Volume 03 Issue 11-2023
6
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
11
Pages:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes the technology of teaching the topic "Alternating current circuits" taught in electrical
engineering and physics using new pedagogical technologies.
KEYWORDS
Electrotechnics, physics, electric current, voltage, line currents, phase currents, consumer.
INTRODUCTION
The development of modern socio-economic relations
in Uzbekistan requires a new quality of education [1-3].
It provides for the readiness and ability of graduates of
general education institutions to bear personal
responsibility for both their own well-being and the
well-being of society [4].
Lesson topic: "Alternating electric current."
After studying this topic, students should know:
AC applications;
transformation ratio;
principle of operation of devices consuming
alternating current;
difference between phase and line voltage.
They should also be able to:
Research Article
METHODOLOGICAL DEVELOPMENT OF THE LESSON "ALTERNATING
ELECTRIC CURRENT"
Submission Date:
November 01, 2023,
Accepted Date:
November 05, 2023,
Published Date:
November 10, 2023
Crossref doi:
https://doi.org/10.37547/ajast/Volume03Issue11-02
Badalova Gulbahor Turg
‘Unovna
Tashkent Institute Of Chemical Technology, Uzbekistan
Kayumova Munojat Rahmatillayevna
Tashkent Institute Of Chemical Technology, Uzbekistan
Bo
‘Ribayev
Shavkat Normurodovich
Tashkent Institute Of Chemical Technology, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
7
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
11
Pages:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
•
draw up an installation diagram for studying
electrical appliances based on alternating current;
•
collect consumer circuits using a star and a
triangle;
•
determine phase and line voltage.
The topic we study plays an important role in the
development of imaginative, design and technological
thinking of students, their creative potential; fosters a
work culture, develops professional skills in collective
practical activities.
Methodology. In the didactic analysis of the content of
the material, four levels are distinguished. At the first
level, students become familiar with basic concepts
and definitions, such as transformer, line voltage,
three-phase current.
When studying the structure of a transformer,
students can draw an analogy with DC motors, that is,
children identify the phenomena being studied by
comparison with an already studied object.
At the reproduction level, students carry out activities
to reproduce information about alternating current, or
can explain the design of a transformer.
Based on this data, students can complete the
proposed practical work to study the design of a
transformer.
The third level is characterized by independent activity
of students. Based on the knowledge gained about
three-phase current, linear and phase voltage,
schoolchildren can complete a project or write an essay
on the influence of alternating current on human life or
on the topic “Environmental problems of electricity
production.” At this stage, children test their technical
knowledge and skills acquired in the school physics
course, and also independently apply the knowledge
and skills acquired in the lesson.
To develop technological and analog thinking,
students can be asked to play a game following the
example of the television program "Brain Ring".
Students must independently develop the course of
the game and draw up questions on this topic. Thus,
schoolchildren transfer their existing knowledge to a
new situation, since the children will need to
independently study additional literature from the field
of physics and electrical engineering.
Planning the study of the lesson topic.
According to the program, the topic "Alternating
electric current" is studied in the second quarter.
Twenty hours are allotted for studying the subsection
“Electrical Engineering,” so the amount of time for
studying the topic “Alternating Electric Current” is
sufficient in the structure of the subsection.
Teaching can take the form of conversation or
explanation with demonstration of visual aids.
To update the existing knowledge of schoolchildren,
we can recommend the use of posters and diagrams
(installations for studying transformers, star and
triangle consumer diagrams).
When presenting new material, you should use the
diagrams of the technology textbook ( edited by V.D.
Simonenko, 2001 [5]) on pages 76, 77, 79. In relation to
this topic, the most common is the form of a combined
lesson, where, along with With the teacher’s
explanation, practical work is carried out, and the
necessary explanations are given for doing homework
using the textbook.
Conversation is a dialogical teaching method in which
the teacher, by posing a carefully thought-out system
Volume 03 Issue 11-2023
8
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
11
Pages:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of questions, leads students to understand new
material or checks their understanding of what has
already been learned.
Depending on the specific tasks, the content of the
educational material, the level of creative cognitive
activity of students, and the place of conversation in
the didactic process, different types of conversations
are distinguished.
Informative conversations are used to communicate
new knowledge. If a conversation precedes the study
of new material, it is called introductory or
introductory. The purpose of such a conversation is to
induce in students a state of readiness to learn new
things (you can interest students in the discovery of
the
phenomenon
of
alternating
current).
Consolidating conversations are used after studying
new material in order to determine the degree of
mastery of the topic.
During the conversation, questions can be addressed
to one student (individual conversation) or to students
of the whole class (frontal conversation).
