Make the windmill spin tricky test. Rechetsvetik: Senior group

A mill is a mechanism in which various grains, such as wheat, are ground in order to obtain flour or fine animal feed.

Mills come in different shapes and sizes.

There are several types:
Manual
Water
windmills
Electrical

All types of mills have grinding mechanisms called millstones. They are driven by different forces.

water mills use the power of water. Such mills are usually built near fast-flowing rivers. A water mill has special blades on the wheel, when water flows, it rests against these blades, thereby pushing them and setting the entire wheel in motion, and they, in turn, rotate the millstones.

Works in a similar way

Windmills work with the wind. They have blades with bevelled edges. When the wind blows, it slides on sloping surfaces and pushes them away. They start spinning.

Electric mills millstones are rotated with the help of special motors that run on electricity.

At present, mainly electric mills are used.

When a person wants to get flour, he goes to the mill, pours the wheat into a special container, from which the grains are fed in a small amount into the millstones. There they are ground into small pieces, which are cleaned and sieved. In the end, we get pure white flour, from which our mothers bake delicious buns and pies for us.

mini test

1. What is the mill for?
2. What types of mills are there?

Owners of mills OPM-06 "FERMER" or OPM-1,2 "FERMER" PE "Marrus" offers a comprehensive modernization of your mill. If you are interested in a significant increase in the yield and quality of premium wheat flour and plan to return the costs in a really short time - please note:

Results of a comprehensive modernization of mill equipment

1. Improving the whiteness of wheat flour up to 58-62 USD, depending on the quality and physical characteristics of the grain in accordance with the requirements of the State Standard of Ukraine by reducing the contamination of flour with particles of shells, dust, etc.
2. Increasing the yield of wheat flour of the highest grade at the above specified indicators of whiteness up to 65-72% of the amount of processed grain, depending on the quality and physical characteristics of the grain.
3. Implementation of the technological possibility of obtaining, if necessary, wheat flour of the highest grade of coarser grinding(to further improve the baking characteristics of the flour).
4. Increasing, if necessary, the speed of wheat grain processing up to passport characteristics and higher (up to 800 kg/h).
5. Implementation of the possibility of additional increase in whiteness of the highest grade (more than 62 cu on soft wheat of the third class and more than 59-60 cu on semi-glassy wheat of the third class by readjusting the roll systems directly in the grinding process, but due to some decrease in the yield of higher flour varieties and a corresponding increase in the yield of flour of the second grade and bran.
6. Implementation of the possibility of obtaining, if necessary, 5-10% semolina.
7. Reducing the risk of a drop in the quality of product processing and unforeseen equipment breakdown due to the human factor (training in the basic practical knowledge of service personnel).

The above results of modernization are given for the processing of wheat grain of the third class, according to the State Standard of Ukraine, with a vitreousness of not more than 50%. Grain of wheat with high vitreousness will reduce the whiteness of wheat of the highest grade, but not lower than the indicator determined by the State Standard. The decrease in whiteness in the case of processing such grain is due to the creamy shade of gluten, but not the increase in contamination of the flour with shell particles, etc.

If it is necessary to significantly increase the whiteness of the flour of the highest grade of wheat grain of high vitreousness (up to 60-62 c.u.), there will be a slight decrease in the yield of flour.

To farmers and owners of agricultural enterprises - we will make your mill work with 100% efficiency!

Private enterprise "MARRUS" offers services for the development, manufacture and implementation of pneumatic transport systems of any complexity for production, working with bulk products.

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It was possible to increase the whiteness of flour by modernizing the existing mill complex

For mill owners OPM 06-Farmer

We guarantee double increase in the productivity of the OPM 06-Farmer mill as a result of re-equipment with the replacement of screening.

PE "Marrus"

To create a universal mill, equipment developers looked at the grain processing process through the eyes of a processor, placed in the most uncomfortable market conditions.

is a technologically improved analogue of scouring machines with a higher degree of grain surface cleaning.

Mill MARRUS-20P

The mill complex MARRUS-20P is the latest flour-grinding equipment that ensures the maximum yield of premium flour.

Mill complex

Mill complexes with a capacity of 25-50 tons of grain per day. The milling technology makes it possible to obtain more than 65% of wheat flour of the highest grade, whiteness and moisture content corresponding to GOSTs during dry grain cleaning and cold conditioning.

