How does a creative project differ from research work? Project and research activities of schoolchildren: similarities and differences

A project is "a set of actions specially organized by a teacher and independently performed by children, which culminate in the creation of a product consisting of an object of labor made in the design process and its presentation in the framework of an oral or written presentation." A project is literally "thrown forward", that is, a prototype, a prototype of an object, type of activity, and design turns into the process of creating a project. Thus, the project creates something that does not yet exist, it always requires a different quality or shows the way to obtain it. Research Research is understood primarily as a process of generating new knowledge, one of the types of human cognitive activity. The fundamental difference between research and design is that research does not imply the creation of any pre-planned object, even its model or prototype. Research is the process of searching for the unknown, new knowledge, one of the types of cognitive activity. Research is the search for truth or the unknown, and design is the solution to a certain, clearly perceived problem. 4

goal project activities - implementation of the design concept. The purpose of research activity is to understand the essence of the phenomenon, truth, the discovery of new patterns, etc. Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of a project implementation, research will act as one of the means, and, in the case of a research, design may be one of the means. five

Research implies the development of hypotheses and theories, their experimental and theoretical verification. Projects can be without research (creative, social, informational). There may not always be a hypothesis in the project, there is no research in the project, there is no hypothesis. 6

The main stages of project activities: Determination of the project theme, search and analysis of the problem, setting the goal of the project, choosing the name of the project; Discussion of possible research options, comparison of proposed strategies, choice of methods, collection and study of information, determination of the form of the product and requirements for the product, drawing up a work plan, distribution of responsibilities; Execution of planned technological operations, making necessary changes; Preparation and defense of the presentation; Analysis of the results of the project, assessment of the quality of the project. 7

Formulation of the problem, justification of the relevance of the selected topic. Putting a hypothesis. Setting the goal and specific objectives of the study. Determination of the object and subject of research. The choice of methods and methods of research. Description of the research process. Discussion of research results. Formulation of conclusions and evaluation of the results. 8

9

Problem (a contradiction in which the child could not initially understand) Problem (a contradiction in which the child could not initially understand) Object (this is the name of the general process that must be investigated in order to offer a solution to the problem). Object (this is the name of the general process that must be investigated in order to propose a solution to the problem). Purpose (designation as a process of what I want to receive as a result of research; Why I will research in order to ....) Purpose (designation as a process of what I want to receive as a result of research; Why I will research in order to ....) Hypothesis (formulates what the child expects to do in the process of research and with the help of what methods to solve the problem; If you do this and that and that with the help of this and that, then you can get this and that ”) Hypothesis (formulates what the child intends to do in the research process and with the help of what methods to solve the problem; If you do this and that and that with the help of this and that, then you can get this - this and that - that ") Subject (this is part of the overall process, its aspect or perspective) Subject (this is part of the overall process, its aspect or perspective) Tasks (defining the stages on the way to achieving the goal, what I will do step by step to achieve the goal) Objectives (defining the steps on the way to achieving the goal what will I do step by step to achieve the goal) Research methods (how to accomplish tasks? By what methods?) Research methods (how to accomplish tasks? By what methods?)

A project is an idea, a plan, creativity according to a plan. Design can be thought of as the sequential execution of a series of well-defined, algorithmic steps to achieve a result. Project activities always involve drawing up a clear plan of the research being carried out, requires a clear formulation and awareness of the problem under study, the development of real hypotheses, their verification in accordance with a clear plan, etc. Research is the process of generating new knowledge, true creativity. Research is a search for truth, the unknown, new knowledge. At the same time, the researcher does not always know what the discovery made during the research will bring him. eleven

A project is an idea, a plan, creativity according to a plan. Research is the process of generating new knowledge, true creativity. Research activity should initially be free, not regulated by any external attitudes, it is more flexible, it has much more room for improvisation. When organizing any activity, it is necessary to take into account the age characteristics of schoolchildren, to create conditions for their development. 12

The main result of research activity is an intellectual product. For research, it is valuable in itself. The method of projects is a way of effectively building any type of activity (including research). In this way, research activities learners can be organized by the project method. thirteen

14 Design Research 1. Development and creation of a planned object or its specific state 1. Does not imply the creation of a pre-planned object 2. Solution of a practical problem 2. Creation of a new intellectual product 3. Preparation of a specific variant of changing environmental elements 3. The process of searching for the unknown, obtaining new knowledge

