Education ten years from now: what will it be like?

Recently, the program “Model for an innovative economy: Russian education - 2020” was presented at a seminar at the State University Higher School of Economics. Among its developers is the rector of the State University - Higher School of Economics Yaroslav Kuzminov, head of the Department public policy and legal regulation in the field of education of the Ministry of Education and Science of the Russian Federation Igor Remorenko, Director of the Institute education development SU-HSE Boris Rudnik, as well as Isak Frumin, Lev Yakobson and others. The new model is based on the possibilities for developing an innovative economy in Russia and seeks to correlate domestic trends with global ones.

“The result of the discussion of Russia’s development strategy until 2020 will be a concept supported by long-term financial and organizational resources,” he said at the opening of the seminar Rector of the State University Higher School of Economics and one of the developers of the “Model of Russian Education until 2020” Yaroslav Kuzminov.– Those who participated in the formation of the relevant sections of this document saw before them new task– describe and evaluate an education development model focused on the innovative economy. And we present to you the result of our work."

What is an innovative economy?

– The country’s leadership has clearly spoken in favor of the innovative development of our economy. Other scenarios were also considered, including raw materials. But only the approved option increases the stability of our society.

This approach assumes maximum flexibility and non-linearity of all forms of production and social sphere in which a person rotates.

In the 50-70s of the last century, a graduate who entered an enterprise could count on a predictable path to a production career. IN innovation economy Everyone should focus on changing jobs multiple times. Throughout your working life, you need to reconsider the local points of your career several times, deciding what else to learn, what is more beneficial for social and personal development.

For some time we brushed aside the positive side of the teachings of Karl Marx,” emphasized Yaroslav Kuzminov. – It was based on the fact that society is consistently moving towards a creative person, for whom his own work is a source of development. The last 20 years have proven that Marx was right: the future belongs to creative specialists.

For people in an innovative economy, what is important is not just mastering a profession once, but the ability to adapt and learn throughout life. Today, up to 40% of the GDP of developed countries is created by such workers.

In countries with innovative economies, an open market for educational programs and modules is emerging, expanding the possibility of choice. The rigid boundaries of the existing state of affairs with established standard programs are beginning to blur. Previously, the educational system was aimed at the successful mastery of the standard by the main group of students. Now the free search for knowledge is being rehabilitated.

Non-systemic educational institutions are playing an increasingly important role: Internet media, reference sites, educational sites of manufacturing companies and distributors, reference and abstract sites, sites and services of tutors and private consultants, and many others.

As a result, the teacher loses his psychologically supportive monopoly on assessing the knowledge and results of students.

We live in a situation of information explosion: the volume of potentially useful information far exceeds the ability to master it. The culture of knowledge acquisition, on which traditional pedagogy was built, is being replaced by a culture of search, discussion and renewal. Today in Russia, almost all didactic developments on which the school and part of vocational education are based are devoted to the technology of assimilation of information. A lot of wonderful teachers have made a name for themselves on this. But this is a dead-end path for Russian education.

Dossier

Main characteristics of an innovative economy Maximum flexibility and nonlinearity of organizational forms of production and social sphere. Inclusion of processes for obtaining and updating knowledge in all production and social processes. Reliance on human talent, creativity and initiative as the most important resource for economic and social development. Multiple, often unpredictable changes in technologies (including social ones) over short periods of time. Changing the foundations of social positioning: from material capital and a one-time acquired profession to social capital and the ability to adapt.

What will the new teacher be like?

According to Y. Kuzminov, in the innovative economy the face of the teacher is changing. He is not only an educator or a provider of knowledge. An effective teacher must become a researcher, consultant and project manager.

It is traditionally believed that a teacher at a university is a researcher, and a teacher at a secondary school is an educator. But now, both at university and at school, creative competencies are beginning to prevail over didactics: a lot of time is devoted to searching for new information.

The most promising teacher of the future is a consultant on personal educational trajectories. And therefore it will be much more productive to postpone the preparation school teachers on master's level, formed at leading classical universities.

The new model of the educational market is emerging in such a way that educational institutions are losing their former isolation. The educational environment today is already saturated with advanced equipment. There is a diffusion of labor markets: a teacher can work in different places, enter other areas of activity, without losing his profession.

Which university will a vocational school student go to?

Since the beginning of the 70s in Russia, the low assessment of primary and even secondary vocational education. In fact, in our country they began to discard any possibility of a specialist career after technical school. The wages of workers with higher professional education in Russia are ten or more times higher than those of a person with secondary vocational education (in OECD countries - no more than twice!).

90% of Russian parents consider it necessary to give their child a higher education. Urban culture and economy sharply limit the opportunities for people without it. Society is ready to talk, trust, and promote only university graduates.

As a consequence, the first stage of higher education has actually turned into a new social standard, a continuation of general education, which pursues the goal of advanced socialization.

