Метод проектов в учебно - исследовательской деятельности студента

Метод проектов в учебно - исследовательской деятельности студента

Мыльникова Алина Сергеевна,

 преподаватель английского языка

КГБ ПОУ «Хабаровский автодорожный техникум»

Метод проектов в учебно - исследовательской деятельности студента обеспечивает наиболее успешное усвоение информации, возможность реального общения на изучаемом языке, позволяет разнообразить учебную деятельность. Метод проектов является одним из эффективных средств подготовки обучающихся к научно-исследовательской деятельности: участию в научно- практических конференциях, конкурсах, фестивалях научно-технического творчества, написанию курсовых работ и, наконец, выпускной работы).

Проект от лат. «projektus» означает буквально «выброшенный вперед». Французское слово «projet» переводится как «намерение, которое будет осуществлено в будущем». «Метод проектов возник в начале прошлого столетия. Основателями его считаются американские ученые Дьюи и Килпатрик. Они предлагали строить обучение на активной основе, через практическую деятельность ученика, ориентируясь на его личный интерес и практическую востребованность полученных знаний в дальнейшей жизни». [35, c.7]

На старших курсах, где студенты изучают технический английский язык наиболее уместны исследовательские проекты. Такие проекты требуют хорошо продуманной структуры, обозначенных целей, обоснования актуальности предмета исследования для всех участников, обозначения источников информации, продуманных методов, результатов. «Они полностью подчинены логике небольшого исследования и имеют структуру, приближенную к подлинно научному исследованию или полностью совпадающую с ним (аргументация актуальности принятой для исследования темы; определение проблемы исследования, его предмета и объекта; обозначение задач исследования; определение методов исследования, источников информации; выдвижение гипотез решения обозначенной проблемы, определение путей ее решения; обсуждение полученных результатов, выводы; оформление результатов исследования; обозначение новых проблем для дальнейшего процесса исследования)». [29, c. 5]

 Все сказанное, разумеется, должно полностью соответствовать уровню языковой подготовки студентов. Потому, при обучении техническому английскому языку считаю актуальным использование исследовательских проектов. Разработанная мною рабочая программа по английскому языку для специальности 08.02.05 «Строительство и эксплуатация автомобильных дорог и аэродромов» составлена с учетом ФГОС 3+ , где большая часть домашних заданий для студентов носит исследовательский характер. В качестве наглядного примера привожу исследовательский проект Приложение №1 «Ecological problems. Environmental protection». «В основном большинство проектов выполняются в ходе итоговых занятий, когда по результатам его выполнения, оценивала усвоение учащимися определенного учебного материала». [2, p. 57] В ходе беседы были выявлены проблемы исследования, что помогло студенту определиться с темой.

В ходе работы при постоянном самоконтроле, промежуточной самооценке и самокоррекции ученик осуществлял сбор и анализ информации, обсуждались новые идеи, возникали те или иные проблемные ситуации, намечались пути их разрешения, оформлялись документы и т. д. Весь отработанный и оформленный материал сначала был представлен одногруппникам.

Приложение №2 Исследовательский проект на тему

«Ecological problems. Environmental protection»

КГБ ПОУ «Хабаровский автодорожный техникум»

Исследовательский проект на тему

«Ecological problems. Environmental protection»

Выполнила:

Группа ТО-2511

Крайнева Надежда

Научный руководитель:

Преподаватель английского языка

Мыльникова А.С.

Хабаровск, 2015

Introduction

My project is devoted to the theme of the global ecological problems and the environmental protection. I would like to tell you about some problems for example “Greenhouse effect”. The aim of my project is to show and explain how ecological problems influence on our life and about there consequences.

The sources of my work are:

Scientific books and newspapers

Numerous internet data

My project consists of the following parts: Introduction, Literature overview, conclusion and literature.

Literature overview consists of 6 themes.

Conclusion.

Literature.

I suppose that the topic I chose is very actual nowadays and I hope that it will contribute to our knowledge and will also have a practical implementation in the class.

