AND ECONOMICS" OKMK Pavlodar State University named after. S. Toraigyrova PGK PGPI PGSHA PGTA PGTU PGTU Perm PGU PGUAS PGUPS PGUTI Penza State University Perm State Agricultural Academy Perm State Technical University Perm Institute of Economics and Finance Perm branch of RGTU St. Petersburg Institute of Mechanical Engineering PI SFU PIMash PKNG PNIPU Polytechnic Institute Poltava NTU Polta any technical school of food technologies Pridnestrovian State University TRANSDNISTRIAN STATE UNIVERSITY NAMED AFTER T.G. SHEVCHENKO Primorsky Institute of Railway Transport RANHGS. Altai branch of RANEPA RAP RGATA named after. P.A. Solovyov RGATU RGEU RGKR RGOTUPS RGPPU RGRTU RGSU RSU RSU Oil and Gas Research University (NRU) named after I.M. Gubkina RGUNG RGUTiS RGEU Ri(F)MGOU RII ROME RMAT ROSNOU RUSSIAN ACADEMY OF NATIONAL ECONOMY AND PUBLIC SERVICE under the PRESIDENT OF THE RUSSIAN FEDERATION RUSSIAN ACADEMY OF NATIONAL ECONOMY AND PUBLIC SERVICE AT THE PRESIDENT ZIDENTE OF THE RUSSIAN FEDERATION RUSSIAN ACADEMY OF NATIONAL ECONOMY AND PUBLIC SERVICE under the PRESIDENT OF THE RUSSIAN FEDERATION RUSSIAN STATE UNIVERSITY OF JUSTICE RFEI RFET RKhTU REU named after Plekhanov Ryazan State Radio Engineering Academy St. Petersburg Polytechnic University Samara State University SamGTU SamGUPS St. Petersburg Institute of Mechanical Engineering St. Petersburg State Technical University St. Petersburg Academy of Law St. Petersburg State Economic University St. Petersburg State Architecture and Civil Engineering University St. Petersburg State Polytechnic University St. Petersburg State Electrotechnical University LETI ST. PETERSBURG UNIVERSITY OF MANAGEMENT AND ECONOMICS St. Petersburg State University of Aerospace Instrumentation. SATT NArFU SGA SGASU SGAU SGPA SGSHHA SSTU SSU SGUGIT SGUPS SevKavGTU SevNTU SZGZTU SibAGS (Siberian Academy of Public Service) SibADI SibGAU SibGIU SibGTU SibGUTI SibINDO Siberian Academy of Law, Economics and Management Siberian State Geodetic Academy Si Birsk State University of Telecommunications and Informatics Siberian Institute of Business Siberian Institute of Business and information technologies SIBERIAN UNIVERSITY OF CONSUMER COOPERATION Siberian Federal University SIBIT SibUPK SIK SING NKSU SLI Modern Humanitarian Academy St. Petersburg State Autonomous University of St. Petersburg State University of Medicine and Russian Federation SPbGASU SPbGIEU SPbGLTA SPbGLTU named after S.M. Kirova SPbGMTU SPbSPU SPbSTU "LETI" SPbGTURP SPBGU ITMO SPbGUVK SPbGUNiPT SPbGUSE SPbSUT SPbGETU "LETI" SPbTI (TU) SpGGI SPGPU SPI SPT SPET STI MISIS STK STMIIT STHT NU HT SumSU Sumy College of Food Industry NUHT SFU SFU IAIS SFU INiG Syktyvkar Forestry Institute TADI Tambov State Technical University TarSU named after M.H. Dulati TASI Tver State Technical University TGAMEUP TGASU TGNGU TGPU TGSHA TGTU TSU TKMMP Tobolsk multidisciplinary technical school TOGU Togliatti State University Tolyatti Industrial Pedagogical College GAPOU SO TIPC Tomsk State Pedagogical University Tomsk State Pedagogical University, 2019 Tomsk State University of Control Systems and Radioelectronics (TUSUR) Tomsk Polytechnic University TPK TPU TTZhT TTI YuFU TTU TUIT TulGU Tula State University TUSUR THTK TEGU TyumGASU TyumGNGU Tyumen State University Tyumen State Oil and Gas University TYUMEN STATE UNIVERSITY Tyumen Industrial University UAVIAC UGATU UGATU UGGU UGLTU UGNTU UGSHA UGTU UGTU-UPI UGKHTU USUE UDGU UlSTU Ulyanovsk State Agricultural Academy Ulyanovsk State Technical University UO BGSHA UPI Ural State Technical University Ural State University named after A.M. Gorky Ural State Economic University Ural Institute of the State Fire Service of the Ministry of Emergency Situations Ural College of Construction, Architecture and Entrepreneurship Ural Federal University named after the first President of Russia B.N Yeltsin" Ural State Agricultural Academy UrGUPS UrGEU UrTISI (SibGUTI) URTK UUIPC Ufa State Academy of Economics and Service UFOGU Ukhta State Technical University (USTU) FBGOU VPO "MGSU" FGOU SPO PGK FEDERAL COMMUNICATIONS AGENCY KHABAROVSK INSTITUTE INFOCOMMUNICATION CIO (BRANCH) OF THE FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION HIGHER EDUCATION "SIBERIAN STATE UNIVERSITY" Federal state budgetary scientific institution "Kabardino-Balkarian Institute of Humanitarian Studies" Federal state budgetary educational institution of higher education "South Ural State Humanitarian Pedagogical University" Financial Academy under the Government of the Russian Federation Financial University under the Government of the Russian Federation Khakassia State Institute University named after N.F. Katanova Kharkov Polytechnic Institute KhGAEP KHSU KHIIK GOU VPO SibGUTI KHNADU KhNTU KhNU KhTI ChGAU ChSMA ChGPU ChGSA ChGTU ChSU ChDTU Chelyabinsk State University Chelyabinsk Vocational Pedagogical College ChitGU Chita Forestry College ChMK ChMT ChPI MGOU ChPT CHTI IzhGTU EPI MISiS YUGU South Kazakhstan State University South Ural State University South Ural Institute of Management and Economics South-West State University Kursk YuI ISU SRSTU SRSTU (NPI) Yuurgtk SUSU YSTU

“PUBLISHING HOUSE TSTU Ministry of Education and Science of the Russian Federation Tambov State Technical University FOOD BIOTECHNOLOGY PRODUCTION PRACTICES PROGRAMS...”