Russia today has one of the highest rates of youth enrollment in higher education in the world. However, the average Russian's years of study are significantly shorter than those required in OECD countries. The non-compulsory nature of pre-school education and the shorter period of stay in school have an impact (the discussion about the 12-year-old education has died down).

In our opinion, the increase in general education, which in many countries occurs at the expense of high school, in Russia is more expedient to carry out in the university sector, consolidating only the actual state of affairs. We will gain significantly more by lengthening the school than by giving the university functions general education.

Universal higher education does not mean that all graduates of educational institutions will go to universities and study there for four years. Degrees and diplomas can be completed in the continuing education system over a long period of time, obtaining certificates in individual modules.

The NGO system and some technical schools need to be transferred to training centers that will begin teaching professional competencies. They can be mastered in modules in a short time. When people are kept in vocational schools for three years to master the specialty of a hairdresser, this is irrational. As for technical schools, we propose to transfer them to the system of applied baccalaureate (three-year period of study after school), which would give part general education training and ended with the development of professional competencies.

Applied bachelor's degrees should be included in the structure of universities, and their students should be called students. This is mainly a social measure. We're trying to get rid of negative attitude, which has developed in society in relation to graduates of technical schools and colleges.

Otherwise, we will never convince anyone to send their children to technical schools.

Free higher education should be maintained in Russia. If it is paid, then it should not be burdensome for the family. There are two instruments: an educational loan guaranteed by the state and partial financing of individual training programs.

By the way, in Soviet times there was a good system - workers' faculties. They provided an opportunity for children of workers and people from national regions to enter universities.

Don't we have this problem now? 30–35% Russian population with low incomes has obvious limitations in the social lift: in particular, they cannot receive a normal higher education. But in our educational policy we calmly passed by this.

What is the new education model?

IN old model the idea of ​​exhaustive development of knowledge was proposed. Creative competencies (ingenuity, adaptability) were considered necessary only for a select few. IN new model systematic training only creates the initial prerequisites for independent mastery of competencies. Everyone needs creative skills. IN old model Encyclopedic knowledge and highly specialized training were valued. Rigid educational trajectories were proposed (based on study time). Secondary education was considered socially compulsory. Teachers and lecturers acted as performers in industrial technologies. IN new model creative, social, professional competencies; flexible modular individual educational trajectories (based on taking into account educational results); targeted support for gifted students (system of national olympiads, accelerated development of the system additional education for children and schoolchildren). Main idea new model – education as the core of a lifelong career. The share of free choice is also increasing, an open market is being formed educational programs and modules instead of a pre-established standard. In fact, you can spend your entire life collecting modules to master new competencies. At the same time, a transparent and understandable system for recognizing educational results should be in each of them. The new model also assumes socially compulsory higher education. Teachers and instructors become “knowledge” workers who own sophisticated technologies. IN old model everything is based on the estimated funding of the institutions. There are public and private educational institutions with different positions in the market, there is limited competition and an extremely primitive offer paid education(everything is paid for by the student’s family). There are also restrictions on academic and economic opportunities budgetary institutions, lack of budgetary support for initiative projects. Sign new model– regulatory and program (competitive) financing. In addition, it contains: – there are equal rights for everyone educational organizations for budget support; – there is an expansion of opportunities for private financing of education without increasing the burden on family budgets (educational lending, tax benefits for educational expenses of enterprises); – autonomous institutions appear with freedom to manage resources while strictly fixing obligations to the state and consumers and grant funding for educational and research initiatives, including mobility.

Help weak schools

An important part of the new model is support programs for weak educational institutions. Such a mechanism has been developed in many countries (where there are separate funding programs for this), but in Russia it is unknown.

We don’t know how to help the weak at all – neither students nor schools. And looking at the rating of the op-amp, we study first of all the top line. Meanwhile, you should always look at its lower part. After all, a weak educational institution is not a trading tent that can be covered up. People who graduate from this school will live on. But how?..

Other serious problem, the solution of which could mitigate the negative consequences of studying in weak educational institutions - providing access to Internet resources (educational and scientific libraries). We have enough money to read absolutely everything that comes out. different languages, including Chinese, translate, buy copyrights and post it on the World Wide Web in Russian for free. It is necessary to take steps to create such libraries. They will cost between half a billion and a billion dollars a year. For Russia this is a real goal by 2010.

Y. Kuzminov: “Marx was right: the future belongs to the creative person”

How long will the Unified State Exam last?

For the new model of education, the institution of public participation in assessing everything that happens as a whole in the area, in an individual school, is extremely important. This is a guarantee of an independent system for assessing the quality of education. We really don't like being judged. And literally on one hand you can count the educational institutions that are ready to voluntarily submit to external control. Meanwhile, it is impossible to do without this.

I think that the Unified State Examination will only last two to three years if the public is not mobilized to discuss its results and monitor its effectiveness. Moreover, the most incredulous.

