Research design and instruments
In the process of organizing independent education in professional educational institutions with the introduction of pedagogical and information technologies, we analysed the effectiveness of students’ acquisition of knowledge using theoretical and empirical research techniques. Empirical research consists of developing the necessary practical proposals and recommendations on the basis of generalization, analysing the empirical data obtained on the phenomena and processes of social life on a practical basis with new programs and methods.
Empirical (concrete) research techniques are studied as follows:
• The most common scientific method of scientific knowledge (conscious practical and theoretical activity);
• General scientific methods on the empirical level of scientific knowledge;
• General scientific methods on the theoretical level of scientific knowledge.
In the process of carrying out practical research, preliminary empirical data are collected using specific research techniques, which include the following:
Survey method – The convenience of this method is manifested in the fact that the observation and experimental techniques of the study can only be used by teachers in the educational process, while the survey method can also involve short-term trained assistants in conducting the research and with their help cover a large number of respondents.
Discussion – method through dialogueue-this will serve to strengthen the knowledge of students on the basis of the task given by question and answer;
Presentation – this is a method that allows students to determine the level of speech and professional knowledge;
Statistics – to achieve reliable accurate results using mathematical statistical techniques for the processing, proof of analysed data.
The empirical research method is the means of obtaining information and data about an object and processing them in the primary way. Empirical data will then be included in the scope of the theoretical study.
The explanation of the information entering into the theoretical research circle leads to the development of their worldview, that is, the development of the law or principle, the technological invention.
Observation as a method of empirical research:
• obtaining primary information and information about properties, signs and structures that can be perceived (observed) by objects;
• create a clear picture of the object;
• performs resource delivery tasks for theoretical analysis.
One of the global tasks of innovative development in the world is the competence of creativity and the enthusiasm for creating new ideas as a result of the professionalism of students around the world, including creativity in humans, as well as the creative approach to professional activity, the ability to make rational decisions and the result of professional competence (Z.K.Ismailova, Sh.U.Nurullaeva, N.N.Karimova and T.Y.Abzairov, 2021). The main task of integrated education is reflected in the formation of special compensations aimed at the ability to apply professional knowledge, skills in students and the development of their skills in future professional activities (Kuysinov O.A., 2018).
The effective organization of the process of developing students’ competency in working with graphic software is interrelated with the chosen concessions, conditions, and the components of targeted, conceptual, process-oriented and result – analysis are as follows:
Target components. Orientation towards the formation of work compensation with engineering graphics programs through the effective organization of students’ educational activities. The targeted component focuses on the formation of engineering graphics program performance compensation through the effective organization of students’ learning activities.
Conceptual components. The stages of development of the competency of students of Termez city vocational school for work with engineering graphics programs are considered – the stages of development of the competency – based on the principles of competency, personality – oriented, integrated, systematic-active approaches and adaptability, interrelationships with practice, naturalness, interpretation, and development of the competency of students for work with engineering graphics programs.
In the course of the study, the technology for the development of students’ engineering graphics program performance competency was developed with the aim of introducing advanced ideas into practice, and the technology was carried out in motivational, cognitive, creative and process-oriented stages:
Motivational stage. Ability arises through creativity as a variety of human activities as one of the special productive human qualities in processes that are not regulated by nature and serves as a direction of enriching the creative potential and levels of the individual (Abduvalieva Dilsora Nodirjon Kizi, 2021).
With the rapid growth of the use of information communication technology among students and teachers, professional education programs, such as other educational institutions, indicate the need to integrate and support the development of digital skills (Stefen Wild and Lydia Schulze Heuling, 2020).
The use of practical applications in innovation and technical education in ensuring the readiness of students for engineering activities in this process indicates the relevance of the development of modern teaching technologies and methodologies (B.Dj.Ulugov and Sh.U.Kasimov, 2021).
The objective of the motivational phase of developing performance competency in engineering graphics programs in students is to guide the development of the need for data analysis in the course of educational activities. In particular, depending on the direction of the specialty, the various disciplines taught for them can also be applied in informatics, engineering graphics, computer design and other sciences. To learn Compass 3D software, students will first be required to have the skills to create 3D models. However, even if there are no such skills, then with the help of this program, there will be no serious obstacles in the work of 3D design. Engineering graphics software has a standard graphical interface that is integrated with many Windows operating systems, which significantly reduces application learning time and is thus an easy-to-use engineering graphics software (Víctor Revilla-Cuesta, Marta Skaf, Juan M. Manso and Vanesa Ortega-López, 2020).