Ecological situation nowadays

Since ancient times Nature has served Man giving everything he needs: air to breathe, food to eat, water to drink, wood for building and fuel for heating his home. For thousands of years people lived in harmony with the environment and it seemed to them that the resources of nature had no end or limit. With the industrial revolution our negative influence on Nature began to increase. Large cities with thousands of steaming, polluting plants and factories can be found nowadays all over the world. The by-products of their activity pollute the air we breathe the water we drink the fields where our crops are grown. That’s why those who live in cities prefer spending their days off and their holidays far from the noise of the city, to be closer to nature.

Perhaps they like to breathe fresh air or to swim in clear water because the ecology is not so poor as in the cities. Every year the atmosphere is polluted by about 1000 tons of industrial dust and other harmful substances. Big cities suffer from smog. Cars with their engine have become the main source of pollution in industrial countries. Vast forests are being cut down for the need of industries in Europe and USA. The loss of the forests upsets the oxygen balance of the new wastelands. As the result some species of animals, birds, fish and plants have disappeared and keep disappearing.

Greenhouse effect

The greenhouse effect is the process in which the emission of infrared radiation by the atmosphere warms a planet's surface. The name comes from an analogy with the warming of air inside a greenhouse compared to the air outside the greenhouse. The Earth's average surface temperature is about 33°C warmer than it would be without the greenhouse effect. The greenhouse effect was discovered by Joseph Fourier in 1829 and first investigated quantitatively by Svante Arrhenius in 1896. In addition to the Earth, Mars and especially Venus have greenhouse effects.39

Basic mechanism

Ecological environmental protection greenhouse

The Earth receives energy from the Sun in the form of radiation. The Earth reflects about 30% of the incoming solar radiation. The remaining 70% is absorbed, warming the land, atmosphere and oceans. For the Earth's temperature to be in steady state so that the Earth does not rapidly heat or cool, this absorbed solar radiation must be very nearly balanced by energy radiated back to space in the infrared wavelengths. Since the intensity of infrared radiation increases with increasing temperature, one can think of the Earth's temperature as being determined by the infrared flux needed to balance the absorbed solar flux. The visible solar radiation mostly heats the surface, not the atmosphere, whereas most of the infrared radiation escaping to space is emitted from the upper atmosphere, not the surface. The infrared photons emitted by the surface are mostly absorbed in the atmosphere by greenhouse gases and clouds and do not escape directly to space.

The reason this warms the surface is most easily understood by starting with a simplified model of a purely radioactive greenhouse effect that ignores energy transfer in the atmosphere by convection (sensible heat transport) and by the evaporation and condensation of water vapor (latent heat transport). In this purely radioactive case, one can think of the atmosphere as emitting infrared radiation both upwards and downwards. The upward infrared flux emitted by the surface must balance not only the absorbed solar flux but also this downward infrared flux

emitted by the atmosphere. The surface temperature will rise until it generates thermal radiation equivalent to the sum of the incoming solar and infrared radiation.

But the temperature of the atmosphere generally decreases with height above the surface, at a rate of roughly 6.5 °C per kilometer on average, until one reaches the stratosphere 10-15 km above the surface. (Most infrared photons escaping to space are emitted by the troposphere, the region bounded by the surface and the stratosphere, so we can ignore the stratosphere in this simple picture.) A very simple model, but one that proves to be remarkably useful, involves the assumption that this temperature profile is simply fixed, by the non-radiative energy fluxes.

Given the temperature at the emission level of the infrared flux escaping to space, one then computes the surface temperature by increasing temperature at the rate of 6.5 °C per kilometer, the environmental lapse rate, until one reaches the surface. The more opaque the atmosphere, and the higher the emission level of the escaping infrared radiation, the warmer the surface, since one then needs to follow this lapse rate over a larger distance in the vertical. While less intuitive than the purely radioactive greenhouse effect, this less familiar radioactive-convective picture is the starting point for most discussions of the greenhouse effect in the climate modeling literature.

Greenhouse gases41

Quantum mechanics provides the basis for computing the interactions between molecules and radiation. Most of this interaction occurs when the frequency of the radiation closely matches that of the spectral lines of the molecule, determined by the quantization of the modes of vibration and rotation of the molecule. (The electronic excitations are generally not relevant for infrared radiation, as they require energy larger than that in an infrared photon.)

