The names of the circles in electronics. Youth radio clubs, circles, sections. Engineering Center of the Museum of Cosmonautics

I would like to tell you about my experience in organizing an electronics club in an ordinary Moscow secondary school. This, perhaps, does not really correspond to the subject of Habr, but firstly, posts about education (higher, additional, abroad, interactive, etc.) appear here quite often, which means they are interesting to many. And, secondly, today's schoolchildren who are fond of IT, electronics and robotics are, in fact, tomorrow's audience of Habr, isn't it?

Motives

Circumstances (c) have so flocked that about 1.5 years ago I had a lot of free time, and I would like to somehow use it fruitfully. I thought that I should do self-development: a long time ago I wanted to finally master FPGA, for example, or get some kind of certificate, or implement some of my small embed projects (along the way I signed up for the MIT 6.002x course on edx.org and even finished it successfully in December). But for quite a long time the thought stuck in my head that all this is actually devoid of any global meaning and the ultimate goal is unclear. Except, of course, getting a salary and enjoying the process itself. Have you ever thought about it? What will happen after you develop and write some cool game engine, or another website for a large customer, even if it is very fast and convenient, or program another controller in some production, assembled on the latest fastest MCU with a bunch of periphery and kilometers of wires? What will remain after many years from all this in the bottom? In general, after all this gloomy philosophy, I thought that there should be something other than this and something else should be done. I remembered that I had a radio circle at school. It did not last long, and there was no system in the classroom. Then the teacher himself did not know what we can be taught. However, I still liked going there, there was some inexplicable attraction, mystery and real magic in electronics! It turns out that the radio circle has long been gone, no school handicrafts have survived, but there are still positive emotions. In general, I decided to try to organize something similar myself. For the guys it will be interesting and (hopefully) useful, for me it will be a completely new experience, which is also useful. In addition, when you try to explain something to others, you yourself begin to understand what it is about.

Last year's story, or the first pancake

Last summer, I began to think about where I could organize all this. There were only 3 options: on the basis of some educational institution; in the orphanage of creativity (such, oddly enough, still exist in Moscow and feel great); rent a suitable room on your own. The latter option, of course, is extremely undesirable, because in addition to the actual rent, it will be necessary to issue an incredible amount of papers, certificates and permits from all inspection bodies: firefighters, sanitary and epidemiological supervision, utilities, someone else will apply ... And money for rent still no (classes should definitely be free), not to mention the money for inquiries. The option with the house of creativity also turned out to be not the best. The closest one to me (on Ryazansky Prospekt, near the Gorod shopping center) was still too far away to get there quickly after work, and it's not close to the metro either. Although I still went there, I never found anyone from the administration (in the summer, of course, there was no one there). Educational institutions remain: they usually have everything in order with the premises, with the inspection bodies and, in fact, with the presence of children.

I opened the map and began to look at what was in the vicinity of my work and home. Relatively not far from work, I found an orphanage (by the way, I was surprised how many orphanages for mentally retarded children, as well as correctional ones). I chose an orphanage, not a school, because then it seemed to me that they, in theory, should be helped as much as possible. I went to their website, found their mail and sent an email with a proposal to teach classes. Several days passed, and in response nothing at all. Okay, probably people are not up to it, or maybe there is simply no one to read e-mail at all. I called after work, but I managed to communicate only with the security guard, the administration does not stay late at work. A couple of days later, before work, I went there myself. This time, even the guard was not at the post, and after taking a walk on the first floor, I waited for him for about 10 minutes. When he nevertheless appeared and called the deputy for educational work, I went up to the second floor and again waited in the corridor. Another 20 minutes, the guys have just returned from school, everyone is walking back and forth, but no one comes to me. Half an hour later, I finally met with the employee children. at home, went into her office and I told who I am, who I work, what I want and what I propose to organize. She seemed to be interested and took me to the senior group. As far as I understand, there are guys from 13 to 18 years old. Their teacher was also there. But there were only three guys on the spot: one was about 13 years old, the second was about 15 and the oldest was 18 years old. The elder was specially invited to listen to me, he didn't really want to. And the average was not stopping to play on the computer in FIFA. I sat down and in 15-20 minutes told briefly about what classes I propose to organize: about crawling and flying robots, programming, microcontrollers, participation in competitions, making gifts for the New Year and birthdays, about drawing printed circuit boards, soldering irons, Arduino etc. Naturally, all this is in such a form that the unprepared at least understand something: using the example of cell phones, cars, TV, Christmas lights and the same computer. It seems to me that quite a lot of guys who are interested in technology already at this age understand what it is about, albeit very distantly. I was pretty sure they would be interested in such classes.
However, nothing of the kind! The guy, who was 15, got distracted from the computer and asked if I could teach them how to trade on the Internet Forex exchange. He said that he already had a certain amount of money on his account and it would be great to increase it. To this I replied that radio is not economics, and in general such exchanges only lure money out, and in order to make money on this, you need to know economics, mathematics, statistics well, but in any case, this is not what you are supposed to do. But we can learn to program, and programming can help him in this area! But the guy just got upset and returned to FIFA. I decided to talk to the eldest about his studies. I found out that he is studying at the railway college and that all these blinkers and whistles are up to him as well. Maybe, I think, they just have a lot of electronics with TAU in college already? Maybe automation, or communications, or telemetry - there are a lot of such things on the railway. Nothing of the kind - he's just studying to be a train driver! (yes the drivers will forgive me for such a tone) Well, I began to tell you how interesting it is to develop something for the same railway, to deal with some kind of control system, to delve into communications, etc. And in general, there is a huge scope for automation on the railway! But no, the guy said that, in general, he can do everything he needs and does not see any special advantages for himself in the classroom. To be honest, I was slightly unprepared for such a turn. Anyway, he said that I would call in a couple of days and if the guys decide to try, then we will organize a group. I already had to run to work (almost lunchtime), I said goodbye and left. And two days later he called and the teacher said: “You understand, our guys are spoiled by all sorts of circles. It seems that by the evening they have already forgotten that you came. In addition, the eldest is now going to marry and he has no time for you. Will you come and try to talk again, but with other children? "