The success of conversations largely depends on the
correctness of asking questions. Questions are asked
by the teacher to the whole class so that all students
are prepared to answer. Questions should be short,
clear, meaningful, and formulated in such a way as to
awaken the student’s thoughts. You should not ask
double, suggestive questions or encourage guessing
the answer. You should not formulate alternative
questions that require clear answers like “yes” or “no”.
Explanation is a verbal interpretation of patterns,
essential properties of the object being studied,
individual concepts, phenomena.
Using the method of explanation requires an accurate
and clear formulation of the task, the essence of the
problem, the question; consistent disclosure of cause
and effect relationships, argumentation and evidence;
the use of comparison, juxtaposition and analogy;
attracting vivid examples; impeccable logic of
presentation.
When using problem-based and search methods of
teaching, the teacher uses the following techniques:
creates a problem situation (poses questions,
proposes a task, an experimental task), organizes a
collective discussion of possible approaches to
resolving the problem situation, confirms the
correctness of the conclusions, puts forward a ready-
made problem task. Students, based on previous
experience and knowledge (from a physics course),
make assumptions about ways to resolve a problem
situation, generalize previously acquired knowledge,
identify the causes of phenomena, explain their origin,
and choose the most rational option for resolving a
problem situation.
One of the methods of problem-based learning is
heuristic and problem-search conversations, since it is
necessary to present voluminous material in a short
time in an accessible and understandable manner; The
content of the educational material is not
fundamentally new, but logically continues the
material studied in the physics course in the seventh -
ninth grades.
Control methods are used to test students' knowledge.
Oral control is carried out through individual and
frontal questioning. During an individual survey, the
teacher asks the student several questions, by
answering which the student shows the level of
mastery of the educational material. With a frontal
survey, the teacher selects a series of logically
interconnected questions and puts them in front of the
whole class, calling on certain students for a brief
answer.
Volume 03 Issue 11-2023
9
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
11
Pages:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
An individual form of organizing work means each
student completing a different task. The undoubted
advantage of this form of training is the ability to
completely individualize the content and pace of study,
to enable those who are lagging behind for some
reason to complete the curriculum without
psychological trauma.
The consolidation of theoretical knowledge with
practical skills occurs during practical work to check
the degree of mastery of the material by each student.
To ensure that students have a solid grasp of
knowledge, the following basic questions can be used:
What is the difference between line and phase voltage?
Fig.1. Difference between line and phase currents
What determines the connection of consumers with a triangle and a star?
Volume 03 Issue 11-2023
10
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
11
Pages:
6-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Fig.2. Methods of connecting three-phase consumers
The educational capabilities of the educational
material include accuracy, hard work, formation of
responsibility, caution (assembling a transformer
circuit, alternating current values). This can be realized
during practical work on studying the design of a
transformer.
When studying the material on this topic, such
developmental components are used as the formation
of design thinking, the development of spatial
imagination, and technical thinking.
During the lesson, the teacher presents part of the
material being studied, which includes key concepts.
The presentation of the material can take place in the
form of a heuristic conversation in order to activate the
technical and design thinking of students.
The conversation must be conducted using visual aids:
diagrams, tables, posters - to develop logical thinking
in students.
CONCLUSIONS
To consolidate knowledge after studying a topic, you
can use cards - tasks of varying degrees of complexity.
As homework, students can be asked to complete an
essay or create a crossword puzzle on the topic
“Electrical engineering.” (Appendix 2).
Recommendations for logistical support of the
learning process.
In order for students to qualitatively assimilate
educational material, it is necessary to have
appropriate material and technical equipment for the
lesson. For this lesson, we can recommend the use of
educational and technological maps, visual aids
(products made by high school students), and
appropriate artistic design. Blackboard, chalk, and
textbooks are used as traditional material and
technical support.
REFERENCES
1.
Zamirovna A. N., Tozhinorov K. T. Methods for
chemical reclamation of mobile soils and sands
using composition from local structures //Archive
of Conferences.
–
2021.
–
pp. 73-76.
2.
Shchukina G.I. Activation of students' cognitive
activity in the educational process. - M.:
Enlightenment. 1979.
3.
Ushakov M.A. Contents and methods of teaching
the electrical engineering section of the general
education field "Technology" in the third grade of
primary school: A manual for teachers.
–
M.:
Publishing house. Firm "September", 1995.
–
28 p.
4.
How to teach technology // “School and
production”.
- No. 6. - 1998, pp.53-57.
5.
Simonenko V.D. Technological culture and
education. - Bryansk: BSPU Publishing House. -
2001. -214s.