Abstract - works written on the basis of several literary sources, assuming the task of collecting and presenting the most complete information on a selected topic. Example: "Who is he, the hero of our time?", "What methods of preserving the world are used by modern mankind?", "What are the modern ideas about the problem of ozone holes?" fifteen

Naturalistic descriptions are works aimed at observing and qualitatively describing a phenomenon according to a specific method with fixing the result. At the same time, no hypotheses are put forward and no attempt is made to interpret the result. Example: "What are the parameters of air temperature, humidity and atmospheric pressure in the winter months in our village?", "How many new words and which ones were found in the story / article ..?", "What colors are presented on the flags of the countries of the world?" sixteen

Research - works performed using a scientifically correct methodology, having their own experimental material obtained using this methodology, on the basis of which analysis and conclusions are made about the nature of the phenomenon under study. A feature of such works is the uncertainty of the result that research can give. Example: "How do the residents of the N municipality vote in elections and why?", "What determines the actions of the heroes of a literary work?", "What are the features of the geological history of the river ..?" 17

Design - work related to planning, achieving and describing a certain result (building an installation, finding an object, etc.). May include a research stage as a way to achieve the final result. Example: "How to make a school holiday interesting?", "Why are school desks uncomfortable?", Why is there a youth vocabulary? " eighteen

Experimental - works that are written on the basis of performing an experiment described in science and having a known result. They are rather illustrative, suggest an independent interpretation of the characteristics of the result, depending on the change baseline... Example: "How does the brightness of the glow of a tungsten wire depend on its temperature?", "What are the differences in the ideas of my peers about civil society, depending on their social activity?" 19

(the following indicators may be common to all) the question for research is formulated, authorship is indicated; the goal is formulated; the hypothesis is formulated; the objectives and progress of the research are clear; research methods are clear; experiment carried out (depending on the type of project); the results are received; conclusions are made; the result / conclusions are consistent with the goal; ways of using the results are proposed; the resources used are indicated. 20

Quite often teachers ask the question "How is research activity different from project activity?" This is a rather serious question.
First, the main difference between design and research activities is the goal:
the purpose of the design activity is the implementation of the design concept,
and the purpose of research activity is to understand the essence of the phenomenon, truth, the discovery of new laws, etc.
Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of a project implementation, research will act as one of the means, and in the case of research, one of the means can be design.
Secondly, research implies the advancement of hypotheses and theories, their experimental and theoretical verification. Projects can be without research (creative, social, informational). And from this it follows that there may not always be a hypothesis in the project, there is no research in the project, there is no hypothesis.
Thirdly, design and research activities differ in their stages.
The main stages of project activities are:
Determination of the thematic field and theme of the project, search and analysis of the problem, setting the goal of the project, choosing the name of the project;
Discussion of possible research options, comparison of proposed strategies, choice of methods, collection and study of information, determination of the form of the product and requirements for the product, drawing up a work plan, distribution of responsibilities;
Execution of planned technological operations, making necessary changes;
Preparation and defense of the presentation;
Analysis of the results of the project, assessment of the quality of the project.
Research stages:
Formulation of the problem, justification of the relevance of the selected topic.
Statement of the goal and specific objectives of the study.
Determination of the object and subject of research.
The choice of the method (technique) of the study.
Description of the research process.
Discussion of research results.
Formulation of conclusions and evaluation of the results obtained.
Fourthly, a project is an idea, a plan, creativity according to a plan. Research is the process of generating new knowledge, true creativity.