The conclusions are:
1. One gets the impression that no one except myself needs it for nothing. Neither the manager nor the teacher even asked for my phone number (although, of course, I left all my contacts in the first letter). I myself left my business card at the exit. There can be no questions for the guys, of course, they are still children and still do not understand what is what and what they really need. But at the age of 18 you can already somehow think about your future. Although it may well be that I was not interested in telling everything and could not interest them.
2. Furnishing in children. the house does not give the impression that they do not have enough money for something. Nicely renovated building, good big TVs in all rooms, many guys have better phones than me, computers, normal monitors, desks and so on. But it is not clear what will happen to them when they leave here at the age of 18. In my opinion, no one thinks about how they will support themselves after graduation.
So last year I lost all desire to continue doing this.

Attempt number two

Time passed, and in the winter I again began to think about this idea. By that time, I had already read everything I could find on the Internet about organizing radio circles and even found several special books from Soviet times. I got some useful information on RadioKot, and also talked with two people who are just conducting such classes (hello to Vadim and YS). A timid attempt to find like-minded people at work, unfortunately, did not give a result, so I had to portray something in splendid isolation. Well, okay!

At the beginning of the summer, I finally gathered my courage and went to school. I have as many as 3 schools right next to my house, almost wall to wall. In the first school, the security guard was pretty bad and at first did not understand what I wanted (probably, the summer is affecting). Then he called someone, but after explaining the situation, he almost immediately hung up and informed me that they did not need me here. And I didn’t even have time to explain to anyone what I was actually suggesting! A very encouraging start, yes ... I decided to try again, since the schools are still nearby. I went into the second. Here the guard turned out to be quite normal, but he said that the school was for mentally retarded children and still there was no one from the administration and office at the school in the summer. Well, I went to the last school. Again the guard, again I introduced myself and briefly described what I was offering. And here, too, there was no one, but “the director just left! Go, catch up. " And indeed, on the steps of the stairs, I caught up with the woman and introduced myself, she turned out to be the director of this school. Again, I briefly told who I am, where I came from and what I want. She found out if I work and what kind of education I have. And it seems that my proposal interested her. Finally! We agreed that I would come in a few days for a more detailed discussion.

I came at the appointed time and began to wait for my turn to get to the director (of course, there are final exams, after all, everyone has clear problems, and besides, teachers also want to solve their problems). Finally, I was invited, and I described in more detail the proposed training program, the number of hours per week and the material base, as well as how many people the group will consist of. The director, in general terms, was satisfied with everything, besides, there were no such circles at the school before that time (I did not really doubt it, of course).

But then I was stunned by the fact that I would have to officially get a job as a teacher of additional education. As it turned out, you can't just come to school and arrange any (albeit free) classes. To be honest, until this moment I somehow did not think about it, although this is certainly correct and logical: you should not let just anyone near the children. I was completely unprepared for such a turn, but there was nothing to do. The secretary began to tell what certificates and documents I would need to collect. I've never collected so much in my life:

• arrange honey. a book
• certificate of the Ministry of Internal Affairs of the absence of a criminal record
• certificates from drug addiction and psycho. dispensaries
• certificate from KVD
• a copy of the work book from the place of work (I get a part-time job)
• passport, SNILS, a copy of the diploma and TIN

Then my hands dropped once again ... “To issue honey. book ”is not easy to get it. This means first getting a new blank book, then going through all conceivable and inconceivable doctors in your clinic, and then listening to some kind of lecture at the sanitary and epidemiological station and putting on a hologram. Getting a certificate from the Ministry of Internal Affairs is much easier - you just need to hit the road twice, with an interval of a month. It turns out that certificates from the narco and mental dispensary are given only at the place of registration. I have never been to the KVD, too, the pleasure is very dubious. In general, when I took directions to obtain these certificates at the school office, I did not even suspect what I was signing up for. If there are those who wish, then I can write another big article about receiving all these pieces of paper, because when I received them, I probably collected all the rakes that exist. Initially I wanted to fit everything into one post, but this is a completely separate song, full of adventures and unexpected discoveries (here I really want to say something obscenely. But I won't).

So, by the beginning of September (well, around the second week), I was still able to get all the required pieces of paper. At school I met a woman who coordinates the direction of additional. education. She explained how the guys enroll in all sorts of circles, and also gave the requirements for the program of additional education. I agreed with her the number and duration of classes. Wrote a job application and signed it with the director. Then he took all the documents to the HR department, filled out a questionnaire for obtaining a bank card and wrote an autobiography that all teachers write (this is also a rather interesting moment. You need to briefly list your relatives, their occupation, as well as write about your education, place of work and their hobbies). Even though I didn’t talk to anyone about the salary, I still had to get a bank card, and now I’m not just anyone, but a teacher ...