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FOOD

BIOTECHNOLOGY

PROGRAMS

PRODUCTION PRACTICES

PUBLISHING HOUSE TSTU

Ministry of Education and Science of the Russian Federation

Tambov State Technical University

FOOD

BIOTECHNOLOGY

PROGRAMS

PRODUCTION PRACTICES

Tambov Publishing House TSTU UDC 321.7(075.5) BBK L92 i 7p85 P32 Reviewer Candidate of Technical Sciences, Associate Professor V.P. Tarov

Compiled by:

O.O. Ivanov, O.V. Zyuzina, E.I. Muratova, V.A. Pronin, A.A. Romanov, E.V. Khabarova P32 Food biotechnology: production internship programs / Compiled by: O.O. Ivanov, O.V. Zyuzina, E.I. Muratova,

V.A. Pronin, A.A. Romanov, E.V. Khabarova. Tambov:

Publishing house Tamb. state tech. Univ., 2004. 28 p.

The main goals and objectives for all types of practices provided for in the curriculum for training a certified specialist in the direction 655500 “Biotechnology” are outlined. The procedure for organizing and completing all types of internships, their content, requirements for completing the internship program, and instructions for drawing up reports are given.

The program is intended for 2nd to 5th year students majoring in Food Biotechnology.

UDC 321.7(075.5) BBK L92 i 7р85 © Tambov State Technical University, 2004 Educational publication

FOOD

BIOTECHNOLOGY

PROGRAMS

PRODUCTION PRACTICES

Compiled by:

IVANOV Oleg Olegovich, ZYUZINA Olga Vladimirovna, MURATOVA Evgenia Ivanovna, PRONIN Vasily Alexandrovich, ROMANOV Alexander Andreevich, KHABAROVA Elena Vladimirovna Editor V.N. M i t r o f a n o v a Computer prototyping engineer T.A. S y nkova Submitted for publication on June 15, 2004 Format 60 84 / 16. Offset paper. Offset printing Typeface Times New Roman.

–  –  –

The current state of the labor market and the ever-increasing demands placed on a process engineer force us to pay more and more attention to each stage of specialist training, including such a responsible one as industrial practice. It is no secret that the difficult economic situation of most industrial enterprises forced their managers to abandon the previously developed system of interaction between “university and industrial enterprise.” In this regard, a revision of traditional forms of organizing student practical training is required. This program is designed to help the student rationally organize internships at industrial enterprises and includes general sections related to all types of internships (organization, guidelines for conducting, forms and methods of control, summing up).

Industrial practice for students of a technical university is one of the components of training a specialist in a higher professional education program.

The scope of practical training is determined by the relevant state educational standards (State Standard No. 321 technical/ds in the direction 655500 “Biotechnology”) and is regulated by the recommendations of the Ministry of Education of the Russian Federation (letter dated August 3, 2000 No. 14-55-484 in/15). In accordance with these documents, the main types of student practice are educational, industrial and pre-graduate. The main goal of organizing internships at all stages of training is to ensure continuity and consistency in students’ mastery of a set of knowledge and skills related to their professional activities.

The duration of the internship is established by the educational and methodological department of the university in accordance with the curriculum.

1.2 Organization of practice

The organization of internship is carried out on the basis of an agreement between the university and the relevant organizations (for example, an industrial enterprise or design organization), where students will be sent for internships. In addition, educational practice can also be carried out in structural divisions of the university, for example, at the graduating department of “Technological Equipment and Food Technologies”.

According to the agreement between the university and the organization (enterprise), each student is assigned two internship supervisors: from the enterprise and from the university. Practice supervisors from the enterprise assist students in collecting materials for them to complete individual assignments. Responsibility for students’ compliance with safety regulations in force at a given enterprise rests with the internship supervisor from the enterprise. As a rule, teachers of the graduating department are appointed as heads of internships from the university. University leaders develop topics for individual assignments for students. Then (if necessary) the topics are agreed upon with the practice managers from the enterprise. The responsibilities of the internship supervisor from the university include monitoring compliance with the deadlines for completing the internship and assessing the results of the trainees’ implementation of the internship program.

If a student, at the time of starting an internship, has an employment contract with an employer - an organization, then he is invited to undergo an industrial or pre-graduate internship in this organization at a specific workplace. If there are vacant positions at enterprises, students can be enrolled in them for the period of internship if the work is performed in accordance with the internship program.

Before sending students to practice, the graduating department holds an organizational meeting of students, to which consultants from other departments are invited. At the meeting, the goals and objectives of the internship, the place and order of its completion, the timing, leaders from the university, consultants, etc. are communicated.

Before arriving at the practice base, the student must:

be sure to attend the organizational meeting at the department;

if necessary, undergo a medical examination (present a medical book upon arrival at the enterprise);

receive a referral to an enterprise and receive an individual internship assignment from the internship supervisor from the university;

undergo safety training at the department.

When undergoing internship, the student is obliged to:

fully complete the assignments for the internship program issued by the department;

obey the current internal labor regulations of the enterprise;

study and strictly observe the rules of labor protection, safety, industrial sanitation and personal hygiene;

actively participate in the work and social life of the enterprise team, attend “planning meetings” and production meetings, show an example of discipline, organization and a responsible attitude towards internship;

comply with the internship deadlines and do not leave the practice base without good reason;

process the collected material daily and keep a practice diary;

draw up a report on the practice, which must be signed by the head of the practice from the enterprise, if necessary - by consultants in the sections and certified with a seal, and also, if possible, receive a reference with an evaluation of the work.

Within three days from the end of the internship, the student must submit a compiled report and characteristics from the enterprise to the department head.

Otherwise or if the student receives an unsatisfactory grade, the student is not allowed to participate in the educational process.