The width of a spectral line is an important element in understanding its importance for the absorption of radiation. In the Earth’s atmosphere these spectral widths are primarily determined by “pressure broadening”, which is the distortion of the spectrum due to the collision with another molecule. Most of the infrared absorption in the atmosphere can be thought of as occurring while two molecules are colliding. The absorption due to a photon interacting with a lone molecule is relatively small. This three-body aspect of the problem, one photon and two molecules, makes direct quantum mechanical computation for molecules of interest more challenging. Careful laboratory spectroscopic measurements provide the basis for most of the radioactive transfer calculations used in studies of the atmosphere.

The molecules/atoms that constitute the bulk of the atmosphere: oxygen (O2), nitrogen (N2 ) and argon; do not interact with infrared radiation significantly. While the oxygen and nitrogen molecules can vibrate, because of their symmetry these vibrations do not create any transient charge separation. Without such a transient dipole moment, they can neither absorb nor emit infrared radiation. In the Earth’s atmosphere, the dominant infrared absorbing gases are water vapor, carbon dioxide, and ozone (O3 ). The same molecules are also the dominant infrared emitting molecules. CO2 and O3 have "floppy" vibration motions whose quantum states can be excited by collisions at energies encountered in the atmosphere. For example, carbon dioxide is a linear molecule, but it has an important vibrational mode in which the molecule bends with the carbon in the middle moving one way and the oxygens on the ends moving the other way, creating some charge separation, a dipole moment, thus carbon dioxide molecules can absorb IR radiation. Collisions will immediately transfer this energy to heating the surrounding gas. On the other hand, other CO2 molecules will be vibrationally excited by collisions. Roughly 5% of CO2 molecules are vibrationally excited at room temperature and it is this 5% that radiates. A substantial part of the greenhouse effect due to carbon dioxide exists because this vibration is easily excited by infrared radiation. CO2 has two other vibrational modes. The symmetric stretch does not radiate, and the asymmetric stretch is at too high a frequency to be effectively excited by atmospheric temperature collisions, although it does contribute to absorption of IR radiation. The vibrational modes of water are at too high energies to effectively radiate, but do absorb higher frequency IR radiation. Water vapor has a bent shape. It has a permanent dipole moment (the O atom end is electron rich, and the H atoms electron poor) which means that IR light can be emitted and absorbed during rotational transitions, and these transitions can also be produced by collisional energy transfer. Clouds are also very important infrared absorbers. Therefore, water has multiple effects on infrared radiation, through its vapor phase and through its condensed phases. Other absorbers of significance include methane, nitrous oxide and the chlorofluorocarbons. Discussion of the relative importance of different infrared absorbers is confused by the overlap between the spectral lines due to different gases, widened by pressure broadening. As a result, the absorption due to one gas cannot be thought of as independent of the presence of other gases. One convenient approach is to remove the chosen constituent, leaving all other absorbers, and the temperatures, untouched, and monitoring the infrared radiation escaping to space. The

reduction in infrared absorption is then a measure of the importance of that constituent. More precisely, define the greenhouse effect (GE) to be the difference between the infrared radiation that the surface would radiate to space if there were no atmosphere and the actual infrared radiation escaping to space. Then compute the percentage reduction in GE when a constituent is removed. The table below is computed by this method, using a particular 1-dimensional model of the atmosphere. More recent 3D computations lead to similar results.

Gas removed percent reduction in GE

H2 O 36%

CO2 12%

O3 3%

By this particular measure, water vapor can be thought of as providing 36% of the greenhouse effect, and carbon dioxide 12%, but the effect of removal of both of these constituents will be greater than 48%. An additional proviso is that these numbers are computed holding the cloud distribution fixed. But removing water vapor from the atmosphere while holding clouds fixed is not likely to be physically relevant. In addition, the effects of a given gas are typically nonlinear in the amount of that gas, since the absorption by the gas at one level in the atmosphere can remove photons that would otherwise interact with the gas at another altitude. The kinds of estimates presented in the table, while often encountered in the controversies surrounding global warming, must be treated with caution. Different estimates found in different sources typically result from different definitions and do not reflect uncertainties in the underlying radioactive transfer.