As a result, since Friday, September 13, I am a school teacher. Next, the most important thing is to recruit a group for classes. I drew up an ad that I hoped to attract the children, and posted it in the most prominent places at the school. In addition, it turned out that the school is not one building, but three. So I posted ads there as well. Plus, we managed to agree that in one of the school buildings I went through classes (from 6 to 10) during lessons and briefly told the children about the circle. Surprising as it may seem, but in 5 days no one called me on the announcement. No student and no parent. There was still hope that we would be able to attract the guys with our announcement. In the morning I came to school, they gave me a primary school teacher as an assistant, and together with her I walked around 10 classes (2 classes in parallel) with a two-minute story about classes in electronics and robotics. Here the effect was much stronger: it was evident that some were interested, some even began to ask questions. At the next break, 5 or 6 people signed up for classes, and the girl was the first to sign up! I was a little surprised, but it's even great. That was the end of my campaign to attract young technicians and I left for work.

As a result, after a few days, there were 12 people on the list of those wishing to study. They are mostly sixth and seventh graders, but there are two out of 9th graders. As I understand it, high school students' interests are somewhat different. During the recording, the parents of one second grader and one third grader even called me twice, but, in my opinion, such classes would be too premature for them. Also last week, I drew up a curriculum required by the Ministry of Education and posted announcements at the school for the first class.

Conclusion

With this, I would like to end an already long post. I do not know yet whether something will work out of my idea or not, but how I was convinced to organize the classes is quite realistic. There is a lot left behind and I have a story to tell:

• what is the planned training program
• what projects will the guys have to implement
• what about the material base of the mug (all sorts of soldering irons, hoods, breadboards, computers, electronic designers, buying in Chinese stores, etc.)
• how was the preparation of documents and certificates
• And the first lesson took place today!

So if the habrasocommunity is interested in any of the above, then you know what to do.

About the organization of electronics classes at school. In this post, as promised, I will try to outline my thoughts on the program and methods of conducting such classes.

Caution High Voltage

For a start, it would be nice to think over the most general things. For example, what will be the material base for classes? It largely depends on the technical equipment of the school and the room where the children will make flashing LEDs and, a little later, terminators. I will talk about an ordinary school, where, in addition to the circle, there are lessons in the afternoon. In creative houses and various clubs, the situation is naturally different.
There are several options:
1. There is nothing in the classroom allocated for classes, except for a 220 V socket. The most difficult option. We need to look for power supplies for each person somewhere. An unobvious problem is that before each lesson, this entire low-voltage power supply network must first be connected (extension cords, power supply units themselves, wires to each table), and then put everything back. They are not allowed to re-equip the classroom somehow - financial responsibility, no one will bother with this. The second option is to switch to programming as quickly as possible and then deal exclusively with it, and then you only need a computer and a projector. It is clear that this does not fit - the guys need absolutely other.
2. It happens that in physics classrooms, each desk is already equipped with an outlet or terminal block, which is supplied with 36 or 42 V. It is believed that this is a relatively safe voltage. In this case, you only need to make 5 and / or 12 Volt power supplies, which will be permanently installed on the desks. Sometimes it even happens that the teacher has the ability to change the voltage at the sockets of school desks using LATR - generally a great option.
By the way, you can find quite a few different soldering irons for voltages 12, 24.36 and 42V.
3. And finally, it happens that the class has a 5 V supply to each school desk. This is enough for most experiments, as well as for the operation of low-power devices, both analog and digital. Usually, such a power distribution is done independently by a physics teacher using rather thick wires (to prevent a significant voltage drop).

Unfortunately, in my case, the physics classroom belongs to option number 1. There is a laptop, an MFP, a TV, a VCR and music on the teacher's desk. center, and a projector hangs over your head. Behind the back is a small white screen for a projector and, in fact, a blackboard. No stacks of MacBooks, as there are not and are not expected. Well, I will use what I have. The presence of the projector made me very happy - I have accumulated a lot of rollers, which are so rarely shown in physics lessons and they will be very useful for understanding the theory.
Based on all this, it was decided to provide each young radio amateur with a 5V power supply. Most probably already have them: almost any charger from a phone, tablet, player, etc. Who does not have - I will distribute from my own stocks. We also use battery packs - convenient, mobile and safe. This is about the power supply. More about layouts, components and the rest later. In the near future I will discuss the "move" to the computer science office, because it will soon be difficult without computers.

Knowledge slice

An equally important task is to determine the "initial conditions", that is, at least the approximate current level of knowledge of future engineers. Without this, it seems to me, it will be difficult to set goals, and even more so to fulfill them. Even before our first meeting, I prepared a questionnaire and handed it out at the very first lesson. Explained what it is for and how to fill it in. But all the same, I found out the main points in a conversation in the classroom: I asked about their lessons in physics, computer science and mathematics, about hobbies, about experience in fixing something, about hobbies, the presence of radio amateurs in the family, and so on.
The results are as follows:
- the majority simply forgot to bring this questionnaire to the second lesson
- two sixth graders and one seventh grader did it
- ninth graders scored in full force
- it is noticeable that there is a real abyss between the 6th and 7th grade
- consider that there was no informatics. The maximum is an office. However, one guy said that there was something Logo-like and another even wrote something in C.
- I have not yet managed to understand the level of English, but what was in the questionnaires will not help in any way on the English-language resources. Well, that means we won't get into the datasheet yet.
- everyone has a computer and the Internet
- several people have a dad or grandfather who are engineers and know what's what. This is very good for me, I think it will be much more fun with them.
- even ninth-graders are not completely sure how the battery is depicted in the diagram. Those who are younger did not see such things at all.