How to manage education?

The existing education management system at the federal level and at the level of constituent entities of the Russian Federation is not capable of implementing changes. We observe this with ten years of experience behind us. Therefore, today we need to prepare a new generation of administrators.

One of the models of change is the division of funding into two streams: current and aimed at institutional changes in the field of education. Then - the formation of special management centers in the regions that would be responsible for financing innovation.

In addition, it is necessary to significantly increase the public component in the distribution of educational resources. We propose to activate six funds to support the initiative. Three of them already exist (Bortnik Foundation, RGNF, IFFI).

The other three should be created - a fund for socio-economic disciplines, a fund for supporting academic mobility and a fund for supporting teachers. The latter, which exists under this name, does not fulfill its function. There is also a proposal to create a fund to support weak schools.

As the share of choice in the educational market increases, it is worth seriously shaping the elements of its regulation. The state today cannot fully control the quality of all educational programs. There are too many of them. The focus of regulation is moving in the other direction: the state must clarify whether the information provided to participants in the educational market is reliable.

How much will it cost?

At a seminar at the State University Higher School of Economics, the creators of a new model of Russian education also presented a maximum program designed for a favorable resource scenario. What happens if the financial and economic situation in the country is unfavorable?

Y. Kuzminov also noted that if we do not receive government support, then we will not be able to solve social issues with the remaining 3.5% of GDP. For example, raise the teacher's salary high school. And mass higher education will remain in the form in which it exists today, and will await the closure of the task due to the absence of a consumer.

In the case of a negative scenario, it should be about the fact that we refuse to comply with the principles of social equality in education and support the weak. It will be necessary to exclude those measures related to the rise preschool education- they are very expensive.

The minimum program will remain: program “ innovative university"(due to its compactness); remote resources program (creation of Internet libraries, etc.); selective support program for secondary schools.

But for now the scenario can be considered quite optimistic. For last year There has been a tendency towards an increase in the share of education expenditures in the budgets of the constituent entities of the Federation. And within the framework of the model proposed by the Ministry of Economic Development, a significant increase in redistribution from the constituent entities of the Russian Federation to municipalities will be ensured. Consequently, municipalities will be able to receive and spend much more in this area.

The current president has already spoken about tax incentives in the education system. According to HSE estimates, tax incentives are associated with the possibility of increasing the contribution by 04-05% of GDP - this is actually tripling the current legal contribution of business to education.

Prepared by Svetlana KIRILLOVA

Some provisions of the new model of Russian education

New organizational and economic mechanism in education

– Tax incentives for individuals and legal entities to finance education.

– Financing based on the per capita principle.

– Expanding the academic and budgetary independence of educational institutions, transferring most of them to the status of autonomous institutions.

– Grant programs supporting academic initiatives and mobility.

New management principles in the education system

– Institutes of public participation in management and quality control of education.

– Independent accreditation of quality management and assessment systems.

– External support programs for weak educational organizations.

– Transparency, completeness and accessibility of information about educational institutions.

Ensuring citizens' access to educational resources

– National libraries of educational resources.

– Transparent system of admission to educational programs.

– System of preferences for families with problems and low opportunities.

New contract with a teacher

– Bringing the basic salary of teachers to the level of an effective contract.

– Formation of an industry pension system to accelerate personnel renewal.

– Upskilling and retraining programs open to different suppliers.

– Transfer of basic teacher training to the master’s level and retraining programs.

– Wide application flexible system remuneration and incentive mechanisms.

Support for individualization of educational trajectories

– Profile training at the senior level of school, including individual programs and vocational training.

– Integration of children with special needs into general education.

– Remote support of the educational process.

Competence-based approach

– Development and implementation of new educational technologies implementing the competency-based approach in general education.

– Significant modernization of the content of studying social, humanitarian and technological disciplines.

– New methods for assessing school success, focused on a wide range of educational outcomes.

Innovative nature of professional training

– Increasing research components in teaching.

– Mechanisms for long-term funding of research in universities, including joint research with business.

– Independent of educational institutions, constantly updated professional standards and exams.

– New quality of postgraduate studies (a sharp reduction in applications and correspondence postgraduate studies).

– Possibility of completing research after graduate school.

– Innovation infrastructure of universities (business incubators, technology parks, venture capital enterprises).

– Integration of education and production ( basic departments, project teams, new quality of practice).

New structure of the higher education system:

– 10–12 scientific and educational complexes, 20–40 research universities, 100–150 large universities of regional importance. Universities, academies and institutes that mainly implement bachelor's programs (including applied) - in the higher professional education system, which can cover up to 2/3 of school graduates.

– Programs: academic bachelor's degree, applied (technical) bachelor's degree, master's degree, short professional training programs.

– National credit transfer system, allowing flexible construction of individual programs.

– Refusal of the form of external studies and replacement of correspondence types of vocational education with modern distance learning ones.