To demonstrate the relevance of information acquisition as a learning material to practice on the basis of understanding the importance of information acquisition in teaching activities and vital activities of students, using Compass 3D software, we will demonstrate the following function:
About the project
Organization
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Termez Engineering and Technology Institute
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Author
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Alimnazarov Olim
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Current application
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APM FEM Compass 3D
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The APM FEM Analysis Unit is combined with Compass 3D software to perform static frequency, bending, and thermal analysis, in which the work is performed as follows:
1. Enable Compass 3D software
2. In the 3D model mode, we build a three-dimensional spatial model of the Bolt combination detail and its assembly unit from the “Сборка”. Since the objects under consideration are considered to have a simple configuration, it is considered convenient to use Figure 1.
3. The next step is to select the material from the library of the “Управление” section of the Compass 3D program. There is a wide range of different materials that the program offers, among which we select the material according to the design details of the assembly unit.
We select the materials of the design details folding unit steel. The characteristics of the materials selected for the assembly unit are given in Tables 1 and 2.
Table 1
Bolt combination detail material parameters
Material
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Type
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Constant voltage [MPa]
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235
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Normal voltage module [MPa]
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200000
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Coefficient
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0,3
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Density [kg/m3]
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7800
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Linear temperature growth coefficient
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0,000012
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Consistency in compression [MPa]
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410
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Stretch endurance limit [MPa]
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209
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Resistance limit in torsion [MPa]
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139
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Table 2
Material loading information
Name
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Loading parameters
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Distributed power [N/m]
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Power vektori:
X = 0; Y = 0; Z = − 300
Price: 300 N
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Distributed power [N/m]
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Power vektori:
X = 0; Y = 0; Z = 200
Price: 200 N
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4. Comparison of parameters and results in the network of finite elements
Table 3
Comparison of parameters and results
Name
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Results
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Type of elements
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10 knotted tetraedra
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Maximum side length of the element [mm]
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5
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Maximum thickening coefficient on the surface
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1
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Coefficient of volume distribution
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1,5
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Limited number of elements
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1304
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Number of nodes
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2816
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5. The static calculation results are shown in Table 4 and 5.
Table 4
Inertial characteristics of the model
Name
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Results
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Model mass [kg]
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0.089368
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Model weight Center [m]
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(0.007319; -0; -0.000184)
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Inertial moments relative to the center of mass of the model [kg*m2]
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(0.000013; 0.000011; 0.000006)
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Reaction moment relative to the center of mass [N*m]
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(-0.00102; 1.752547; -0.000745)
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General reaction of the supports [N]
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(0; -0; 100.000008)
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Absolute reaction price [N]
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100.000008
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Absolute torque value [N*m]
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1.752548
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Table 5
Static calculation results
Name
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Type
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Minimum value
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Maximum value
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Equivalent on Mizesu kuchlanish
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SVM [МPа]
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0.039305
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9.786724
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General linear wiper
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USUM [mm]
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0
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0.000321
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Reserve coefficient
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10
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10
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6. The results of the calculation of Priority Figures 3, 4, 5, 6, 7, and 8 are presented in Tables 6 and 7.
Table 6
Results of the calculation of priority
N
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Reserve coefficient in loss of priority
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1
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0,000305
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Table 7
Results of the calculation of the private frequency
N
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Frequency [rad/sec]
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Frequency [Hz]
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1
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67982.736762
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10819.788601
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2
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92859.66284
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14779.074355
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3
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101061.74306
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16084.475966
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4
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162543.459779
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25869.595091
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5
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196327.912086
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31246.557675
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Integration based on the student’s knowledge and personal experience competence is considered professional and personal quality and is an expression of the creative side nature. The composition of the student’s compensation includes cognitive, mineral, technological, communicative, reasoning and innovative. As part of the reader’s competence, we can show individual, motivational, interactive, normative and evaluative elements (Иванова Любовь Викторовна, 2014).
Cognitive stage. At this stage, it is important to ensure that students’ performance with engineering graphics software is consistent with the level of continuous contemporary requirements of competence. It is necessary for students to be fully aware of the activities and activities associated with modernity in the process of integrated education.
Creative stage. The ability to apply the acquired information in the process of independent education, to solve problems, to assess situations and to put forward the necessary ideas requires creativity from educators. The factors that make students’ creative approach to the process of working with engineering graphics software are as follows:
• individual characteristics of the individual: the ability to assess unusual (nonstandard) and uncertain situations, adapt and choose the optimal options; the ability to find an unusual or unusual solution to problems; the ability to have their own independent worldview;
• environment of creativity: a constant environment that creates conditions for a creative approach, and various factors that serve to create this environment; influences that create situations that create the effect of “adrenaline”.
Process stage. The main objective of the independent educational process, based on the competency approach, is to prepare students for the conscious use of the information they have acquired in their life activities in accordance with the requirements of integrated education and to reflect on the results of the development of the student’s work with engineering graphics programs.