Based on this, I made the following conclusions:
1. Start from the beginning. You cannot rely on the fact that all of them know what an electric current is, for example. Well, that was clear from the start.
2. Adhering to a clear plan and timeline will be very difficult. Judging by the way the guys brought me the questionnaires)
3. When we get to programming, we also need to start from scratch. A little further, I will describe my considerations in more detail.
4. The English part of the network does not yet exist for them. We'll have to refer only to Russian resources and documentation. It is clear that I will not be able to motivate them to study English intensively - the guys do not yet understand why this is necessary.
5. Use the Network as actively as possible. You can't tell everything in 4 hours a week and you can't answer all the questions, but there are computers, phones or tablets. Therefore, we must try to teach them to look for answers on the Internet, communicate with each other and ask me questions not only in the classroom.

A little more than 70 years have passed since the invention of the world's first radio receiver. For technology, this is a relatively short period. But radio engineering and electronics during this time firmly entered the culture and life of people. Radio electronics allows you to see movies, performances on TV screens, detect objects at long distances, melt metal, treat serious diseases, control spaceships and much more. It was radio electronics that made it possible to photograph the side of the Moon invisible from Earth, to see a man's exit into open space. Radio electronics helped scientists to split the atom, create powerful accelerators of elementary particles, and look deeper into the microworld. Now there is no such branch of science, industry, in which radio electronics would not be used to one degree or another.

A significant contribution to the development of radio engineering and radio electronics in our country was made by radio amateurs. Their skillful hands have designed a lot of various devices for the national economy, medicine, science, technology, culture. They are also propagandists of radio engineering knowledge among the general population.

There are many young people among radio amateurs. They are engaged in their favorite business in the circles of Houses and Palaces of Pioneers, stations and clubs of young technicians, schools, radio clubs DOSAAF, independently at home. Studying the basics of radio electronics, they design receivers, amplifiers, and various devices.

Creativity of young people is often of a socially useful nature. Radio amateurs of the Novosibirsk regional station of young technicians, for example, over the past five years have been using homemade transistor receivers for more than 100 field brigades and mills of collective farms and state farms, have created several electronic devices for agriculture and medicine. Polyclinics in Novosibirsk have found use of "White Noise" - a device that reduces pain when treating a sick tooth with a drill, a potentiometer - a device that allows you to measure the potential difference between a denture and the human body, a device for UHF therapy that irradiates only one patient with high-frequency currents tooth. An electronic guide designed by the guys is working in the local history museum of the city. Young radio amateurs of the Station are regular participants in local and All-Union radio exhibitions.

Young radio amateurs of the House of Pioneers in Cherepanovo, Novosibirsk Region, also designed several devices for medicine and the national economy, and members of the club of young technicians of the Siberian Branch of the USSR Academy of Sciences developed and handed over to research institutes a number of devices for scientific purposes.

There are many examples of the creativity of young radio amateurs and their socially useful deeds. They are in every region, in many schools.

Where to start? How to teach children to design amplifiers, receivers, electronic devices and devices? Such questions always concern organizers and leaders of circles, young radio amateurs, and especially those of them who are taking up this business for the first time. The task of the author of this book is to try to answer these and some other questions.

The radio circle should be viewed as an amateur association of schoolchildren who, during their leisure hours, want to learn how to build radio receivers and other radio structures by themselves, and learn the basics of radio electronics. The task of the head of the circle is to satisfy and develop the interests of the circle members in radio engineering.

In every eight-year and high school, of course, there are guys interested in radio engineering. Many of them are involved in amateur radio at home, often alone. However, it is better to study the basics of radio electronics and master radio engineering, of course, in circles of schools and out-of-school institutions, where there are appropriate conditions for this - there are tools, materials, parts, devices. Circles of young radio amateurs can also be created at the place of residence - at house administrations, housing offices.

Pioneers' and schoolchildren's activities in radio amateurism are of a polytechnic nature. Indeed, in order to build a radio receiver or any other radio-technical device, knowledge of physics and mathematics is required. Studying in circles, they arm themselves with theory and practice in electrical and radio engineering, acquire skills in handling tools, measuring equipment, learn to read and draw electrical circuits, get acquainted with simple technological processes, and design.

The composition of the circle should be approximately uniform in age, general development and interests of the children. Students of no more than two adjacent grades should be included in one circle. The work of a circle can be most effectively organized if it is staffed with students of the same class.

As practice has shown, students are successfully engaged in radio amateurism, starting with grades 6-7. They already have the necessary knowledge to understand the physical foundations of radio engineering.