– Opportunity for non-educational organizations to implement master’s, postgraduate and individual undergraduate courses.

Development of public-private partnership

– Public-state system of professional standards.

– Equal rights educational organizations of any form of ownership participating in competitions for state assignments for training, research and development.

– Formation of a system of independent accreditation agencies.

– System of state support for educational loans to students.

Increasing flexibility in higher education

– Significant reduction in the share of classroom training due to an increase in independent work students and written (practical) assignments.

– Significant reduction in areas of training and increase in the choice of courses.

– Transformation of standards into framework requirements (especially at the master’s level).

Development of a system of additional professional education

– A mechanism for confirming the results of non-formal education through exams and certification.

– Educational consultants and brokers who provide citizens with support in building complex educational trajectories.

– Expanding the range of additional education providers.

– Formation of a rich cultural and educational environment that promotes self-education and lifelong learning (open digital educational resources and distance learning programs, modernization of libraries and museums).

Description of the presentation Formation of deposits - Stages and stages of mineral formation on slides

Formation of deposits - Stages and stages of mineral formation - Duration of formation of deposits - Depth of formation of deposits - Sources of mineral matter - Deposition of mineral matter of minerals

Stage - a long period of mineral accumulation of one genetic process, for example, magmatic, pegmatite, hydrothermal or supergene. Typically, mineral deposits are formed in one stage, less often in two or more. An example of the latter is the upper parts of ore bodies, in the contours of which there are mineral masses of the deep (for example, hydrothermal) and supergene (due to weathering) stages. Stage - a period of time within one stage during which the accumulation of minerals of a certain composition occurred, separated by a break in mineralization from other stages. The criteria for identifying the stages of accumulation of mineral matter are: - intersections of early mineral formations with veins and streaks of mineral matter of subsequent stages; — brecciation of mineral aggregates of an early stage with cementation of their fragments by the mineral mass of new (later) stages. Paragenesis (paragenetic mineral association - the co-occurrence of minerals due to a common origin. Mineral generations - mineral associations of successive stages of mineral accumulation. In such generations, the mineral composition can be completely different, entirely the same or partially repeated. In the last two cases we speak of several generations of the same thing the same mineral (for example, pyrite of the first and second generations)

Duration of formation of deposits Mineral deposits were formed quite long time, commensurate with the geological time of formation of rock complexes. This issue is most clearly resolved for deposits of sedimentary minerals: salts, coals, sedimentary iron and manganese ores, and weathering deposits. ▪ The thickness of Permian (Kungurian stage P 1) rock and potassium salts of the Verkhnekamsk deposit with a thickness of 350-400 m accumulated over 15-17 thousand years). ▪ Platform marine deposits of siderite-leptochlorite-hydrohematite legume-) oolitic ores in the carbonate-terrigenous deposits of the West Siberian basin (J-K-Pg-N), represented by flat-lying strata iron ore(up to 4 layers with a thickness of 2 to 20 m), formed in a time interval from 3 to 15 million years (including breaks in sedimentation, recorded by partial erosion of both the ores themselves and the underlying layers of terrigenous-sedimentary rocks. ▪ Periods of deposition Carboniferous carboniferous strata (C) of the Donetsk basin, including up to 30 layers of coal, cover 50 -60 million years.

▼ For igneous and metamorphogenic deposits, this issue is resolved less clearly using the methods of absolute geochronology; This kind of research shows a wide range of formation times for these deposits. ▪ In short periods of time (up to tens of thousands of years), vein and stockwork deposits appear, associated with granitoid magmatism. ▪ The duration of niobium mineralization alone in the complex complex of alkaline-ultramafic rocks and carbonatites of Sokli in Finland (O-D 1) is estimated at 8.5 million years, and the formation of a similar Tomtor massif (R-V) is more than 80 million years. It should be emphasized that some chemical elements, participating in the creation of mineral-forming complexes of mineral bodies, can move from one geological (earlier) cycle to another (later) and therefore their age may be older than the age of the deposit. ▪ According to isotope data, the age of lead in the ores of pyrite-polymetallic deposits of Rudny Altai is significantly older than the Middle Devonian (Eifelian, D 2) age of the deposits themselves

As we move from the earth's surface to depth, the geochemical and petrophysical conditions of mineral formation change: temperature (T) increases; pressure (P) increases; rock density (ρ) increases; oxygen activity (O 2) decreases sharply; the activity of carbon dioxide (CO 2) and nitrogen N 2 decreases); the activities of methane (CH 4) and hydrogen (H 2) increase; the phase state of water (H 2 O) and its density (ρ) change; brittle deformations of rocks are replaced by plastic ones.