How to ensure the effectiveness of project activities of students?
In order to create conditions for effective independent creative project activity, students must:
1. Conduct preparatory work.
Before starting work, the student must own necessary knowledge, abilities and skills (starting ZUN) in the content area of \u200b\u200bthe project. The teacher can give new knowledge to students during the project, but in a very small amount and only at the moment of its demand by students. The student will need to a certain extent formed specific skills and design skills to independent work.
It is advisable to develop specific skills and abilities of independent project activity not only in the process of working on a project, but also within the framework of traditional lessons, when they are mastered step by step as general school (over-subject).
The following skills and abilities in project activities need to be formed in the process of working on a project or outside it:
a) thought-activity: putting forward an idea (brainstorming), problematizing, goal-setting and formulating a problem, putting forward a hypothesis, posing a question (searching for a hypothesis), formulating an assumption (hypothesis), a reasonable choice of a method or method, a path in activity, planning one's activities, introspection and reflection;
b) presentation: the construction of an oral report (message) on the work done, the choice of methods and forms of visual presentation (product) of the results of activities, the production of visual objects, the preparation of a written report on the work done;
c) communicative: listening and understanding others, expressing oneself, finding a compromise, interacting within a group, finding consensus;
d) search engines: find information in catalogs, context search, in hypertext, on the Internet, formulation keywords;
e) informational: structuring information, highlighting the main thing, receiving and transmitting information, presentation in various forms, orderly storage and search;
f) conducting an instrumental experiment: organization of the workplace, selection necessary equipment, selection and preparation of materials (reagents), conducting the experiment itself, observing the course of the experiment, measuring parameters, understanding the results.
Each project must be provided with everything necessary:
material and technical and educational and methodological equipment,
staffing (additionally involved participants, specialists),
information resources (fund and catalogs of the library, Internet, CD-Rom audio and video materials, etc.).
information technology resources (computers and other equipment with software),
organizational support (special schedule of classes, classrooms, library work, Internet access),
a place separate from the lessons (not restricting free activities with necessary resources and equipment - a media library).
Moreover, different projects will require different collateral. All types of required collateral must be available before starting work on the project. Otherwise, the project does not need to be undertaken, or it needs to be redone, adapted to the available resources. Insufficient provision of project activities can negate all expected positive results.
2. Take into account the age and individual characteristics of students.
Within the framework of project activities, it is assumed that the problematic question is proposed by students. But in the conditions of an elementary school, it is permissible for the teacher to present the question or help students during its formulation.
3. Ensure children's interest in working on the project - motivation.
4. Carefully consider the choice of the underlying project issue.
5. Create a group of no more than 5 people.
To work on a project, the class is divided into groups. It is optimal to create a group of no more than 5 people. Each of these groups will work on one of the sub-questions, the so-called "problem issue". This question is like a hypothesis, only in contrast to a hypothesis it has a different structure. The hypothesis has the form "if ... then", and the problematic question cannot contain the intended answer or new terms. But he narrows the scope of the project for this group to the size of their part of the work.
6. Consider the possibility of academic subjects for the implementation of project activities.
Highest efficiency have academic subjects such as the world (natural history), foreign languages, informatics, iso, technology. Teaching these disciplines not only allows, but also requires the introduction of the project method both in the classroom and in the extracurricular activities of students.
7. Consider and avoid pitfalls.
The first danger is to substitute an activity for completing a task, to do a lot for the children, to entrust them to their parents. To prevent this from happening, the teacher must work in the style of pedagogical support.
The second danger is not to turn the project into an abstract when carrying out a research project.
Of course, a research project involves the study of any scientific works, competent presentation of their content. But the designer must have his own point of view on the phenomenon under consideration, his own point of view, from which he will consider the refereed sources.
The third danger is overestimating the result of the project and underestimating its process.
This is due to the fact that the assessment is given based on the results of the presentation, and it is the result of the project that is presented. To assess the scores as objectively and versatile as possible, it is necessary to carefully consider the compilation and subsequent analysis of the student's report or project portfolio ("project folder"). A well-written report (portfolio) characterizes the progress of the project when the project itself has already been completed.

PREDICTED RESULT
Predicted personal outcome:
 educational and cognitive interest in new educational material and solutions new task;
 focus on understanding the reasons for success, on self-analysis and self-control of the result, on the analysis of the compliance of the results with the requirements of a specific task;
 ability to self-esteem based on criteria of success learning activities;
Metasubject result:
Regulatory universal training activities
 the ability to plan their actions in accordance with the task and the conditions for its implementation, including internal plan;
 the ability to take into account the established rules in planning and controlling the solution;
 the ability to carry out the final and step-by-step control of the result;
 the ability to assess the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of the given task and the task area;
 to adequately perceive the proposals and assessments of teachers, comrades, parents and other people.
Cognitive universal learning activities
 search for the necessary information to complete extracurricular tasks using educational literature and in the open information space, encyclopedias, reference books (including electronic, digital), controlled Internet space;
 to record (fix) selective information about the world around us and about oneself, including with the help of ICT tools;
 build messages, projects verbally and writing;
 carry out comparison and classification according to the given criteria;
 to establish causal relationships in the studied range of phenomena;
 build reasoning in the form of a connection of simple judgments about an object, its structure, properties and connections.