Below are the sample programs of the circles of young radio amateurs of the first and second years of classes. They are acceptable for both schools and out-of-school settings. The first of them, designed for students in grades 6-8, who had not previously been involved in radio amateurism, was developed by the Central Station of Young Technicians of the RSFSR, but it has undergone some changes: some topics have been expanded, new practical works have been proposed. The approximate program of the second year of classes, which is a logical continuation of the program of the circle of the first year of classes, was developed by the team of the Novosibirsk Regional Station of Young Technicians and tested in schools and out-of-school institutions of Novosibirsk and the region. It is designed for students in grades 8-10. But this does not mean that the circle of students in grades 8-9 should be engaged only in this program. Here you need an individual approach to the members of the circle, it is necessary to take into account their knowledge in the field of electrical and radio engineering. If the students of these classes have not previously been involved in radio engineering, then for them it is necessary to create a circle that will be engaged in the first program. The circle of the second year of studies should be staffed with students who have knowledge and experience in the volume of the program of the circle of the first year of studies.

It is very important that the members of the circle not only learn how to mount radio amateur structures, but also know the physical processes occurring in them, understand the operation of one or another device, and be able to make simple calculations of blocks and units of equipment. But one should not overload the study of the circle with the communication of theoretical information, turning them into a kind of lessons. Novice radio amateurs - students in grades 6-7 in the classroom need to provide only some information from electrical and radio engineering, accessible to understanding, and only to the extent that is absolutely necessary for the implementation of the intended practical work. You should not give full justifications and exhaustive formulations of the laws of physics. It is only necessary to bring the circle members to these laws, to point out their practical application.

Theoretical information is reported in the form of popular conversations, accompanied by a demonstration of experiments, radio components, ready-made structures, with as many analogies, diagrams and drawings as possible.

Posters on electrical and radio engineering can be obtained through the "Book-by-mail" store.

Diagrams and descriptions of amateur radio designs can be written out through the radio technical consultation of the Central Radio Club of the USSR (Moscow). School radio circles can always get the necessary advice at the local Homes and Palaces of Pioneers, in the clubs and stations of young technicians. Various schemes, drawings necessary for the circle can be found in the magazines "Radio", "Young Technician", "Modelist-Constructor", in brochures and books of the mass radio library.

Need, of course, and books on the basics of radio engineering. First of all, members of the circle should recommend the books "Young radio amateur" by Borisov V. G. and Otryashenkov Yu. M. and "Reader of the radio amateur" by Burlyand V. A. and Zherebtsov I. P. The books by Aisberg "Radio ... It's very simple! " and "Transistor! ... It's very simple!" If these books are not on sale, then they may be in libraries.

The work plan of the circle is drawn up by the leader of the circle for the entire academic year on the basis of the program. However, the circle program is approximate. This means that, taking into account local conditions, the interests of circle members, a school or an out-of-school institution, it can be slightly changed, some topics expanded or shortened, and practical work replaced. We must strive to ensure that the study of the fundamentals of radio electronics and design by the members of the circle goes from the simplest to the most complex. The transition from one topic to another should always be logical and reasonable.

The practical work of the circle, which is the basis of its activity, should not be an end in itself. When assembling and assembling certain structures, it is necessary to have an idea about the principle of their work, about the purpose of individual parts and components of the structure, be able to establish and regulate them, find and eliminate problems. Only in this case, classes in the circle will be of great benefit to all circle members. However, unfortunately, in pursuit of effective designs, individual members of the circle, often with the permission of the leader himself, sometimes undertake the manufacture of complex receivers and devices according to ready-made descriptions. This inevitably leads to an unconscious copying of an unfamiliar and incomprehensible construction. To complete such structures, the leader has to pay a lot of attention to these circle members, and sometimes he himself has to bring the structure to the end. Such "radio amateurs" undoubtedly brings only harm, and not only to the circle member who took on the overwhelming work, but also to the whole circle. For practical work, it is necessary to outline only those structures and devices that will be manufactured and adjusted by the members of the circle themselves from beginning to end.

Among the circle members there will undoubtedly be those who wish to manufacture receivers or devices for personal use, for the home. This desire should be satisfied as much as possible, if, of course, these constructions are close in terms of the content of the work of the circle.

If a school or out-of-school institution organizes specialized radio sports clubs, such as "fox hunters" or shortwave, the programs for such clubs can be obtained from the local DOSAAF radio club. It is recommended to complete such circles from children familiar with the basics of radio engineering in the volume of the program of the first year of study.

No matter how extensive the knowledge and experience of the leader of the circle may be, systematic work with the members of the circle requires preparation in advance for each lesson. It is necessary to select fairly simple but effective experiments, analogies, examples, questions, tasks and other materials related to the lesson of the circle on this topic. Good preparation for the knowledge of the circle contributes to the high-quality assimilation of theoretical material, favorably affects the performance of practical work, and increases the authority of the leader of the circle. Kruzhkovites should be advised to read popular science books and magazines on radio engineering, especially the magazine "Radio", regularly write down information received in the classroom in a notebook, draw diagrams of structures in them, thus creating a kind of reference books that will be useful to them in their practical activities ...

The circle must have constant communication with the local House or the Palace of Pioneers, the DOSAAF radio club, the regional or republican station of young technicians. These institutions will help to properly plan the work of the circle, organize radio sports competitions, an exhibition of works by young radio amateurs. The radio club, in addition, can allocate some materials and radio parts for the work of the circle.

Sports radio games for schoolchildren have already become traditional, including competitions in "Hunting for foxes", high-speed assembly of generators or receivers, walking in azimuth and working in a radio network, transmitting and receiving radio messages on a key. City, zonal and All-Union exhibitions of the works of radio amateurs-designers are regularly held, to which young radio amateurs also present their works. Every year, during the spring school holidays, there are competitions for young ultra-shortwaves.