The head of practice from the enterprise is obliged to:

provide instruction on labor protection and safety (the supervisor is responsible for accidents with students during the internship period);

monitor students' compliance with industrial discipline and report to the head of practice from the university about all cases of student violation of internal regulations and disciplinary sanctions imposed on him;

check the report and evaluate the student’s work, reflecting this in the characteristics.

He organizes excursions for students to workshops, advises on the internship program, provides materials for writing a report and completing a course or diploma project, introduces the student to the place of his future work and the team of the department, and explains job rights and responsibilities.

The head of the internship at the enterprise has the right to remove from the internship a student who has violated the internal regulations of the enterprise. In agreement with the internship supervisor from the university, he can adjust the topic of the individual internship assignment.

The head of practice from the university, appointed by order of the rector, is obliged to:

talk about the features of a particular enterprise;

give the topic of the individual task (outlining recommendations for its implementation);

draw up a rough plan for the distribution of student working time;

check the progress of the practice schedule;

provide the necessary methodological and organizational assistance;

advise students on all practical issues;

Regularly monitor the conditions for students to undergo internships at this enterprise.

If violations are detected during the internship, the university supervisor has the right to not allow the student to participate in the educational process.

Students who do not complete the internship program for a valid reason are sent to practice and complete it in their free time from study. Students who do not complete the internship program without good reason or who receive a negative grade may be expelled from the university as having academic debt. The form and type of student reporting on internship is determined by the graduating department, taking into account the requirements of the State Standards. Student researchers undergo internships according to an individual plan drawn up by the internship supervisor from the university in accordance with the topic of the research work. According to this plan, students partially or fully undergo internship at the graduating department, while the composition and volume of the report is determined individually (see Section 4).

1.3 Individual assignment for practice and reporting form Before undergoing any type of practical training, the student receives an individual assignment from the internship supervisor from the university, the content and scope of which are specified in the relevant sections of this manual. The materials of the individual assignment can be further used by the student in coursework and diploma projects.

Based on the results of each type of internship, students draw up a report that answers all questions of the internship program. The report is drawn up in accordance with the requirements of GOST and the enterprise standard STP TSTU “General requirements for text documents”.

GOST 2.104–68.

ESKD. Basic inscriptions.

GOST 2.304–81.

ESKD. Drawing fonts.

GOST 2.105–95.

GOST 7.1–84.

GOST 7.32–2001.

SIBID. Research report.

GOST 8.417–81.

The volume of the report depends on the topic of the individual assignment and should not exceed 30–50 pages.

The necessary drawings and diagrams can be made in pencil. If the report or its individual parts are prepared using a personal computer, it is recommended to attach files containing its electronic version to the report. These files should be stored in the electronic database of the Department of Technological Equipment and Food Technologies for coursework and diploma design. As already noted, the report is signed by the student, the head of practice from the enterprise and certified by the seal of the enterprise. The report on pre-diploma practice is additionally signed by consultants for each of its sections.

When collecting materials and drawing up a report, special attention should be paid to specialized literary sources (regulations, technological instructions, technical specifications, equipment passports, etc.) available in the enterprise library, since these materials are intended to be used in the future for coursework and diploma projects.

Much attention should be paid to the economic issues of organizing production, since currently the profitability and profitability of production is given paramount importance.

If possible, you should familiarize yourself with all the documentation of the economic plan (product cost calculations, calculation of economic efficiency, determination of the level of profitability, data on marketing research, etc.). If these documents constitute a commercial secret of the enterprise, then the issue of the economic component of a particular type of practice is resolved individually together with the head of the practice from the university.

The duration of various types of practice is presented in table. 1, which is compiled on the basis of the curriculum for specialty 271500 and the requirements of State Standards No. 321 technical/ds in the direction 655500 “Biotechnology”.

1 Duration of types of internships for students of the specialty “Food Biotechnology”

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Programs for individual types of practices and approximate contents of reports are given in the relevant sections.

2 EDUCATIONAL PRACTICE

The purpose of the educational practice is for students to gain a general understanding of the work of the enterprise, the range of products and the principles of organizing production processes at industrial enterprises in the direction 271500 “Food Biotechnology”, as well as the designs and characteristics of the main technological equipment.

The objectives of the practice are to familiarize yourself with the main and auxiliary production facilities of the industry, to consolidate the theoretical material of the discipline “Trends in the development of food production.” After a general acquaintance with the enterprise, students become familiar with the work of the energy and auxiliary workshops, and then, after passing a safety knowledge test, they study the main production.

2nd year students, after the end of the summer examination session (4th semester), undergo an internship for four weeks (see Table 1).

The practice bases can be industrial food and processing enterprises, equipped with modern technological equipment and testing instruments, developing and implementing advanced technologies, as well as design and engineering organizations and specialized departments of TSTU.

At industrial enterprises, students become familiar with the history of development, the range of products, the structure of the plant and its divisions, as well as the structure of the production management system.

In design and engineering organizations, when undergoing practical training, students become familiar with the area of ​​their activities and structure, with the main tasks of the departments, and with the material and technical base.

Educational practice at the university is aimed at familiarizing students with the material and technical support of laboratories of the university’s major departments, software and equipment for computer classes, etc.

During educational practice, regardless of its location, students should pay special attention to issues related to life safety, labor protection and industrial sanitation. To do this, it is necessary to consider the principles of state and public control over compliance with labor legislation, the organization of the life safety service and its tasks.

An individual assignment is given to the student at the university by the internship supervisor before the internship begins. It must be related to the technology for producing one of the types of food products.

The main goal of the individual assignment is to consolidate students’ theoretical knowledge and practical skills and expand their technical horizons.

When completing an individual assignment, the student gets acquainted with the technology for obtaining a food product from literary sources and provides a description of this technology in the practice report.

Approximate structure of a report on educational practice. Brief historical background about the industrial enterprise, possible development prospects.

The structure of the enterprise, indicating the purpose of departments, workshops, laboratories, services.

Nomenclature and brief characteristics of manufactured products.

Life safety, labor protection and industrial sanitation.

4 Individual task.

Conclusions based on educational practice materials.

In agreement with the internship supervisor from the university and depending on the location of the internship, the structure of the report may change.