Communicative universal learning activities
 adequately use communicative, primarily speech, means for solving various communicative tasks, build a monologue message, master a dialogical form of communication, using, among other things, ICT and remote communication tools and tools;
 allow people to have different points of view, including those that do not coincide with his own, and focus on the partner's position in communication and interaction;
 take into account different opinions and strive to coordinate different positions in cooperation;
 formulate your own opinion and position;
 negotiate and come to a common decision in joint activities, including in a situation of conflict of interests;
 ask questions;
 use speech to regulate your actions;
 adequately use speech means for solving various communication tasks, build a monologue statement, master the dialogical form of speech.

GENERAL RESEARCH TOPICS IN ELEMENTARY SCHOOL

Fantastic
Themes focused on the development of non-existent, fantastic phenomena and objects.
Experimental
Topics involving the conduct of their own observations, experiments and experiments.
Theoretical
Topics focused on the study and generalization of facts, materials contained in various theoretical sources.

Bibliographic list
1. Bezrukova V.S. Pedagogy. Projective pedagogy. Yekaterinburg, 1996
2. Bychkov A.V. The method of projects in the modern school. - M., 2000.
3. Matyash N.V., Simonenko V.D. Project activities junior schoolchildren: Teacher's book primary grades... - M .: Ventana-Graf, 2004.
4. Chechel I. D. Research projects in school practice. Management of research activities of a teacher and student in a modern school. M., September, 1998, pp. 83-128.
5. V. Ya. Potanin Introduction of project activities in primary school: - V.Ya. Potanin, Moscow: Academy, 2009 - 12p.
6. Design technologies in the classroom and in extracurricular activities. - M .: "Public education". - 2010, No. 7
Internet resources on the problems of project activities
Polat E.S. Project method
Khutorskoy A.V.
http://www.educom.ru/ru/documents/archive/advices.php Guidelines on the organization of project and research activities of students in educational institutions
http://schools.keldysh.ru/labmro
- Methodical website of the laboratory of methods and information support development of education IIOO
- nsportal.ru/nachalnaya-shkola/obshc ... 24 Nov 2012 ... Pedagogical project

1. By definition

Project is "a set of actions specially organized by the teacher and independently performed by children, which culminate in the creation of a product consisting of an object of labor made in the design process and its presentation within the framework of an oral or written presentation."

Project - it is literally "thrown forward", that is, a prototype, a prototype of an object, type of activity, and design turns into the process of creating a project.

Thus, the project creates something that does not yet exist, it always requires a different quality or shows the way to obtain it.

Study is understood primarily as a process of developing new knowledge, one of the types of human cognitive activity.

The fundamental difference research from design is that research does not suggest creation of some pre-planned object, even its model or prototype. Studyis the process of searching for the unknown, new knowledge, one of the types of cognitive activity.

Research is the search for the truth or the unknown, and design is the solution to a certain, clearly perceived problem.

2. By purpose

Purpose of project activities - implementation of the design concept.

Research goal - understanding the essence of the phenomenon, truth, the discovery of new patterns, etc.

Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of a project implementation, research will act as one of the means, and, in the case of a research, one of the means may be design.

3. By the presence of a hypothesis

Study implies the advancement of hypotheses and theories, their experimental and theoretical verification.

Projects can be without research (creative, social, informational).

There may not always be a hypothesis in the project, there is no research in the project, there is no hypothesis.

4. By stages of research
The main stages of project activities:

Determination of the project topic, search and analysis of the problem, setting the goal of the project, choosing the name of the project;

Discussion of possible research options, comparison of proposed strategies, choice of methods, collection and study of information, determination of the form of the product and requirements for the product, drawing up a work plan, distribution of responsibilities;

Execution of planned technological operations, making necessary changes;

Preparation and defense of the presentation;

Analysis of the results of the project, assessment of the quality of the project.

Research stages:
Formulation of the problem, justification of the relevance of the selected topic.

Putting a hypothesis.
Statement of the goal and specific objectives of the study.
Definition of the object and subject of research.
The choice of methods and methods of research.
Description of the research process.
Discussion of research results.
Formulation of conclusions and evaluation of the results obtained.

5. By product

Project - this is an idea, a plan, creativity according to a plan.

Design can be thought of as the sequential execution of a series of well-defined, algorithmic steps to produce a result.

Project activities always presupposes drawing up a clear plan of the research being carried out, requires a clear formulation and awareness of the problem under study, the development of real hypotheses, their verification in accordance with a clear plan, etc.

Study - the process of developing new knowledge, true creativity.

Research is a search for truth, the unknown, new knowledge. At the same time, the researcher does not always know what the discovery made during the research will bring him.