It is a matter of honor for the circle of young radio amateurs to actively participate in these and similar events. This activates the work of the circle, rallies its team around new tasks.

Boy radio amateurs are the future soldiers of the Soviet Army. Knowledge of the basics of radio engineering and electronics will help them in their service as signalmen of the Armed Forces of the USSR.

Ministry of Social Development of the Saratov Region

State budgetary institution of the Saratov region

"Social and rehabilitation center for minors" "Return"

"I approve"

Branch Manager

GBU SO SRC "Return"

Ershova V.M.

from "____" _______ 2012

PROGRAM

LESSONS OF THE CREATIVE ASSOCIATION "RADIOELECTRONICS"

Association leader

Labor instructor

Appak B.G.

Saratov

2013

The program of the Creative Association classes

"Radioelectronics"

Labor instructor

Departments of social rehabilitation

GBU SO SRTSN "Return"

Appak Boris Georgievich

EXPLANATORY NOTE

The 21st century has become the century of global information communications, the intensive introduction of electronics into our lives.

The Association "Radioelectronics" enables adolescents not only to fill their leisure time, but also to develop basic knowledge and raise the level of motivation for learning. In the classroom, talented and capable pupils who find themselves in a difficult life situation find their favorite business.

Many of today's pupils in the future will have to not only operate, but also take an active part in the development and manufacture of automatic devices for various purposes. Therefore, along with psychological training, great attention should be paid to practical training that meets the requirements of today.

One of the most effective ways of vocational guidance and practical training of children is their studies in radio electronics circles.

The circle is completed by pupils from 7 to 17 years old who are interested in creating electronic devices.

Work in our association will allow students to familiarize themselves with the basics of electrical engineering, electronics, semiconductor circuitry, the device and application of power supplies for electronic equipment, the operation of electronic amplifiers for various purposes, and the use of analog integrated circuits.

This program is based on the long-term experience of the Radioelectronics association. It takes into account the positive aspects of all profiling programs.

GOALS AND OBJECTIVES OF THE CREATIVE ASSOCIATION

Take the leisure of children interested in radio engineering and electronics, radio engineering and automation. To help to consolidate in practice the knowledge gained in the classroom. To involve in socially useful work. Expand the horizons of children.

Tasks:

Educational:

• Contribute to the development of the creative potential of pupils

by means of radio engineering modeling;

• Acquaintance with the modern electronic base.

Educational:

• Fostering professional interest in the profile of the association;
• Education of modern constructive and technical thinking.

Developing:

• Expansion of the information field;
• Formation of an active creative position;
• Development of independence, accuracy and responsibility.

DISTINCTIVE FEATURES OF THE PROGRAM

Classes in the creative association "Radioelectronics" involve the study of equipment and work with it. It is the composition of the equipment with which the workshop is equipped, its technical characteristics and capabilities that determine the general approach to building a training program.

The methodological basis of lessons in radio electronics should be considered the optimal alternation of group lessons with individual work. If theoretical lessons are rationally carried out with the whole group, then practical ones are usually advisable to be carried out individually. This is directly required by the safety regulations and the operating features of communication equipment.

Priority principles of this program:

• Personal orientation of the educational process;
• The optimal combination of theoretical and practical lessons;
• Consolidation of the studied material by repetition at a higher level;
• Extensive use of technical teaching aids in conducting both theoretical and practical classes;
• Involvement of parents, athletes, specialists in the educational process;
• Alternation of group lessons with individual ones;
• Participation in days of activity, competitions and other mass events with elements of competition;
• Participation in the everyday life of radio electronics amateurs: establishing friendly relations with schoolchildren and adult radio amateurs of their city, region, Russia, near and far abroad.

Features of the age group

The type of the children's group corresponds to the profile of the association.

Periodicity
Grades 1 - 10 - 1 hour 4 times a week.

Based on the experience of the Radioelectronics association, the program includes sections that meet the modern interests and hobbies of the pupils.

In the lessons of the association, special equipment is used, made for associations of radio electronics.
When implementing the program, the conditions for maintaining the mental and psychological health of children are observed. In the process of learning, the child develops:

Confidence in achieving the set goal;

Positive emotions in the course of work;

Striving for success.

Students are given feasible tasks that give them the opportunity to believe in themselves and relieve feelings of fear and fear.

The psychological climate in the group allows each child to reveal their abilities, get satisfaction from classes, feel the support and help of their comrades.

All this makes it possible for children to feel their success and believe in themselves, experiencing pleasure from the activity and receiving positive emotional experiences.

PROPOSED RESULT

Gaining solid knowledge of the basics of electronic automation and radio engineering in children.

Mastering the skills of using control and measuring devices.

Design of their first operating models of radio electronics and automation.

Expected results:

Upon graduation, students should be able to:

Handle tools;

Completing radio circuits;

Free to assemble a simple radio circuit;

Learn how to trace printed circuit boards of simple electronic circuits.

Must know:

All radioelements, their designations on the diagram;

All physical quantities (current, voltage, resistance, etc.) and methods of their measurement;

Analyze the results of the experiments.

Ways to test skills and abilities:

Self-assembly of electrical circuits, soldering, tracing and demonstration of the results of the work to a group of students;

Presentation of papers at conferences and exhibitions, discussion of results.