When Do You Send Greenhouse Gases into the Air

Whenever you...

Watch TVUse a Hair Dryer

Use the Air ConditionerRide in a Car

Turn on a LightPlay a Video Game

Listen to a StereoWash or Dry Clothes

Use a Dish WasherMicrowave a Meal

... you are helping to send greenhouse gas into the air.

To perform many of these functions, you need to use electricity. Electricity comes from power plants. Most power plants use coal and oil to make electricity. Burning coal and oil produces greenhouse gases. Other things we do send greenhouse gases into the air The trash that we send to landfills produces a greenhouse gas called methane. Methane is also produced by the animals we raise for dairy and meat products and when we take coal out of the ground. Whenever we drive or ride in a car, we are adding greenhouse gases to the atmosphere. And, when factories make the things that we buy and use every day, they too are sending greenhouse gases into the air. And now let’s talk about Climate and Weather Weather is all around us. Weather may be one of the first things you notice after you wake up. Changes are, if it is cold and snowing, you'll wear a jacket when you go outside. If it's hot and sunny, you may wear shorts. Sounds pretty simple, right? But what about climate? How is it different from weather? And what is weather, exactly?

Weather

Weather describes whatever is happening outdoors in a given place at a given time. Weather is what happens from minute to minute. The weather can change a lot within a very short time. For example, it may rain for an hour and then become sunny and clear. Weather is what we hear about on the television news every night. Weather includes daily changes in precipitation, barometric pressure, temperature, and wind conditions in a given location.

Climate

Climate describes the total of all weather occurring over a period of years in a given place. This includes average weather conditions, regular weather sequences (like winter, spring, summer, and fall), and special weather events (like tornadoes and floods). Climate tells us what it's usually like in the place where you live. San Diego is known as having a mild climate, New Orleans a humid climate, Buffalo a snowy climate, and Seattle a rainy climate.

Greenpeace

Greenpeace is an international environmental organization founded in Vancouver, British Columbia, Canada in 1971. It is best known for its campaigns against whaling. In later years, the focus of the organization turned to other environmental issues, including bottom trawling, global warming, ancient forest destruction, nuclear power, and genetic engineering. Greenpeace has national and regional offices in 42 countries worldwide, all of which are affiliated to the

Amsterdam-based Greenpeace International. The global organization receives its income through the individual contributions of an estimated 2.8 million financial supporters, as well as from grants from charitable foundations, but does not accept funding from governments or corporations.

Mission statement

Green peace’s official mission statement describes the organization and its aims thus: greenpeace is an independent, campaigning organization which uses peaceful direct action and creative communication to expose global environmental problems, and to force solutions for a green and peaceful future. Green peace’s goal is to ensure the ability of the earth to nurture life in all its diversity.

Conclusion

Ecology is a very popular word today. But what does it mean? Ecology is a since which studies the relationship between all forms of life on our planet and the environment. This word came from Greek “oikos” which means home. The idea of home includes our whole planet, its population, Nature, animals, birds, fish, insects and all other living beings and even the atmosphere around our planet.

Literature

1. Britannica Encyclopedia (Multimedia Edition)

2. British Multimedia Encyclopedia

3. http://en.wikipedia.org/wiki/Greenhouse_effect#_note-2

4. http://epa.gov/climatechange/kids/change.html

5. http://epa.gov/climatechange/kids/climateweather.html

6. Multimedia Editions

7. www.google.com.ua

8. www.greenpeace.com

9. www.world-ecology.com

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Кишинев: Штиница, 2012. – 144 с.

11. Никитин Д.П., Новиков Ю.В. Окружающая середа и человек : Учебное

пособие для студентов вузов.- Москва : Высшая школа, 2010.- 415 с.

12. Новиков Г.А. Основы общей экологии и охраны природы. – Ленинград: Изд-

во Ленингр. ун-та, 1979.-352 с.

13. Яблоков А.В. Биология охраны природы.- Москва: Мир, 1983.-430 с