Research activities initially it should be free, not regulated by any external attitudes, it is more flexible, there is much more room for improvisation.

When organizing any activity, it is necessary to take into account the age characteristics of schoolchildren, to create conditions for their development.

Used materials of the master class "Methodology for organizing project activities", Kugut I.А.

A project is a joint phased activity of a student (students) with a common goal, agreed methods and methods of activity aimed at achieving a common result. Mandatory condition project activity is the presence of pre-developed ideas about the final result of the activity.

Research is an activity associated with solving a creative or research problem with a previously unknown solution and assuming the presence of the main stages characteristic of research in the scientific field: problem statement, theory study, selection of research methods, collection of own material, its analysis, generalization, conclusions.

When conceiving a project, we must clearly understand the design concept, i.e. the idea and the result that we originally planned and for which we are carrying out the project. The main result of the research is an intellectual product unknown in advance, which establishes one or another truth as a result of research.

What is the difference between educational research and scientific research? Educational research is aimed at acquiring a functional research skill as a way of mastering reality. The main thing is the experience gained by individuals. Scientific research - Obtaining an objectively new result, new knowledge.

Design and research activity The activity of designing one's own research, involving the allocation of goals and objectives in it, the selection of principles for the selection of methods, planning the course of research, determining the expected results, assessing the feasibility of the research, determining the necessary resources.

Development of design and research activities in the educational institution. What the leader needs to know What the project and research activities of students give along with the traditional way of teaching How the role of the teacher and student in the educational process changes How to teach how to manage the work of students How to attract scientists and specialists from the scientific field to school How the organization of the educational process changes educational institution How the success of the student's work is assessed

Development of design and research activities in the educational institution. What the teacher needs to know How to coordinate thematic plans courses of subjects in which a study or project is being carried out How to select study projects or studies that match the specifics of the school How to prepare students for work on a study project or research How to develop a study project or research What forms educational activities apply when implementing a project or research

Stages of work on a project or research Preparatory (aimed at relieving the state of anxiety inherent in schoolchildren in the process of their direct participation in a non-standard situation of extracurricular activities) Organizational (significantly stimulating the independent activity of schoolchildren in search of necessary information, developing adequate self-esteem) Generalizing (involving high school students in a variety of meaningful to them professional activity, activation of cognitive processes)

Stages of work on a project or research Search phase (development of the situation of project activities, search for information, expansion of the amount of resources) Strategic phase (difficulties associated with the development of an individual personal professional planallowing the implementation of the professional intention) Presentation phase (search effective ways self-presentation, self-realization, minimization of neuropsychic stress in a situation public speaking)

Criteria for the success of a project or research Degree of independence in performing various stages of work Practical use of ZUN Amount of new information used for implementation Degree of comprehension of the information used Level of complexity and degree of mastery of methods Originality of idea Level of organization and presentation Possession of reflection Creative approach in preparing objects of visualization Social and applied value of results

Project activities of schoolchildren

What is a learning project for a student and for a teacher

The project activity of schoolchildren is a cognitive, educational, research and creative activity, as a result of which a solution to a problem appears, which is presented in the form of a project.
For a student, a project is an opportunity to maximize their creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, benefit, show publicly the achieved result. This is an activity aimed at solving an interesting problem posed by the students themselves. The result of this activity - the found way to solve the problem - is of a practical nature and is significant for the discoverers themselves.
And for a teacher, a curriculum project is an integrative didactic means of development, education and upbringing that allows you to develop and develop specific skills and design skills: problematization, goal-setting, activity planning, reflection and introspection, presentation and self-presentation, as well as information search, practical use academic knowledge, self-study, research and creative activities.

Design and research work at school is a new, innovative method that combines the educational and cognitive component, play, scientific and creative. The main difference between such activities for primary school is that students, first of all, receive the first research skills, due to which the specific qualities of a special mindset develop.

Organization of project activities

When organizing project activities in primary school, the teacher must take into account the following aspects:

1. The project assignment must correspond to the age and level of development of the student.
2. Problems of future projects should be taken into account, which should be in the area of \u200b\u200binterests of students.
3. Conditions must be created for the successful execution of projects (availability of materials, data, multimedia).
4. Before giving students a project assignment, you should first prepare for such activities.
5. Lead projects, help and advise students.
6. To work out with schoolchildren the methods of project activity, while improving general educational skills.
7. When choosing a project topic - not to impose information, but to interest them, motivating them to search independently.
8. Discuss with students the choice of sources of information: library, reference books, Internet, periodicals etc.
9. In the process of preparing for project activities, it is advisable to organize joint excursions, walks, observations, experiments, actions for students.