Methodological support of the program

The main form of occupation in the association is occupation. Summing up the results for each topic is carried out in the form of a test.

In the organization of the educational process, it is recommended to use the following teaching methods:

• observation method
• design methods
• exercise method
• verbal method
• display method
• method of motivation and stimulation

4. Conditions for the implementation of the program:

The study area should be dry, warm and light; walls should be painted in light, warm colors, communication pipes and heating batteries should be covered with electrical insulating fences. To unite, you must have:

Tools

Locksmith tool kit:

Hacksaw for metal, slotting, chisel, metal hammer, files and files of various shapes and numbers of notches, hand drill, set of drills with a diameter of 1-10 mm, pliers, metal scissors, center punch, metal ruler, metal square, scraper for metal, hand vise , vernier caliper, micrometer, cutter for plastics and sheet metal, crucissel, wrenches (No. 4-16).

Joiner's set consists of

hacksaws for wood, a jigsaw with a set of files, a set of chisels and chisels, a planer, a jointer (semi-jointer), a brace with a set of perks, a wooden square, mallet, clamps.

In addition, it is necessary to have a sufficient number of small diameter drills (0.6 to 1.0 mm) used in the manufacture of printed circuit boards.

Control and measuring devices.

• testers - 8-10 pcs.;
• oscilloscope
• power supplies
• device for measuring the parameters of transistors
• low-frequency generator
• high-frequency generator
• square-wave generator
• oscilloscope
• double-beam oscilloscope
• meter of parameters of inductances and capacitances
• bridge for measuring resistance values
• frequency counter
• digital voltmeter
• universal power supply
• power supply type VS-ZO
• autotransformer type LATR, RNO
• transformer with continuously adjustable output voltage

Consumables.

In the union, it is desirable to have:

• fiberglass, textolite, getinax sheet with a thickness of 0.5-2.5 mm;
• fiberglass, (getinax) foil-clad with a thickness of 1-2.5 mm;

• sheet polystyrene of different colors with a thickness of 0.5-3 mm;
• plexiglass sheet 4 mm thick;
• press board with a thickness of 1-2 mm;
• hard plasticine for modeling work;
• aluminum sheet with a thickness of 1-2 mm;
• duralumin sheet with a thickness of 1.5-2.5 mm;
• duralumin profile (corner, tee, I-beam);
• ebonite, polystyrene, textolite, aluminum, duralumin, brass, copper in bars and ingots up to 60 mm in diameter;
• POS-60 solder in bars and wire;
• light rosin, alcohol-rosin flux;
• different adhesives (PVA, BF-2, "Unicum", "Moment", "Phoenix", etc.);
• varnished cloth, PVC and PE tubes of different sizes;
• insulating cotton and PVC tape;
• assembly and winding wires;
• nitrofilling, nitro paints, different solvents, hardware;
• cores for power transformers with a capacity of 5-50 W,
• cash registers of resistors with a power of 0.125-1 W, series E-24;
• cash desks of low-frequency and high-frequency capacitors, series E-24;
• electrolytic capacitors 1-4000 uF;
• low-frequency matching and output transformers of the TOT type or similar;
• elements of indexing (incandescent lamps, light-emitting diodes, digital and sign indicators, etc.);
• semiconductor diodes, triodes, integrated circuits, thyristors;
• direct radiation electrodynamic heads;
• ear or head phones, capsules, (TM-2, TM-4, TMV, TON, etc.);
• electromagnetic relays with operating voltage up to 48 V;
• measuring heads of a magnetoelectric system with a total deflection current of up to 1 mA;
• switching products;
• round and flat ferrite rods of grades 100 NN - 600 NN;
• ferrite rings of grades 600NN - 2000 NN;
• fuse holders with fuse links;
• electrical fittings, etc.
• THEMATIC PLAN

Topic	Total	on theoretical classes	for practical training
1. Introductory lesson
2. Electrical work
3. Basics of electrical engineering
5. Semiconductor devices
9. Excursions
10. Final lesson
Total:

PROGRAM

1. Introductory lesson

Electronic automation: characteristics, purpose, scope. A brief overview of the development of electronic automation.

Rules of conduct in the laboratory. Acquaintance with the material and technical base of the circle.

Discussion of the work plan of the circle.

2.Electrical work

Labor safety during electrical work. Types and technology of mounting electronic circuits. Electrical and radio installation tools.

Solders and fluxes: purpose, main characteristics and application. The technology for performing various types of installation by soldering.

Practical work. Manufacturing of prototyping and commissioning boards, dismantling of electronic blocks.

3.Basics of Electrical Engineering

The structure of matter. Conductors, semiconductors and dielectrics. Electricity. Current strength. Measurement of current strength. Electrical voltage. Units for measuring electrical voltage.

Occupational safety during measurements in electrical circuits.

Serial electrical circuit. Electrical resistance. Units of measurement for electrical resistance. Conditional graphic designations of resistors. Resistors: basic types, their characteristics and applications.

Ohm's law for a section of a chain. Electromotive force. Chemical power sources. Ohm's law for a complete circuit.

Serial and parallel connection of conductors. Rheostat. Voltage divider. Calculation of the parameters of the elements of the direct current electric circuit.

A magnetic field. Conductor in a magnetic field. Coil magnetic field. Electromagnet. Electromagnetic induction.