Grinding and screening unit for mill complexes

PE "Marrus" offers a grinding and sifting unit for mill complexes, with a capacity of 10 - 18 tons of wheat grain processing per day.

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Preview:

municipal state preschool educational institution -

Kindergarten No. 17 of the combined type "Strawberry"

CONSTRUCTION

direct educational activities

educational area

« cognitive development»

using TRIZ technology (system operator)

Komenki 2016

Subject : "Where is the energy hiding?" or "In search of energy"

Group type: general education

Age group:preparatory group for school (6-7 years old)

Duration: 25 - 30 minutes

NOD form: TRIZ technologies

Form of organization: subgroup

Educational kit: Veraksa N. E., Komarova T. S., Vasilyeva M. A. "From birth to school." Approximate general educational program of preschool education. - Mosaic - Synthesis, 2014; L. N. Pavlova. Early childhood: the development of speech and thinking: a methodological guide. - M.: Mosaic-Synthesis, 2000.; SaNPiN 2.4.1.3049-13;

Facilities:

visual line: presentation “system operator”, videos “Windmills. Windmills"; videos "Water mill", "Hydroelectric power station"; video "Fixies"

literary series:art word

musical line:backing track for physical minutes

Handout:“diagram cards” (sheet A4) with a set of symbol cards distributed for each pair of children;

One car for two;a glass of water for each child;

Equipment: tables 5 pcs., basin, water mill,incandescent bulb, wire, switch; laptop; multimedia

Planned result:Participates in elementary joint activities with adults and peers. With pleasure enters into communication with an adult, the child's speech is active, emotional.Shows a desire to participate in games, imitates an adult.Performs independent actions, emotional, liberated.

ROUTING

The sailors of Alexander the Great were driven by the monsoons. The sails of the caravels of Christopher Columbus were filled with the trade wind, a constant wind blowing in the Atlantic Ocean between the northern and southern tropics. Sailors of the Middle Ages called these winds "proper, commercial" winds, and rightly so, because in those days, in the days of the sailing fleet, they were the main force that moved ships from the Old World to the New across the Atlantic Ocean.

Monsoons ... trade winds ... The salty wind of distant wanderings and adventures blows from these words. I recall the novels of Jules Verne, the voyages of the discoverers of new continents, islands and oceans, full of exciting adventures. And calm, boundless expanses of the ocean rise before my eyes, old caravels merrily running along the blue wave; then menacing storms and bold captains saving their ships and the lives of people, when darkness envelops everything around and huge waves toss small boats, breaking masts, washing everything off the deck. Or do you see the immobility of the ocean waters in those latitudes of the Atlantic, where sailboats fell into a dead calm and stood in one place for weeks, and meanwhile they ran out of provisions, fresh water, and who could know when the saving fresh wind would finally blow! When he fills the sails and the ship slides forward again, to the shores of newly discovered lands! Or in your imagination you find yourself somewhere on the distant islands of the southern seas, you see coral reefs, coconut palms, strange animals that carry their cubs in bags on their stomachs, or amazing laughing birds with the strange name "kookaburra". But you never know what other visions the trade winds and monsoons bring on their wings - the wonderful winds of distant wanderings!

Very often in travel books they also mention a breeze - this is a coastal wind, a wind of different latitudes. It blows not only on the sea coast, but also on lakes, on huge reservoirs like the Moscow Sea or the Rybinsk Sea.

The breeze changes its direction gently twice a day: in the morning and in the evening. During the day, the land, as you already know, heats up faster than the expanses of water, warm air rises, and cool air blows from the sea to land, on a hot day it is very pleasant. At night, everything changes, everything happens quite the opposite: the land cools faster than water, and then a cold wind blows from the shore onto the sea ...

... Many different winds rush over land and sea. You can't list everyone. But there is another wind that I want to talk about a little.

This wind is special, it does amazing things, almost magical, sometimes terrible, which in the old days greatly frightened ignorant people.

Have you ever heard of such miracles as bloody rains? Or about more cheerful rains: from frogs, from old coins or oranges?

And there are rains! True, very rarely, but you can read about them not only in old books - sometimes even in our modern newspapers or magazines.

This is an amazing, extraordinary phenomenon of nature.