Depth levels of deposit formation Subsurface zone (0.0 – 1.5 km) All deposits of the exogenous series, volcanogenic hydrothermal (including pyrite) deposits of non-ferrous and precious metals, kimberlite and lamproite pipes, carbonatites. Hypabyssal zone (1.5 – 3.5 km) Most plutonogenic hydrothermal deposits of various metals, skarn deposits of iron and copper, magmatic deposits of sulfide copper-nickel ores, chromites, platinoids and rare metals. Abyssal zone (3.5 – 10.0 km) Pegmatite, albitite and greisen deposits, part of plutonogenic hydrothermal deposits, magmatic deposits of chromites and titanomagnetites associated with large deep plutons of acidic, basic and other magmas. Ultra-abyssal zone (10, 0 – Moho boundary) On continuatite, andalusite, entah – about 40 km, under the ocean floor – 5-8 km Metamorphogenic deposits of kynthene, sillimanite, andalusite, rutile, corundum, graphite, phlogopite. Here, deep metamorphic transformations of ore formed over more high levels(metamorphosed deposits of iron and manganese).

The depth of the erosion section is determined by the position of the mineral bodies relative to the modern earth's surface. It is customary to distinguish three degrees of erosion of deposits: - initial (mineral bodies have just begun to be exposed by erosion and the deposit has prospects for depth); - intermediate (medium) and - complete (the root parts of ore bodies are exposed on the surface and the prospects for the deposit to depth are very limited)

Graphic model of South African kimberlite pipes (according to J. Howson with simplification) 1 – tuffs of a volcanic cone; 2 – crater sediments; 3 – explosive kimberlite breccias (agglomerates, tuffs); 4 – intrusive breccias and kimberlites; 5 – rocks of the Karoo system (C 1 -R-T): a – basic lavas; b – shales, sandstones; 6 – Ventesdorp system (PR 1): a – andesitic lavas; b – conglomerates, quartzites; 7 – primary system (AR): a – shales; b – granite-gneisses; 8 – system boundaries; 9 – modern surface of pipes and sills in the Kimberley field. Parts of the tubes: I – crater; II – diatreme; III - channel

Sources of mineral matter are Juvenile, associated with magmas of diverse composition of deep (lower crust and upper mantle) origin and with “transmagmatic” (according to D. Korzhinsky) fluids. Diamonds in kimberlite and lamproite pipes, niobium and rare earth elements in carbonatites of complex ultramafic-alkaline igneous complexes. Assimilation, associated with the assimilation of the mineral matter of the surrounding rocks by the magmatic melt, that is, with the emergence of palingen magma. Enrichment of alkaline magma with carbon due to its assimilation of surrounding carbonate rocks with the subsequent formation of magmatic stocks of densely crystalline graphite in the peripheral parts of the syenite intrusion of the Botogol deposit (According to B. M. Kupletsky) ▼

▼ Borrowed by leaching of mineral matter from rocks with gas-liquid solutions of various origins along the paths of their underground circulation. A recycling model for the formation of submarine sulfide deposits in a convective paleohydrothermal system, which assumes the capture of non-ferrous metals and other elements from surrounding rocks, their transfer by circulating heated sea water, followed by deposition in the hydrothermal outlet zone near the surface of the seabed. (According to R. Hutchinson, W. Fife, etc.) Exogenous, that is, the removal of matter from the surface of continents in the form of suspensions and solutions into water basins of sedimentation (sedimentation). Dissolution and transfer of iron, manganese, aluminum, salts, etc. from continents to a sedimentation basin with the formation of sedimentary stratal deposits of these metals and other elements and compounds.

Deposition of mineral matter of minerals from mineral-forming environments 1. From melts (magmatic deposits) - crystallization of magma minerals (crystallization or liquation differentiation) 2. From aqueous and gas-aqueous solutions, gas solutions (magmatic and sedimentogenic deposits) - mechanical precipitation - biochemical precipitation — spontaneous coagulation — supersaturation and evaporation of solutions — chemical reactions various substances in solution and interacting with changes in temperature, pressure and other parameters, reactions when mixing solutions of different compositions and reactions of the solution substance with rocks - sublimation (sublimation) 3. The result of the rearrangement of a substance in the solid state (transformed, including including metamorphogenic deposits) - decomposition of solid solutions - diffusion and filtration mass transfer

Ilishev Vladim, scientific supervisor: German A.A.

The goal of my project was: to study the process of formation of mineral aggregates in nature by simulating the crystallization process at home.

1. Study theoretical material on how geodes are formed in nature.

2. Familiarize yourself with the technique of growing crystals at home.

3. Grow crystals from table salt at home.

The subject of the study is the crystallization process.

Research hypothesis: if I create a model of the process, recreating the approximate conditions for the formation of aggregates in nature, then will I be able to grow “secretions” at home?

Project product: secretions.

Methods: theoretical - modeling, empirical - observation, experiment, modeling.

1. While working on the project, I studied the processes of secretion formation in nature.

2. Got acquainted with the technique of growing crystals.

3. Grew crystals in eggshells. I found out that the size of the crystals depends on whether water evaporates quickly or slowly.