Alternating electric current and its main characteristics: amplitude, frequency, period, phase.

Inductance. Inductor. Conventional graphical symbols of the inductor. Inductance units. Calculation of inductors. Inductive resistance. Series and parallel connection of inductors.

Electric capacity. Units. Graphic symbols. Capacitance. Series and parallel connection of tanks.

Capacitors: basic types, their characteristics and applications.

Active and reactance in the AC circuit.

Laboratory work. Ohm's law for a section of a chain. Serial and parallel connection of conductors. AC inductance and capacitance.

Practical work. Manufacturing of electrified teaching aids. The simplest light-music prefix.

4. Electrical devices

Buttons and switches. Symbols and graphic symbols. Types, purpose, characteristics and application. Electromagnetic relays and step finders. Graphic symbols. Types, main characteristics and application.

Display and signaling elements: incandescent lamps, gas-discharge indicators, semiconductor emitting devices, sign and digital indicators, acoustic signaling devices. Graphic symbols. Purpose, main characteristics and methods of inclusion in electronic devices.

Electric cars. Conditional graphic designation. Operating principle. DC microelectric motors: main types and their characteristics.

Transformers. Conditional graphic designation. Operating principle. Calculation of transformers.

Laboratory work. Electromagnetic relay. Microelectric motor.

Practical work. A blown fuse indicator, a combination lock on a relay, a game machine on a relay, a protection device on a relay, a device for controlling the speed of rotation of an electric motor armature, etc.

5. Semiconductor devices

Semiconductor materials. Conductivity p- and n-type, p - n-junction.

Semiconductor diode. Conditional graphic designation. Current-voltage characteristic of the diode. The main types, parameters and application of semiconductor diodes.

Bipolar transistor. Operating principle. Graphic symbols. Transistor structure p - n - p and n - p - n. The main characteristics of biopolar transistors.

Transistor - electrical signal amplifier. Transistor switching circuits and their main characteristics. Classification of biopolar transistors.

Field effect transistors. Graphic symbols. Principle of operation and characteristic features of the application.

Installation rules for semiconductor devices.

Multilayer semiconductor devices: dinistor, trinistor, sevenistor. Graphic symbols. Operating principle. Basic types and applications.

Integrated microcircuits. Manufacturing technology. Hybrid ICs.

Laboratory work. Semiconductor diode. Bipolar transistor. Dinistor and trinistor.

Practical work. Manufacturing of simple electronic devices using semiconductor devices: code lock, security device, humidity controller, liquid level controller, heater temperature controller, time relay, etc.

6. Electronic measuring devices

Purpose and brief description of devices for parameter control and adjustment of electronic devices.

Low frequency signal generator. High frequency signal generator. Special waveform generator. Oscilloscope. Frequency counter. Electronic devices for measuring voltage, current, resistance, capacitance, inductance.

Occupational safety during measurements. Instrument operation rules and measurement procedure.

Laboratory work. Investigation of the parameters of generator signals using an oscilloscope.

7. Sources of secondary power supply

AC voltage rectification. The principle of operation of one- and two-wave rectifiers. Rectifier circuits. Rectified voltage ripple. Smoothing filters: basic types, their characteristics and applications.

Classification of DC voltage stabilizers. Principle of electronic voltage stabilization. Parametric stabilizer. Principle of operation, main characteristics and application. Calculation of parametric voltage stabilizers.

Compensation-type continuous voltage stabilizer. Structure and principle of operation. Voltage stabilizers with serial and parallel connection of the regulating element. Principle of operation, characteristics and scope.

Switching voltage regulator. Operating principle. Prospects for the development of secondary power supplies.

Laboratory work. AC voltage rectifier. Parametric voltage regulator. Compensation type voltage stabilizer.

Practical work. Manufacturing of secondary power supplies for the needs of the circle, social rehabilitation center.

8. Processing and generation of analog signals

Amplifiers of analog signals in automation devices. Amplifier stage on a transistor. Setting the operating mode of the transistor for direct current. The simplest calculation of the parameters of the elements of the amplifier stage on the transistor. Input and output characteristics of the stage.

Voltage amplifier. Types of communication between amplifier stages. Feedback in the amplifier. DC amplifier. Selective amplifier. Amplifier.

Generation of harmonic vibrations. LC - and RC autogenerators.

Analog integrated circuits. Classification of analog ICs. IC differential amplifier. Conditional graphic designation. The principle of operation and application of the IC differential amplifier.

Operational amplifier IC. Conditional graphic designation. Principle of operation and purpose. Basic circuits for using an IC of an operational amplifier.

Laboratory work. Voltage amplifier on bipolar transistors RC autogenerator. Operational amplifier.

Practical work. Audio frequency amplifier, intercom, sound simulators, electronic siren, probes for testing amplifier paths, electric musical bell, electronic lock with sound, ultrasonic or optical key, selective control devices.

9. Excursions

Possible objects: exhibitions of children's technical creativity and radio amateurs.

10. Final lesson

Summing up the results of the work of the circle for the year. Encouragement of the most active circle members. Discussion of the work plan of the circle next year.

BIBLIOGRAPHY.

1. Program. Student creativity. M .: "Education", 1995.
2. B.E. Alginin Electronic Automation Circle, 1991.
3. B.S.Ivanov Electronics in homemade products, 1995.