Of course, today we are only surprised at this, but in the old days ignorant people were very afraid. It is understandable. Today, when we have even reached the Moon, we are not afraid of some red rain, we just want to know: why does this happen? And in the old days they were considered ominous harbingers of some terrible disaster! Vague rumors are already circulating... They are already circulating, whispering in the streets, in the bazaar... Who says that a general disease will come, and who predicts a flood, or an earthquake, or a bloody, devastating war. Sometimes frightening assumptions were justified, but this, of course, was a mere coincidence. After all, even without bloody rains, cities and towns were often visited by natural disasters. And the red rains were, of course, nothing to do with it, because they are a natural phenomenon, nothing more!

And the culprit of the red, bloody rains was the wind. Yes, the wind is a hurricane, a tornado.

A hurricane is a terrible wind. Here he flies over the desert, raises clouds of red sand and drags them with him to no one knows where. High in the sky, this sand mixes with water droplets and turns them red - the color of blood. Imagine: a huge crimson-fiery cloud is coming at you, it outshines the sun and the world is plunged into a formidable darkness. Lightning flashes. Thunder. And streams of red water fall from the sky to the earth. Involuntarily, you will get scared, especially if you don’t understand why this is happening!

Sometimes the cause of red rains is another wind - a tornado.

Tornado is a special wind. He spins with a pillar, with a screw, either dust, if it happens on land, or water, if it happens at sea. Inside the column, the wind spins with such force that it can suck a large ship into its funnel at sea and break it, break it like a child's toy. And on land, it doesn’t cost him anything to uproot a tree, tear off the roof from the house, do terrible misfortunes. Sometimes, rushing over the swamp, he sucks out all the water from it along with its inhabitants - tiny red animals. Then he will rain this water somewhere else. Here is another clue to the "ominous rain", and there is nothing sinister in it. See for yourself.

Sometimes a tornado sucks frogs along with swamp water; the poor fellows, spreading their paws, rush through the air and fall on the heads of people like rain! Once a note flashed in the newspapers that a tornado took with it a whole pile of ripe orange oranges and poured an unusually tasty rain, and another time I mention that a tornado unearthed an old treasure and pulled out a lot of old coins!

These are the pranks that a tornado allows itself - a wind with a strange character: it can do a lot of trouble, and sometimes even make you laugh.

The wind is a powerful force. Man has long tamed her, forced her to work for himself. The wind moved the sailboats to the sea. The wind set the windmills in motion and ground the grain. And now the wind sets windmills in motion, only these mills do a different job: they themselves do not grind grain, but generate an electric current, which, in turn, sets in motion, makes machines work that perform the work that a person needs.

Winterers in the Far North, at the North Pole, have such windmills that generate electric current. The winds under the high northern latitudes are frequent and strong, and it is very good that they were made to work for the benefit of man. Now they make life easier for scientists who spend the winter on secluded islands in the northern seas, on ice floes near the North Pole. The wind lights electric bulbs in winterers' houses, makes various electrical appliances work, and feeds radio transmitters, receivers, and televisions. So life on the edge of the earth has now become much more convenient than before and even comfortable. And the wind works well here, whether he wants it or not. Because people managed to catch it and adapt it to their advantage.

In Holland, an amazing country lying below sea level and therefore always ready to repel the invasion of the water element, windmills do a lot of work. Among other things, they primarily pump water from the lowlands into canals, prevent floods caused by river floods in the interior of the country.

Winds blow over us. They bring us both the desired coolness and suffocating heat. This is a light, pleasant breeze, and a terrible hurricane. The wind can be both our friend and our enemy, and helper and destroyer. This is a tremendous force that turns its various sides towards us. And if you briefly answer the question “What is wind?”, then here you can limit yourself to a few words: nothing more than the movement of air above the earth!

Elena Lopareva
Long-term work plan of the circle "Journey to the country of experiments and experiments" for the second half of the year (senior group)

January1. Light. Light and shadow

Target: Introduce the formation of shadows from objects, establish the similarity of the shadow and the object, create images using shadows

Materials: An electric flashlight, three bright planar images of a bear, a hare and a fox, and in a different order, three of the same images, but in black.

The lights go out, the room darkens. With the help of a teacher, children illuminate with a flashlight and examine various objects. Why do we see everything well when a flashlight shines?

The teacher puts his hand in front of the flashlight

What do we see on the wall? (shadow)

Why is there a shadow? (the hand interferes with the light and does not allow it to reach the wall)

Conclusion: An object between the light source and the wall casts a shadow on it.