After the end of the internship period and completion of the internship report in accordance with the requirements, the student submits his report for defense to the supervisor from the university. Based on the results of the defense, a grade is given (excellent, good, satisfactory).

3 PRODUCTION PRACTICE

The main objectives of industrial practice are:

– consolidation and deepening of theoretical knowledge in special disciplines and disciplines of specialization through practical study of modern technological processes and equipment, means of mechanization and automation of production, organization of advanced work methods, issues of life safety and environmental protection;

– acquisition of practical skills in performing technological operations and servicing enterprise equipment by duplicating workers in basic technological specialties, studying the rights and responsibilities of a workshop or site foreman;

– familiarization with the structure of enterprises, studying the issues of supplying them with raw materials, materials, energy and water supply;

– study of issues of organization and planning of production, forms and methods of marketing products.

Place of practice: industrial enterprises equipped with modern technological equipment and testing instruments. According to the curriculum for training an engineer in the specialty “Food Biotechnology”, students undergo two types of industrial internships. These are general practical training (semester 6, 4 weeks) and specialized practical training (semester 8, 4 weeks) (see Table 1).

3.1 General industrial practice

This type of practical training is aimed at deepening and consolidating knowledge in the following disciplines of the curriculum: general chemical technology, processes and apparatus of chemical technology, general biology and microbiology, biochemistry, surface phenomena and dispersed systems. In addition, it is planned to collect materials for course design in the disciplines “Biotechnological processes and devices for the production of combined food products”, “Food biotechnology”.

The practice is carried out at food and processing industry enterprises in Tambov and the region. The student independently (before March 15) chooses an internship base and coordinates his choice with the internship supervisor from the university, then submits a letter of guarantee from the management of the enterprise agreeing to the student’s internship.

The enterprise is encouraged to familiarize itself with the functions of the main and auxiliary workshops, departments and services, especially with specialized laboratories (for example, microbiological control laboratories or the like). When familiarizing yourself with laboratories, make a list of available specialized laboratory equipment with a brief description of it, familiarize yourself with the research and analysis methods used in the company’s laboratories.

In the workshops of the enterprise, it is necessary to practically study the technological processes of production and the main technological equipment used in the implementation of technologies. It is also recommended to familiarize yourself with the regulations, standards or technical conditions according to which the production of certain products is carried out and critically evaluate the methods by which the compliance of the technological process with regulatory documentation is monitored.

When studying technological equipment, you should pay attention to its design and principle of operation, and also note the presence of means of mechanization and automation of production. In the absence of these means, outline a plan for their implementation in the technological process.

In addition, it is necessary to consider the organization of the safe operation of production, the principles of environmental protection and labor protection of personnel.

Each student receives an individual assignment, the topic of which is related to the work of the workshop where he is undergoing practical training. As a rule, the topic of an individual assignment includes the technological process of obtaining a product. When completing an individual assignment, the student must consider the entire production cycle, from raw materials to finished products, and draw up a technological diagram of the production process in accordance with GOST requirements.

Approximate structure of a report on general production practice 1 General information about the enterprise and possible prospects for its development.

2 Structure of the enterprise and its individual divisions (with characteristics of workshops and specialized laboratories).

3 Range of products and their characteristics. Regulatory documents for manufactured products.

4 Individual task. Technological regulations for the production of one of the types of products (requirements for raw materials and finished products, recipes, methods of technical and chemical control, description of the main technological stages of production and methods of waste disposal).

5 Conclusion.

6 Appendices (technological diagram drawing, copies of equipment passports, copies of regulatory documentation, economic information).

In agreement with the internship supervisor from the university and depending on the location of this type of internship, the structure of the report or its individual parts may change.

After completing the internship and completing the report in accordance with the requirements, the student submits his report for defense to the supervisor from the university. Based on the results of the defense, a grade is given (excellent, good, satisfactory).

3.2 Specialized industrial practice

This type of industrial practice is aimed at deepening and consolidating theoretical knowledge and practical skills in such areas of the technologist’s professional activity as the biological safety of food products, the basic principles of processing raw materials of plant, animal, microbiological origin and fish, the technology of combined food systems, analogues and therapeutic and prophylactic food products based on bioconversion of plant and animal raw materials, process control systems, etc.

Like the previous type of internship, specialized industrial practice is carried out at one of the food and processing industry enterprises in Tambov and the region, pre-selected by the student and agreed upon with the internship supervisor from the university (ideally, at the same enterprise where the general industrial practice was conducted) . The main difference between this type of practice is a more in-depth, detailed consideration of specific issues related to the production technology of a particular product.

In this regard, one of the main tasks of this type of practice is the selection, accumulation and systematization of material intended for the implementation of a course project in the discipline “Technology of combined food systems, analogues and therapeutic food products based on the bioconversion of plant and animal raw materials,” which is part of the final qualifying work (graduation project).

Therefore, all the above components of general production practice remain the same for specialized production practice, taking into account a deeper and more detailed consideration of them.

Approximate structure of a report on specialized industrial practice

1. Introduction. Prospects for the development of the enterprise and directions for improving production.

2 Technology and its detailed description by stages. Physico-chemical (biotechnological) processes used in production. Normative documents.

3 Characteristics of raw materials and finished products. Regulations.

4 Hardware design of production. Automation and mechanization means.

5 Life safety. Labor protection and industrial sanitation.

6 Economic part. Organization and planning of production.

7 Conclusion.

8 Appendices (technological diagram drawing, copies of equipment passports, copies of regulatory documentation, economic information).

As in all types of internships discussed above, after completing the internship and completing the report in accordance with the requirements, the student submits his report for defense to the supervisor from the university. Based on the results of the defense, a grade is given (excellent, good, satisfactory).

4 PRE-GRADUATE PRACTICE

The goals of pre-graduate practice are:

– mastering in practical conditions the principles of organization and management of production, analysis of economic indicators of production, increasing the competitiveness of manufactured products;

– consolidation and deepening of theoretical knowledge in the field of development of new technological processes, design of new equipment, buildings and structures of the enterprise, carrying out independent research work;

– application of theoretical knowledge and practical skills acquired during study at the university to evaluate and improve technological processes in the industry;

– preparation of materials for completing final qualifying work.