Types of projects

Research projects. Schoolchildren conduct experiments, study any area, and then draw up the results obtained in the form of wall newspapers, booklets or computer presentations. Such research projects have a positive effect on the student's professional self-determination, and can also form the basis for future coursework, theses in his student years.
Game projects. They are presented in the form of games and performances, where, playing the roles of any heroes, students offer their own solutions to the problems being studied.
Information projects. Students collect and analyze information on a topic, presenting it in the form of a magazine, newspaper, almanac.
Creative projects. There is a huge scope for imagination here: the project can be performed in the form of an extracurricular activity, an action for environmental protection, a video film and much more. There is no limit to imagination.

Choosing a theme and setting the goal of the project

The selection of project topics can be based on an in-depth study of any teaching material in order to expand knowledge, to interest children in the study of the subject, to improve the learning process.
The project must necessarily have a clear, achievable goal. In the most general sense, the goal of a project is always to solve the original problem, but in each specific case, this solution has its own unique solution and implementation. This embodiment is a project product that is created by the author in the course of his work and also becomes a means of solving the project problem.

Stages of work on a project

180 - 140 points - "excellent";
135 - 100 points - "good";
95 - 65 points - "satisfactory";
less than 65 points - "unsatisfactory".

General form and structure of the project explanatory note

Title page.
Table of contents (content).
Introduction.
Chapters of the main part.
Conclusion.
Bibliography.
Application.

Structural elements of the explanatory note.

Title page

The title page is the first page of the explanatory note and is filled in according to certain rules.
The full name is indicated in the upper field educational institution... On average, the name of the project is given without the word "subject" and quotes. It should be as short and precise as possible - consistent with the main content of the project. If it is necessary to concretize the title of the work, then you can give a subtitle, which should be as short as possible and not turn into a new title. Next, the surname, name, school number and class of the designer (in the nominative case) are indicated. Then the last name and initials of the project manager.
The bottom field indicates the place and year of the work (without the word "year").

After title page a table of contents is placed in which all the headings of the explanatory note are given and the pages on which they are located are indicated. It is impossible to shorten them or give them in a different formulation, sequence and subordination. All blanks are written with a capital letter and without a dot at the end. The last word of each heading is connected by a dot with the corresponding page number in the right column of the table of contents.

Introduction to work

It substantiates the relevance of the chosen topic, the goal and content of the tasks, formulates the planned result and the main problems considered in the project, indicates interdisciplinary connections, informs whom the project is intended for and what is its novelty. The introduction also describes the main sources of information (official, scientific, literary, bibliographic). It is desirable to list the equipment and materials used during the project.

Chapters of the main part

The next is the formulation of the goal, and the specific tasks to be solved in accordance with it.

The first chapter of the project examines the proposed methodology and technique for its implementation, provides a brief overview of the literature and other materials on the topic.

In the next chapter (search), it is necessary to develop a bank of ideas and proposals to solve the problem considered in the project.

In the technological part of the project, it is necessary to develop a sequence for the implementation of the object. It can include a list of steps, technological map, which describes the algorithm of operations, indicating the tools, materials and processing methods.

Next, you need to consider the economic and environmental assessment of the project. In the economic part, a complete calculation of the costs of manufacturing the designed product is presented. Further advertising the project and marketing research... Particular attention must be paid to the environmental assessment of the project: justification that the manufacture and operation of the designed product will not entail changes in environment, violations in human activity.

Conclusion

In the conclusion of the project, the obtained results are presented, their relationship with common goal and the specific objectives formulated in the Introduction provide self-assessment by students of their work.

Bibliography

A list of the literature used is placed after the Conclusion. All borrowings must necessarily have subscripts where the materials are taken from.

Applications

Auxiliary or additional materials that clutter up the main part of the work are placed in the annexes. The application contains tables, text, graphs, maps, pictures. Each application should begin with a new sheet (page) with the word "Application" in the upper right corner and have a thematic heading. If there is more than one application in the work, they are numbered with Arabic numerals (without the number sign), for example: "Appendix 1", "Appendix 2", etc. The numbering of the pages on which the appendices are given should be continuous and continue the general numbering of the main text. Through it, applications are carried out through links that are used with the word "look" (see), enclosed, together with the code, in parentheses ..