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Slide captions:

Objectives To study theoretical material on how geodes are formed in nature To become familiar with the technique of growing crystals at home To grow crystals from table salt at home And to study the process of formation of mineral aggregates by modeling the crystallization process at home Goal

Methods: modeling, experiment Mineral aggregate - secretion Model of secretion (crystals of table salt grown in eggshells) Object Subject Hypothesis Product Crystallization process If I create a model of the process, recreating the approximate conditions for the formation of aggregates in nature, will I be able to grow secretion at home?

Source - www.rusmineral Celestine, geode 13cm. Madagascar (Sakoany Mine, Sofia Region, Mahajanga Province) Secretions

Museum named after A.E.Fersman. Photo © A.A. Evseev Gu-nus tract, Gobi, Mongolia. Sample ~15 cm Agate tonsils - the creation of gas bubbles in basalt. Secretions

Source http://pikabu.ru, Museum named after. A.E. Fersman. Photo- © A.A. Evseev Goethite geode. Bakalskoye field, Yuzhn. Ural, Russia Ethiopian opal Secretions

Photo - Didier Descouens, Photo - © V. Sletov Agate geode, inlaid with quartz crystals from the inside Geode with calcite, 22 cm. France (Pau, Pyrénées-Atlantiques, Aquitaine). Secretions

Geode formation

Crystals grown under different conditions Slow evaporation of water Fast evaporation of water

While working on the project, I studied the processes of formation of secretions in nature 1 2 3 I got acquainted with the technique of growing crystals I grew crystals in eggshells I found out that the sizes of crystals depend on how quickly or slowly water evaporates 4 Conclusions

My collection

Thank you for your attention! MBOU MO, Nyagan “Secondary School No. 2” 2014

“Formation of minerals in secretions by modeling the crystallization process at home” MBOU MO, Nyagan “Secondary School No. 2” Performed by: Vladim Ilishev, 7g Supervisor: German A.A. 2014

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Studying the formation of minerals in secretions by simulating the crystallization process at home.

Ilishev Vladim

Russia, Khanty-Mansiysk Autonomous Okrug-Yugra, Nyagan,

Municipal budgetary educational institution "Secondary school No. 2", 7th grade

Scientific article

My interest in the formation of minerals in nature began with reading Elena Kryzhanovskaya’s article “Star Cave or Natural Miracle - Geode” in the popular science natural history magazine “Kolosok”.

Geode - (from Greek earth-like) - geological formation, a closed cavity in sedimentary or volcanic rocks partially or almost completely filled crystalline substance, aggregates of minerals, hollow large secretion. Its shape can be any, but most often round.

The article very interestingly described the process of geode formation itself, as if nature were baking pies. I was very interested in the process of crystal maturation inside a geode, so I decided to work on the project “Formation of minerals in secretions by simulating the crystallization process at home.”

The goal of my project was: to study the process of formation of mineral aggregates in nature by simulating the crystallization process at home.

Tasks:

1. Study theoretical material on how geodes are formed in nature.
2. Learn how to grow crystals at home.
3. Grow crystals from table salt at home.

The object of study is a mineral aggregate - secretion.

The subject of the study is the crystallization process.

Research hypothesis: if I create a model of the process, recreating the approximate conditions for the formation of aggregates in nature, then can I grow secretions at home?

Project product: secretions (table salt crystals grown in eggshells).

Methods: theoretical - modeling, empirical - observation, experiment.

My project can be used in natural history and geography lessons when studying the topic “Rocks”, in chemistry lessons when studying the topic “Solutions”.

If you find a secretion in nature, it resembles some kind of incomprehensible ball, an inconspicuous stone. You'll never guess if you don't know!

It is not an egg, although there is something valuable inside, not a fruit, although it ripens in the ground, not a cannonball, and not an ordinary round pebble, although this thing is actually made of stone. More precisely from different types quartz - one of the most common minerals earth's crust.

This is a mineral aggregate, secretion. This nondescript ball on the outside has a really big secret, its own secret. It is very difficult to open it. To do this, you need to split it or cut it with a saw. And then the stars will shine for us from inside the gray dense shell. (Appendix 1)

What kind of miracle is this? What fairytale bird lays these stone eggs? From what star seed do such fruits grow?

The secretion is more like a pie with a valuable filling. The crust is made of silicon, and inside there is a “delicious” filling, crystals glitter. What substances? Depends on the recipe. Various varieties of these delicacies are baked in the hottest natural ovens - volcanoes.

The secretion, inside of which there remains a cavity where crystals grow from the edges to the center, is called a geode.

Geodes form in cavities in the earth's crust. Minerals are deposited gradually, layer by layer, from the edge to the center. But this requires special conditions.