Objectives of pre-graduation practice:

1 Analysis of technological processes of the main industries studied at the university, in comparison with modern technologies and equipment. Studying the scientific and technical developments of the enterprise - a basis for practice.

2 Analysis of the organization of production processes and production layout solutions, monitoring, as well as gaining experience in conducting research work and conducting experiments.

3 Analysis of the economic activities of enterprises in a market economy.

4 Analysis of the state of production accounting and control over the movement of raw materials at all stages of the technological process.

5 Analysis of the work of management and marketing services, in particular international relations.

6 Collection, study and synthesis of materials for the completion of the graduation project.

Based on the material collected during the internship, the student completes a diploma project, consolidating the theoretical knowledge acquired at the university and gaining experience in applying it to solve practical problems.

The place of practice can be industrial enterprises, research organizations and institutions where it is possible to accumulate and study materials related to the topic of the final qualifying work.

The structure of the report on pre-diploma practice is determined by the requirements for the final qualifying work (thesis project) and the list of its main sections. Therefore, the report on pre-diploma practice is compiled in accordance with the recommendations of specially appointed consultants for the main sections of the thesis. Such sections are considered to be the technological part, the design part, the life safety section, and the economic part.

In general, the report on pre-diploma practice should contain:

the full range and volume of products, a brief description of the areas where raw materials are supplied;

organization of supplies and characteristics of raw materials, the influence of the quality of incoming raw materials on the finished product (yield, compliance with standard requirements);

information about new types of products developed at the enterprise, types and methods of using bacterial and other cultures, technology features;

a brief description of the technological scheme for a certain type of product;

a list of technological equipment installed in the workshops, its technical characteristics and the level of its compliance with modern production requirements, suggestions and comments on the placement of technological equipment, technical equipment and organization of workplaces;

description of the organization of the production flow (methods of transportation of raw materials and finished products, level of organization of transport operations, analysis of production bottlenecks);

information on the integrated use of all raw materials, the volume of secondary raw materials obtained, the environmental safety of production;

metrological support and quality control systems, technical and chemical control, documentation for finished products (certificates, quality certificates, technical specifications, etc.);

measures aimed at increasing production efficiency, reducing material costs, reducing labor intensity, and increasing labor productivity.

It should be noted that a significant part of the data on a specific production is almost impossible to find in the specialized literature, therefore it is necessary to find out from the material available at the enterprise all the basic information on production technology and equipment. Let's take a closer look at the possible contents of the report sections.

The technological part of the report is the basis for the graduation project. Therefore, in the report on pre-graduate practice this section should be given maximum attention. It is necessary to consider in detail the technology for obtaining the selected product, and take a critical look at existing options for its implementation. Each stage of the technological cycle must be studied, the technological equipment reviewed, the principle of its operation and design features presented. It is suggested that you familiarize yourself with the regulatory documentation for raw materials, auxiliary materials, finished products, as well as instructions for product quality control. Draw up a flow diagram for all sections of the production line and collect materials to perform product calculations.

The design part includes materials necessary for the design of technological stages or equipment, as well as those related to automation and mechanization of the technological process. For the construction part of the diploma project, it is necessary to become familiar with the structure of the building (roof, foundation, floor walls, etc.), as well as with the placement of the main technological equipment in elevation and in plan (equipment layout).

To ensure normal operation of the equipment, it is necessary to provide for the adjustment and control of the main technological parameters, therefore it is important to familiarize yourself with the instrumentation and automation tools used in this production, find out which process parameters are monitored, regulated and in what ranges.

Students should become familiar with the organization of the life safety service and the measures taken during the preparation and transfer of the enterprise’s workshops to a special operating mode, the protection of equipment and the working shift at the enterprise. During the internship, students should become familiar with fire-fighting equipment: the characteristics of potentially hazardous substances and materials used in the technological cycle (for gases and vapors - lower and upper concentration limits of ignition, for liquids - flash point, self-ignition temperature, for solids - temperature ignition and self-ignition, tendency to spontaneous combustion, for dispersed materials - additionally the lower limit of ignition of the air suspension); category of production according to building codes, class of premises or outdoor installation according to the rules for electrical installations, types of electricity used in technological machines (voltage, type of current, frequency); design and type of electrical equipment; lightning protection category (for outdoor installations), toxicity of the most dangerous substances processed by the machine, their maximum permissible concentrations. Study personal protective equipment; classification of production according to sanitary standards. If necessary, develop a possible design solution for equipment that ensures safe operation (sealing of fixed and moving joints, thermal insulation, general and local ventilation, neutralization and removal of static electricity charges, general and local lighting, design and type of lamps).

It is also advisable to consider design solutions that ensure safe operation of the machine in emergency mode (hydraulic seal, safety valve, brake, etc.) and blocking of local ventilation of the machine with its electric drive, drawings and descriptions of the operation of safety devices.

When studying the economics and organization of production, it is necessary to become familiar with the following materials: shop management diagram; indicators of the intensity of equipment use (calendar time fund, operating mode, equipment downtime for repairs, time of technological stops, nominal time consumption, effective time fund); capital costs for buildings and structures, equipment, instrumentation, vehicles, production and household equipment; work shift schedule; turnout number of employees; staffing schedule of engineering personnel, employees and maintenance personnel of this production; wage funds of employees by category; calculation of product costs; annual demand for raw materials, materials, semi-finished products, process fuel and energy; planned procurement prices for raw materials, materials, semi-finished products, fuel; prices for electricity, steam, water, compressed air, cold; expenses for the maintenance and operation of equipment, shop expenses.

For example, to complete a graduation project on reconstruction, you must have the following materials:

Construction:

general plan of the enterprise (M 1: 500);

floor plans (M 1: 100): workshops, warehouses for raw materials, auxiliary materials, preparatory departments;

cuts (longitudinal M 1: 100, transverse M 1: 50), if necessary.

Technological:

technological production schemes;

assortment, recipes for new types of products produced in the workshop;

norms for the production (maintenance) of equipment units for all technological operations;

characteristics of modern technologies and equipment based on the study of literature.