2. Water. Where does the water go?

Target: Show that water tends to absorb and evaporate, determine which materials absorb water.

Materials: sponge, fabric, plasticine, plate, tree, newspaper, polyethylene, cotton wool, a glass of water

Let's take different objects: sponge, cloth, plasticine, plate, wood, newspaper, polyethylene. Gently with a spoon we will pour a little water on objects. What items do not absorb water? If water is splashed on part of an object, does the whole object get wet, or just the area where the water hit? Pour water into a saucer, it does not absorb water. We mark the border of the water and leave it for a day or two. Where did the water go?

Conclusion: water can be absorbed and evaporated

3. Water. Water Mill.

Target: Give an idea that water can set other objects in motion

Materials: a toy water mill, a basin, a jug of water, a rag, aprons according to the number of children

Can water make other things work? The teacher shows the children a water mill. How to make the mill work? Children put on aprons and roll up their sleeves; take a jug of water and pour water on the blades of the mill. Is the mill moving?

If you pour water in a small stream, the mill runs slowly, the mill runs slowly, and if you pour it in a large stream, the mill runs faster. The water sets it in motion.

Conclusion: water can make the mill work.

February 1. Can paper be glued with water?

Target: Show that water has a gluing effect, develop the child's cognitive interest in the process of experimenting with liquids, introduce children to the properties of liquids using water as an example.

Materials: two sheets of paper, water

We take two sheets of paper, hold them between the palms and move them: one in one direction, the other in the other. We moisten the sheets with water, press lightly, squeeze out excess water, try to move the sheets. They don't move.

Conclusion: Water has an adhesive effect.

2. Water. ringing water

Target: Show the children that the amount of water in a glass affects the sound they make.

Materials: a tray on which there are glasses, water, a ladle, a stick with a thread, at the end of which a plastic ball is fixed.

There are two glasses filled with water in front of the children. How to make glasses sound? All options are checked (tap with a finger, objects that the children will offer). How to make sound louder?

A stick with a ball on the end is offered, Everyone listens to the jingle of glasses of water. Do we hear the same sounds? Then the teacher pours and adds water to the glasses. What affects ringing?

Conclusion: The amount of water affects the strength of the sound, the sounds are different.

3. Water-solvent

Target: To develop the child's cognitive interest in the process of experimenting with liquids, to acquaint children with the properties of liquids using water as an example, to show that water tends to dissolve certain substances Materials: sugar, salt, ascorbic acid, vegetable oil, flour, water containers, spoon.

1. Invite one child to stir sugar in the ode, another salt, the third - ascorbic acid and taste the water. The water has a taste. The water became sweet, salty, sour. And the substances that we put in the water dissolved and changed the taste of the water.

2. Now let's dissolve flour and vegetable oil in water. The flour did not completely dissolve in the clothes, and the sediment sank to the bottom of the glass. Also, the oil does not dissolve - it floats on the surface.

Conclusion: Not all substances can dissolve in water.

4. Water. Water transparency.

Target: Lead the children to the fact that “clean water is transparent”, “dirty is opaque”

Materials:

Two cans of water, buttons, pebbles, metal objects, a piece of earth

Find out how the concept of “transparent” was learned: offer to find transparent objects in a group (glass in a window, a glass, an aquarium)

Show that the water in the jar is transparent (lower small objects into the jar and they will be visible)

Then put a piece of clay into a jar of water and stir. The water became cloudy. Dip objects in such water and make sure that they are not visible.

Is the water in a river, lake, sea, puddle transparent?

Conclusion: Pure water is transparent, objects can be seen through it, muddy water is opaque.

March1. Water filtration

Target: To form an idea of ​​​​the different methods of water purification

Materials: paper filters, funnel, rag, river sand, starch, containers, a glass of water, algorithms for constructing various filters

Dissolve starch in water, and then purify it in various ways. Children consider the algorithms for constructing various filters - from sand, fabric, paper. Children make filters and check their action. Find out which filter is best for purifying water.

Conclusion: water is best cleaned with a paper filter, it can be cleaned of various contaminants

2. Coloring water.

Target: To form an idea about some properties of water. Materials: containers with water (warm and cold, paint, stirring sticks, plastic cups

Children examine 2-3 objects lying in a container of water. Find out why objects are clearly visible. Next, find out how you can color the water (using paint). The teacher suggests coloring the water in plastic cups with warm water, and then with cold water and find out in which cup the paint will dissolve faster, how the water will be colored if there is more dye.