Firstly, a closed shell. More often, these are the walls of gas bubbles that form in magma when it spills onto the surface during a volcanic eruption. Dissolve in magma various substances, and as soon as the magma cools, the solutions begin to solidify layer by layer. If the temperature changes several times, then the substances crystallize into several layers in turn. If there are cracks in the walls of the frozen vesicle, then new solutions leak through them until the secretion is completely filled.

The pie is baked. How do they come out of the magma to the surface? Frozen magma cracks under the influence of sun, cold, water (weathering process), and secretions scatter over the surface.

From Wikipedia I learned about the Cave of Crystals. Cave of Crystals (Spanish Cueva de los Cristales) is connected to the Naica mine complex (Spanish Naica), located 300 meters below the city of Naica, stateChihuahua , Mexico . The cave is unique due to the presence of giantcrystals selenite (mineral, structural varietygypsum ). The largest crystal found is 11 m long and 4 m wide, weighing 55 tons. These are some of the largest known crystals. The cave is very hot, temperatures reach 58 °C with a humidity of 90-100%. These factors make it very difficult for people to explore the cave, making it necessary to use special equipment. Even with equipment, the stay in the cave usually does not exceed 20 minutes. (Appendix 2).

The new hall, called the Ice Palace, was opened during drilling in 2009. It is located at a depth of 150 m and is not filled with water. The crystal formations are much smaller, with thin thread-like growths.

In the future, biologists may be interested in crystals, since their microscopic cavities filled with liquid may contain ancientmicroorganisms .

Geodes are used to obtain ornamental stones for making jewelry. Crystals are solid bodies that retain not only volume, but also shape. Crystals have a unique property: if the crystal is compressed, the mechanical energy from the compression is transformed into light or electrical energy. Hence, the use of crystals receives unlimited possibilities, and the most relevant today is the use in devices and devices from computers and mobile phones to space stations. They are used in grinding hard products, producing a laser beam when light is amplified, and liquid crystals combine the properties solids and liquids. In general, the use of crystals is a topic for a separate project. Work on the creation of crystalline materials technologies is included in the List Priority directions development of science, technology and engineering Russian Federation, approved by the President of the Russian Federation.

To grow secretions at home I needed: an empty egg shell, crystal salt, white glue, a brush, a glass bowl, food paint, hot water, a spoon, rubber gloves, a newspaper.

What I did:

1. I blew out the egg and broke the shell into two halves.
2. Use a brush to apply a layer of white glue to inner surface half shell. I dried them.
3. I prepared a solution for growing crystals in a glass container. I stirred the salt in hot water with a spoon and poured the solution into the shell.
4. Over the course of several days, I observed the evaporation of water from the solution and the formation of crystals.

A week later I received my secretions: shells filled with crystals. I noticed that

• if the future secretion is placed on a windowsill (where it is colder and the process of evaporation of water from the solution will occur more slowly), then the crystals form more slowly and become larger.
• if the future secretion is left in the room (where it is warm and the process of evaporation of water from the solution will occur faster), then the crystals form quickly, about a week, and become smaller (Appendix 3).

Now I have a collection of several "secretions". (Appendix 4).They are painted in different colors. Someday I will learn to determine the name of crystals by their color. I'm currently working on growing a very large crystal. To do this, it is necessary that the evaporation of water from the solution proceeds very slowly, and you need to constantly add a new solution so that there is something to grow crystals from.

The conclusions I came to:

1. While working on the project, I studied the processes of secretion formation in nature.
2. I got acquainted with the technique of growing crystals.
3. I grew crystals in eggshells. I found out that the size of the crystals depends on whether water evaporates quickly or slowly.

I posted information on my project on the Internet on the i-class website.

I managed to grow secretions from a highly concentrated salt solution at home.

Continuing the theme of my project, crystals can be grown not only from table salt, but from a supersaturated solution of granulated sugar. This way you can get candy on a toothpick, and use berry juice as a dye. I also found on the Internet that you can grow multi-colored and multi-layered crystals.

Literature.

1. Kryzhanovskaya E. Star Cave or Natural Miracle - Geode. // Spikelet. No. 9, 2012. pp. 38-45.
2. http://ru.wikipedia.org/wiki
3. [ http://news.nationalgeographic.com/news/2007/04/photogalleries/giant-crystals-cave/ Giant Crystal Cave Comes to Light] // April 9, 2007: "Temperatures hovered consistently around a steamy 136 degrees Fahrenheit (58 degrees Celsius)"
4. http://www.kristallikov.net/page6.html
5. http://studyport.ru/estestvennyie-nauki/rastvoryi-rastvorimost

Based on my lectures

In pedagogical literature the terms are often found education model (educational model) And training model.

Term training model used in relation to the organization of the educational process.

Under education model As a rule, a model is understood that reflects certain ideas about the organization of the educational process as a whole, including not only training, but also upbringing and personal development. Characterizing the education model, some authors consider it as the implementation of a certain scientific approach, as a special way of organizing the educational space, interaction of various educational organizations and building an education system.