Economic:

the planned number of working days of the enterprise per year with a breakdown of non-working days;

consumption rates, wholesale prices and overhead costs for main and auxiliary raw materials;

consumption rates, wholesale prices and tariffs for containers, auxiliary materials, fuel, electricity;

wholesale prices for new types of products produced at the enterprise;

transportation and procurement costs for raw materials, auxiliary materials, fuel, electricity;

the number of main and auxiliary workers, indicating their professions, tariff categories;

their total annual salary fund;

number and salaries of executives, engineers, employees;

calculation of the cost of 1 ton of products produced in the workshop;

prices for technological equipment and its total cost;

depreciation rates for equipment and buildings;

standards of deductions and the amount of economic incentive funds.

All collected material is entered into a report on pre-diploma practice, which, after preparation in accordance with the requirements of the graduating department “Technological Equipment and Food Technologies” and agreement with section consultants, is submitted for defense.

The materials of the report on pre-diploma practice, together with the materials of course projects and works in specialization disciplines and special disciplines, are the main materials for completing the diploma project.

5 RESEARCH PRACTICE

A graduate in the field of training for a certified specialist “Biotechnology” (specialty 271500 “Food Biotechnology”), depending on the type of professional activity, must be prepared to solve professional problems in the field of production and technological activities, design activities, research activities, organizational and management activities.

The scope of research activities includes solving the following problems:

development of new or improvement of existing biotechnological processes;

biosynthesis, isolation, identification and analysis of biosynthesis and biotransformation products, obtaining new strains producing biological products, creating compositional forms and optimal methods of using biological products;

searching and developing new, more effective ways to obtain known substances and drugs, developing biological methods for recycling industrial waste and harmful substances, creating closed-loop technologies, developing methods and conducting biomonitoring and solving other problems related to environmental protection;

study of biochemical and biological patterns of biosynthesis processes, micro- and macrostoichiometry, micro- and macrokinetics of growth of populations of microorganisms and cell cultures, interaction of microorganisms, viruses with cells, metabolic pathways and features of substrate utilization and synthesis of metabolic products;

creation of theoretical models that make it possible to predict the nature of changes in the properties of raw materials during the process of their biotransformation and obtain products with specified quality characteristics;

research and development of requirements for the preparation of raw materials (including issues of their pre-processing), biostimulants and other elements to optimize microbiological synthesis processes;

experimental study of biological and physicochemical kinetics at all stages of the technological process and their mathematical description;

development of theory, modeling and optimization of processes and apparatus for microbiological synthesis, development of the main stages of the technological scheme, study of the process in pilot and pilot-industrial installations, mathematical modeling and optimization of the main equipment and components of the technological scheme;

compiling a literature review and conducting a patent search.

To prepare a future specialist to solve professional problems related to research activities, in the educational process, some types of internships for individual students (research students) are carried out in the form of research internships.

The topics of research practice, as a rule, are closely related to the areas of scientific research conducted at the Department of Technological Equipment and Food Technologies.

This practice is supervised by the most qualified teachers of the department.

A research student must understand that the materials obtained during research practice can be the basis for continuing research work.

Despite the variety of research topics in the field of food biotechnology, they all have the same basic stages of scientific research.

At the beginning of any research, it is necessary to determine the goal and select the subject of research. The choice of purpose and subject of research must correspond to the implementation of state plans, scientific and technical programs, enterprise plans, etc.

Having determined the purpose and subject of the study, the researcher must sufficiently study the accumulated materials on the issue under study and analyze them critically. This stage is commonly referred to as “performing a literature review and conducting a patent search.” At this stage, erroneous assumptions and repeated labor costs to achieve results already obtained by other researchers should be excluded.

Drawing up a working research hypothesis (assumptions about the likely development of the phenomenon). At this stage, random decisions are eliminated, the direction of the research and its boundaries are determined.

Development of research methodology and plan. At this stage, the methods of materialist dialectics are used. In this case, the researcher’s intuition is of great importance - the intellectual ability for an extremely accelerated process of logical thinking. Often an intuitively found solution seems instantaneous, sudden, not only to an outsider, but also to the researcher himself.

At the next stage, the preparation and conduct of experimental studies is carried out.

In this case, it is extremely important to take into account all the circumstances of obtaining measurement information, which can significantly affect the measurement result. It is obvious that adequate consideration of these circumstances becomes possible with sufficiently high theoretical training of the experimenter and his erudition.

This is followed by the stage of processing and analysis of experimental data, based on the results of which conclusions are drawn and, if necessary, the working hypothesis is clarified. Clarification of the hypothesis may cause the previously developed research plan to be adjusted and the experiment to be repeated.

The main stages of scientific research are correlated with the corresponding sections of the report on research practice. Let's consider the typical structure of a report on research practice.

Introduction.

The introduction examines the current state of the research problem and emphasizes its relevance. The proposed methods for solving the research problems are briefly described. The “Introduction” section ends with a statement of research objectives.

1) Theoretical part.

This section provides all the necessary theoretical materials, including materials from the literature review on the research topic.

2) Experimental research.

The section “Experimental Research” should outline the methods used in experimental research, describe the experimental setup, and provide the results of experimental research and their statistical processing. It is advisable to present the results of experimental studies in the form of dependency graphs or in tabular form for ease of further use and greater clarity.

3) Analysis of experimental studies and their further processing.

In this section, based on the obtained experimental data, further research is carried out, such as constructing mathematical models, checking their adequacy, comparing calculated data with experimental data, obtaining qualitatively new results, etc.

Conclusions based on practice materials.

List of used literature.

Appendices (contain that part of the information that for some reason was not included in the main content of the report).

When drawing up and preparing a report on research practice, it is recommended to use the following regulatory documents:

GOST 2.105–95.

ESKD. General requirements for text documents.

GOST 7.32–2001.

SIBID. Research report.

GOST 7.1–84.

SIBID. GSI. Bibliographic description of the document: general requirements and rules of compilation.

GOST 8.417–81.

GSI. Units of physical quantities.

The structure and approximate content of a report on research practice discussed above can be used in the case when a student is engaged only in scientific research, and, as a result, will complete research coursework (course project) during the semester.