Conclusion: Water can be warm or cold. Some dyes dissolve in water, the more of this substance, the more intense the color, and the warmer the water, the faster the substance dissolves.

3. Where did the water go?

Target: Identify the process of water evaporation. Dependence of evaporation rate on conditions (open and closed water surface)

Materials: two identical containers, plastic cups.

Children using plastic cups pour an equal amount of water into two containers. Together with an adult, make a mark of the water level in the tank. One jar is closed tightly with a lid, the other is left open. Both banks are placed on the windowsill. During the week, the process of water evaporation is observed, making marks on the walls of the containers and recording the results in the observation diary. They discuss whether the amount of water has changed (the water level has fallen below the mark where the water from the open can has disappeared (water particles have risen from the surface into the air). When the container is closed, evaporation is slower (water particles cannot evaporate from a closed vessel).

Conclusion: water has the ability to evaporate.

4. Where does the water come from?

Target: Form an idea of ​​​​condensation.

Materials: hot water container, refrigerated metal lid

The teacher covers the container with water with a chilled metal lid. After a while, the children are invited to examine the inside of the lid, touch it with their hands. They find out where the water came from on the lid (these are water particles that rose from the surface, could not evaporate from the jar into the air and settled on the lid). The teacher suggests repeating the experiment with a warm lid. Children observe that there is no water on the warm cover.

Conclusion: The process of turning steam into water occurs when the steam is cooled.

April1. Water. Life-giving property of water.

Target: Show the important property of water - to give life to the living. Observation of cut branches of a tree placed in an ode (they come to life, give roots)

Observation of the germination of identical seeds in two saucers: empty and with wet cotton wool.

Observation of the germination of the bulb in an empty jar and in a jar of water

2. Water. colorful plants

Target: Show sap flow in the plant stem

Materials:

Baby food jar, water, blue food coloring, plant (clove, daffodil, celery sprigs, parsley)

Dilute food coloring in a jar of water. Put the stems of the plant in a jar and wait. After 12 hours, the result will be visible.

Conclusion: Colored water rises up the stem thanks to thin tubules. This is why plant stems turn blue.

3. Natural material. Guessing.

Target: Show children that objects have weight, which depends on the material.

Materials: Objects of the same shape and size from different materials: wood, metal, foam rubber, plastic

In front of the children are various pairs of objects. Children examine them and determine how they are similar and how they differ. (Similar in size, different in weight) Take objects in hand, check the difference in weight. Children are offered with their eyes closed by the sound of an object that has fallen to the floor to determine whether it is light or heavy.

Conclusion: objects of the same shape and size can have different weights.

4. Natural material. Paper swirl.

Target: Introduce children to the properties of paper (density, cultivate observation

Materials: Pieces of thin colored paper and colored cardboard.

Children are given pieces of colored paper and cardboard. The guys blow them off with the help of the wind created by breathing, they watch the flight. Which paper pieces fly best? Why?

Conclusion: Pieces of thin paper are lighter, so they fly better. Pieces of cardboard are heavier, so they fly worse.

May1. Water. Fountains

Target: Develop curiosity, independence, create a joyful mood

Materials: plastic bottles, matches, water, basin

The teacher shows the children pictures with images of different fountains. Can you make your own fountain? What can it be made from? The teacher draws the attention of the children to the brought bottles, matches and suggests using these materials to make a fountain. The teacher makes holes in the bottles in advance, and the children plug them with matches, fill the bottles with water, pull out the matches and get a fountain. Why does water not pour out when there are matches in the holes?

Conclusion: water does not pour out of the bottles, as the holes in them are plugged with matches

2. Natural material. Magic sieve.

Target: To acquaint children with the method of separating pebbles from sand, small grains from large ones using a sieve. Develop independence

Materials: Scoops, various sieves, buckets, bowls, semolina, rice, sand, small stones.

The owner had an accident. She accidentally dropped the cans of cereal and it was all mixed up. See if we have any items that can help us?

Let's find substances that can be sieved. We find that there are a lot of pebbles in the sand. How to separate sand from pebbles? Why do large objects remain in the sieve, while small ones immediately fall into the bowl? What is a sieve for?

Conclusion: when sieving through a sieve, small substances fall down, and large objects remain in the sieve.

3.4. Diagnostics