Education model- this is a mentally presented system that reflects a particular approach to education, a view of its role in the life of a person and society.

There are several approaches to identifying educational models.

So, M. V. Clarin believes that all educational models can be divided into traditional(“knowledgeable”, the purpose of which is to develop knowledge, skills and abilities in students) and innovative(developmental, aimed at developing the student’s personality). Traditional ones are based on the subject-object interaction of the teacher with students and the reproduction of samples of knowledge, activities, rules and algorithms. The basis of innovative models is subject-subject, collaborative relationships between teacher and student. In innovative models, the educational process is structured as a solution to problems and implies high independence of students.

In a number scientific publications education models are divided into technocratic And humanistic. The main pedagogical values ​​in technocratic models are knowledge, abilities and skills (KUNs). The main pedagogical values ​​of humanistic educational models are the child’s personality, its harmonious development ( I.P. Podlasy).

N. V. Bordovskaya And A. A. Rean The following education models are distinguished.

Model of education as a state-departmental organization. In this model, education is one of the sectors national economy and is built on a departmental principle with a strict centralized definition of the goals and content of education, types of educational organizations and composition academic disciplines for each type. The main advantage: the possibility of centralized distribution of funds (financing educational organizations, forecasting the needs of specialists based on development trends in a particular industry, etc.). The main disadvantage: there are few opportunities for individualizing education, for taking into account the individual needs of each student.

Model of developmental education(V.V. Davydov, V.V. Rubtsov, etc.) is distinguished by the cooperation of educational organizations of different types and levels. This expands the range of educational services and maximally satisfies the educational needs of various segments of the population. In addition, it ensures the ability to quickly respond to changes in demand for certain professions and specialties that are constantly occurring in society. However, this model also has disadvantages. Thus, its implementation is impossible without the appropriate infrastructure, without a developed network of educational organizations of various types and profiles. In relation to Russia, with its large and unevenly populated territories, it is very difficult to create an infrastructure that would provide all residents of the country with equal opportunities to receive an education focused on maximum personal development.

Model of systematic academic education(J. Mageau, L. Cros, D. Ravich, etc.) is considered a traditional way of transmitting the cultural experience of the past to a new generation. This model is aimed at developing a system of basic knowledge and skills that will allow an individual to subsequently move on to independently assimilate knowledge, values, and experience. The traditional model is characterized by a variety of digestible material; This is due to the fact that traditional education does not know in advance what exactly each person will need in the future; an extensive program gives the student’s personality greater opportunities for further self-determination. Thus, the main advantage of the traditional model is the scientific basis of the knowledge and experience being formed and the systematic nature of the education received by the individual. Disadvantage: focus more on a certain ideal level of education, rather than real life needs.

Rationalist model(P. Bloom, R. Gagne, etc.) presupposes an organization of education that ensures, first of all, the practical adaptation of the younger generation to society, to existing social conditions. The knowledge and experience gained through this model of education allow the individual to painlessly enter the system public relations, to occupy their social niche in it. This is her main advantage. The main disadvantage is the excessive specialization of the education received, neglect of broad scientific knowledge, which subsequently significantly limits the graduate’s choice of profession, and if necessary, change the scope of earnings creates difficulties in professional retraining.

Phenomenological model(A. Maslow, A. Combs, K. Rogers, etc.) is based on personal training, taking into account individual psychological characteristics student, with respect for his interests and needs. Adherents of the phenomenological model reject the view of school as an “educational conveyor belt” (the very name of the model - a derivative of the word “phenomenon” - indicates that each student is unique). The personal orientation of education is an unconditional advantage of the phenomenological model. Its disadvantages include the relatively high costs of individual education, increasing requirements for professional qualifications teachers. Therefore, today in the world there is no experience of the absolute implementation of this model in mass schools.

Non-institutional model(P. Goodman, I. Illich, F. Klein, etc.) - this is education outside of schools, universities and other social institutions: distance learning, learning through books, media mass media, multimedia textbooks, Internet, etc. The obvious advantage of this model is maximum freedom for students to choose the place, time, profile and method of training, the opportunity to study regardless of place of residence. However, freedom is a plus provided that a person is ready to organize his own educational activities, and this is only possible when he already has solid learning experience and a strong motivation for self-education. In addition, the non-attachment of learning to any social institution deprives non-institutional education of official status and does not allow the student to receive a state-issued education document. Therefore, this model is considered as a way of additional education and self-development.

Thus, any of the education models existing today has both advantages and disadvantages. Therefore, in developed education systems one can find various models, including new ones that arise on the basis of those described above. For example, among the trends last decade- inclusion of universities in development distance education on the Internet. University education belongs to the traditional model, and distance education belongs to the non-institutional one. Their merging makes it possible to overcome the disadvantages inherent in each of these models separately (for example, by studying distance learning, obtaining a diploma higher education or take a practice-oriented course at a university