If the standard form of the course work (project) is chosen as the basis, the research part can be formatted as one of the sections of the report on the corresponding type of practice, and then the research can be presented in the explanatory note of the course work (project).

Obviously, due to the special specifics of research practice, it is very difficult to formulate and structure all the requirements for the content and structure of the report within one section.

CONCLUSION

The State educational standard imposes very high and comprehensive qualification requirements for an engineer in specialty 271500 “Food Biotechnology”, such as knowledge of:

the basic laws of chemical, physicochemical, enzyme-microbiological and biochemical processes and their influence on the quality characteristics of raw materials and food products;

main industrial producers of biologically active substances, methods of their cultivation, principles of isolation;

basic methods of controlling the processes of biotransformation of food raw materials using microorganisms and enzymes;

biotechnological potential of raw materials of animal and plant origin and methods of its targeted regulation in order to obtain products with specified quality characteristics;

functional and technological properties of protein preparations, biologically active substances and food additives;

basic methods for assessing the quality characteristics of food raw materials, protein preparations, biologically active substances, food additives, and finished products, including transgenic ones;

statistical methods for processing experimental data for the analysis of technological processes;

economic and mathematical methods and computers when performing engineering and economic calculations and in the management process, etc.

It is obvious that in order to develop such diverse knowledge and skills among graduates, it is very difficult to formulate a unified approach to organizing all types of practices. In addition, the organization of practices depends on the type of production, its technical level, development strategy and many other factors. Therefore, the main provisions and requirements set out in the proposed practical training programs are an indicator of the direction in which one or another type of practical training should be carried out, how to creatively approach the selection of materials and the preparation of a report.

BIBLIOGRAPHY

1 Antipova L.V., Glotova I.A., Zharikov A.I. Applied biotechnology. Voronezh, 2000.

2 Antipova L.V., Glotova I.A., Zharinov A.I. Applied biotechnology: UIRS for specialty 270900: Textbook. manual for universities. Voronezh: Voronezh. state technol. acad., 2000.

3 Antipov S.T., Kretov I.T., Ostrikov A.N. etc. Machines and apparatus for food production:

Textbook for universities. In 2 books. / Ed.

V.A. Panfilova. M.: Higher School, 2001. Book. 1.

4 Arkadyeva Z.A., Bezborodov A.M., Blokhina I.N. and others. Industrial microbiology: Textbook. manual for universities / Ed. N.S. Egorova. M.: Higher School, 1989.

5 Atanazevich V.I. Drying food: A reference guide. M.: DeLi, 2000.

6 Auerman L.Ya. Bakery technology. M.: Light and food industry, 1984.

7 Balashov V.E. and others. Directory for the production of soft drinks. M.: Food Industry, 1979.

8 Bezborodov A.M. Biotechnology of microbial synthesis products: Enzymatic catalysis as an alternative to organic synthesis. M.: Agropromizdat, 1991.

9 Beker M.E., Liepinysh G.K., Raipulis E.P. Biotechnology. M.: Agropromizdat, 1990.

10 Biotechnology: Textbook. manual for universities. In 8 books. / Ed.

N.S. Egorova. V.D. Samuilova. M.: Higher School, 1997.

11 Biotechnology: Principles and Applications: Trans. from English / G. Beach, D. Best, K. Brierley, etc.; Ed. I. Higgins et al. M.: Mir, 1988.

12 Biochemical technology and equipment / Transl. from English Sh. Aiba,

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Department " »

I APPROVED

Head department

N.P. Zhukov

signature, initials, surname

TRAINING PRACTICE REPORT

signature, date, initials, surname

Speciality 140100.021 – “Energy supply for enterprises”

number, name

Report designation TSTU. 140100

Head of Practice

from the company: Pestov B.I. .

Head of Practice

from the university: Zhukov N.P.

signature, date, initials, surname

The report is protected Rating

Tambov 2015

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Professional Education

"TAMBOV STATE TECHNICAL UNIVERSITY"

Department " Energy supply for enterprises and heating engineering»

I APPROVED

Head department

N.P. Zhukov

signature, initials, surname

"___" ________________________ 2015

EXERCISE

For educational practice

Student Polkovnikov D.V. code 140100.021 group BTE-21

Designation of the assignment for educational practice TSTU. 140100

1 Place of internship:

MUP "Tambovinvestservice"

2 Deadline for submitting a report for defense

"___"_________________ 2015

3 Purpose of practice

Operation of heating networks and boiler houses; production and distribution of thermal energy; emergency dispatch service; service, adjustment, repair and maintenance of network engineering equipment; carrying out work on the installation of external engineering networks and communications.

4 List of report sections:

4.1 History of the development of the enterprise.

4.2 Heat supply at the enterprise.

4.3 General information about the boiler room.

4.4Study of boiler plant equipment using the example of a specific boiler room.

____________________N.P.Zhukov

signature, date, initials, surname

The task was accepted for execution Polkovnikov D.V.

signature, date, initials, surname

"___"______________2015

REVIEW

about internship

Polkovnikov Dmitry Vladimirovich, 2nd year student of the “Energy” Faculty of Tambov State Technical University, specialty 140100 “Thermal Power Engineering and Heating Engineering”, underwent an introductory internship at the boiler house on Morshansky Shosse, 16A from June 29 to July 12, 2015.

During the internship, the student received general information about the organization, structure of the enterprise, and the characteristic features of the enterprise. Familiarized himself with the basic rules and guidance documents, diagrams, general safety rules, basic safety precautions and requirements for personnel working on heat sources. During the internship, I became familiar with the composition and operating principle of boiler systems.

During the entire internship period, Colonels D.V. proved himself to be a conscientious and diligent worker. Complied with internal labor regulations and discipline. He handled all assignments responsibly, carefully studied regulatory documents, and strived to improve and consolidate the acquired knowledge.

Based on the results of industrial educational practice, it deserves an “excellent” rating.

Head of practice:

Federal State Budgetary Educational Institution of Higher Professional Education
"Tambov State Technical University"

Institute of Energy, Instrument Engineering and Radioelectronics

Department of Energy Supply and Heat Engineering

DIARY

according to practice for the period

With 29.06.2015 By 12.07.2015

Student 2 group course BTE-21

Direction 140100 – “Thermal power engineering and heating engineering”

Full Name Polkovnikov Dmitry Vladimirovich

Place of practice

.

(position, full name)

Head of practice from the university assistant

(position, full name)

Completed work

Work completion date	Description of the work completed by the student
29.06	Receiving initial safety training when working in a boiler room.
30.06	Familiarization with the place of practical training. Obtaining general information about the organization, internal labor regulations, responsibility for violating the rules.
1.07	Mastering basic technical knowledge about boiler rooms. Knowledge of basic precautions when working with steam and hot water boilers, heat exchangers, pumping groups, and boiler room automation systems.
2.07	Obtaining general information about the Housing Company at the address Tambov, st. Pervomaiskaya, 26 k2
3.07	A brief introduction to the structure, purpose, operating principle of a boiler plant (steam boiler, hot water boiler, boiler room fittings) on the street. Gogolya, 4
6.07	Continued acquisition of knowledge about the operating principle of the boiler room. Familiarization with the work of the operational dispatch group.
7.07	Introductory tour to the boiler house at Tambov, st. Astrakhanskaya, 213.
8.07	Emergency dispatch service for a residential building located at Tambov, st. Polkovaya, 13.
9.07	Consolidating the knowledge gained as a result of an excursion to the boiler room located at Tambov, st. Astrakhanskaya, 213
10.07	Conclusion. Summarizing. Interview on acquired knowledge.

Head of practice from the enterprise

(signature)

Head of practice from the university

(signature)

Order number	Document designation	Document name, document type	Department, group	Main document designation
	TGTU.140100.021 TE-ZD	Practice assignment	G and T, gr. BTE-21	TSTU.140100.021 DE
	Purpose of release	Place of internship		Deadline for granting protection
	Development of a report on educational practice	Tambov,
		Last name, initials	Signature	date
	Author	Polkovnikov D.V.
	Hand. internships from the university	Zhukov N.P.
	Approved	Zhukov N.P.

List of documents submitted to the archive

Practice report

passed according to the list Polkovnikov D.V.

signature, date, initials, surname

Practice report

accepted according to the list Zhukov N.P.

signature, date, initials, surname

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Introduction

Industrial practice in accordance with the direction is planned at the branch of OJSC "UK TIS"

Practice goals:

Obtaining practical skills in organizing engineering activities, handling technological means, developing and maintaining documentation, product quality control and familiarization with the features of specific industrial enterprises or research and development organizations.

The objectives of educational practice are:

– acquisition of production skills in the installation, repair and operation of heating equipment, control devices and automation of thermal processes;

– familiarization with the technology of manufacturing, installation and repair of thermal power equipment, analysis of the existing technology for the production of heat, steam and hot water;

– familiarization with the technology, processes, devices and equipment of the enterprise in order to prepare for the study and better mastery of subsequent courses in the specialty;

– consolidation of students’ knowledge acquired in the study of general technical disciplines (mechanics, physics, metal technology), as well as special disciplines (theoretical foundations of heat engineering, heat engines and superchargers, fluid dynamics, etc.);

– operation of heating networks and boiler houses;

– emergency dispatch service;

– carrying out work on the installation of external engineering networks and communications.

- service maintenance.

Subject research is the activity of OJSC Management Company "Tambovinvestservice".

Object research are boiler installations on the street. Morshanskoe highway 16A.

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2. History of the enterprise development power plant rem
LLC "UK TIS" was created in accordance with the Federal Law of 02/08/1998 No. 14-FZ "On Limited Liability Companies" by the decision of the founder and registered on 06/06/2008 under the Main state number 1086829005801, INN 6829045950, for which certificates were issued state registration of a legal entity and registration with the tax authority.
Municipal Unitary Enterprise "Tambovinvestservice" was created in accordance with the Decree of the mayor of the city of Tambov dated 04.04. 2005 No. 1790 and registered on 06/06/2005 under the Main state number 1056882315445, TIN 6829013588, for which certificates of state registration of a legal entity and registration with the tax authority were issued.

MUP "TIS" was created in accordance with the Federal Law of November 14, 2002 No. 161-FZ "On Municipal Unitary Enterprises". The founder and owner of the enterprise's property is the municipality of the city of Tambov.

3. Structural diagram of enterprise management

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The management of the branch of OJSC TCS Tambovinvestservice is carried out by the director of the enterprise.

The management of the technical side of the enterprise's activities is carried out by the chief engineer of the branch. He carries out his production activities through departments and services directly subordinate to him: the chief mechanic service, the electrical service, the automation and production control service, the gas service, the emergency dispatch service, the chemical washing service, the regime adjustment service, the regime and construction service, and the chemical water purification laboratory. , production and technical department, department for long-term production development, safety department, thermal inspection department, heating network repair shop and production areas of the enterprise.

Operational management of the enterprise's local activities is carried out by technical workers - district heads and boiler room foremen. They directly supervise the operation of thermal power equipment, organize and control major and current repairs, carry out modernization activities and implement measures to improve the efficiency and reliability of equipment operation. The enterprise has organized annual technical training of personnel with knowledge testing.

GENERAL INFORMATION ABOUT THE BOILER ROOM ON GOGOL STREET 4

1. Type of boiler room: free-standing, year-round.

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2. Type of boilers: Unicon Dunstoker Global-10 4 pieces, Unicon Dunstoker Global-6, Unicon Dunstoker TDC-500. Heating surface 190 m2, 95 m2 respectively. The heating capacity of one boiler is 5.16 Gcal/h (6 MW). Purpose: heat supply and hot water supply.

3. Description of the boiler room: the boiler room is free-standing.

4. Natural gas is used as fuel in accordance with GOST 5542-87.

5. The source of water supply to the boiler house is the existing water supply network owned by OJSC Tambovvodokanal.

6. The boiler room is served by 1 person: 1 operator.

7. The chemical treatment plant consists of one Na-cation filter, seven pumps: mains pump, booster pump, two recirculation pumps, make-up pump, dosing pump and feed pump; nutrient tank.

8. At the boiler room there is AMKO automation, quantity - 3.

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Rice. 9. Steam boilers

Related information.