Who created the mechanical loom. The history of the loom

World around - Grade 3
Theme: "Soil"
Tasks:

1. Let's get acquainted with the concept of "soil", find out what it is.
2. We learn the main property of the soil.
3. With the help of experiments, we learn the composition of the soil.
4. Let's get acquainted with the representatives of the animal world that lives in the soil. Let's talk about what they do for the soil.
5. Consider different types soil, let's talk about fertility.
6. We learn the name of the Russian scientist who created the science of soil science.
7. Let's talk about soil conservation.

And again, let's remember the four elements in nature. We already know a few interesting things about air and water. Today we will talk about the earth and its upper layer, which is called the soil.

Guys, what can you tell from your life experience about the soil?

Let's figure out what soil is, what it happens to be.

If you look into the origin of the word "soil", you can understand why it is called so. The word is Russian, previously written " bottom", which can literally be translated as: "what the sole steps on". Everything seems to be so simple. We are advancing on the top layer of land, the earth. Apparently, this is the soil? Is this true, or are there special properties of what we call soil?

If you listen carefully to the word, it will immediately become clear that many fruits will be born on the fertile land. In other words, fertile soil produces crops. We conclude: if plants grow on fertile soil, then it has everything that is needed for plant life.

Let's try to guess, based on existing knowledge, what is there in the soil, what do plants need? Put forward your hypotheses (assumptions) .

And now Let's argue based on arguments. Watch the film and answer the question: the presence of which substances in the soil has been proven empirically.

So what do we have?

The conclusions are:

Look at the diagram above and tell me what else is in the soil?

And here are some more representatives of wildlife that can be found in the soil.

What animals do you know that you can tell about them? If you don't know, no problem. Can be found Interesting Facts about them and make mini-projects for the lesson. He himself learned - shared with others.

And animals living in the soil increase the fertility of the soil. How?

Making moves, they loosen the soil, and this helps air and water to penetrate more freely into it.

From this diagram, it can be seen that plants are taken from the soil for development and growth. Humus is formed due to bacteria, which we figuratively call "destroyers". The role of destroyers is the transformation of organic substances of dead living organisms into mineral salts that are needed by host plants.

Are all soils equally fertile?
Why does it depend? What do you think?

It's obvious that, how more humus in the soil, so she more fertile. Soils are different. Look at the diagram and make your guesses about which of these soils are more fertile and which are less. Try to justify your answers.

Soil forms very slowly. A layer of soil in 1 cm nature creates 100-300 years. And it also happens that this time is not enough for her. Man needs soil. Thanks to her, we have the opportunity to grow crops in the fields and gardens that we need for life. Any person who deals with crop production thinks about the question: how to make the soil richer.

Vasily Vasilyevich Dokuchaev, Russian soil scientist, spoke about the soil: "Soil is more precious than gold. People could live without gold, but not without soil" How do you understand this phrase?

The soil, like water and air, must also be protected.

The soil.

The soil. Educational video.

How soil is formed

The role of worms in soil formation
Children's video project

Educational cartoon

"The Journey of the Earthworm"

M\F for children "Who lives underground"

Marina Sudovskaya
Activity with children senior group on the topic: "Amazing soil"

Goals:

Continue to introduce children to soil, its components that are part of it, using experiments-experiments.

Strengthen the ability to highlight properties soil, find out what soil is for the life of living organisms.

Develop skills research activities, observation, mental activity, the ability to establish cause-and-effect relationships.

Develop persuasive language (ability to analyze, generalize, draw a conclusion).

Raise the cognitive interest of children in nature.

preliminary work:

Children's games with sand, clay modeling.

Work in the garden, in the flower garden.

Caring for plants in a corner of nature.

Reading:

N. Sladkova "Land of solar fire"".

N. Ryzhova " Soil is the living earth".

Material:

Lumps dry soil.

Tanks with sand, clay, black soil, water. Bean seeds.

White sheet of paper, sticks, magnifier.

Candle, glass, frying pan.

Table " The soil".

Dictionary activation: the soil, black earth.

Literature:

1. M. Kostyuchenko "Experimenting". - J-l "Preschool education" 2006, No. 8. p. 27.

2. "Children experiment". - J-l "Preschool education" 2004, no. 8, p. 29;

2007, No. 6, p. 13.

3. "Experiments with soil» . - J-l "Preschool education". 1998, no. 4, p. 57.

4. "Introduction to the Underworld". - J-l "Preschool education", 1997, No. 7, p. 23.

5. "Experiments with sand and clay". - J-l "Hoop", 1998, No. 2, p. eighteen.

Lesson progress

V. - Guess the riddle:

They beat me, they beat me, they tossed, they cut me - I endure everything and cry with all kindness.

D. - This is the earth.

V. - Today on lesson we'll talk about soil.

Q. - Our ordinary land is called magical, why do you think?

D. - The earth feeds and waters the plants.

D. - The earth feeds us.

Q. - How does she feed us?

Children's answers.

Q. - And how does the earth please us?

D. - The earth pleases us with flowers, green grass.

B. - The top layer of the earth, which nourishes and feeds plants, is called soil. She is different everywhere. There is a lot of sand in one place. Such the soil is called sandy. Elsewhere there is more clay.

Q. -What is the name of this the soil? D. - The soil called clay.

AT. - soil rich in humus is called chernozem. What is humus? Why the soil is called black soil?

V. - Let's look at the picture "Building soil".

Q. - What color is the top layer of the earth?

D. - The upper layer of the dark earth (black) colors.

V. - This is a fertile layer of the earth. What is it called? (chernozem)

Q. - What color is the next layer of earth?

D. - Yellow.

V. - What do you think it is? D. - This is sand.

Q. - What color is the water?

D. - Water is depicted in blue.

V. - Then comes a layer of clay. What color is clay?

D. - Clay is depicted in orange.

V. - The table also depicts underground inhabitants.

Q. - Who lives in the earth?

D. - Worms, moles, beetles live in the earth.

V. - We will now be residents of the underground country.

Fizkultminutka.

A worm crawls under the ground

He makes a narrow move

So that in the underworld

Life was better for everyone

So that the plants on the ground

Everything grew better.

Moles live underground

Digging holes, looking for a move.

For the earth to breathe

She gave us food.

(The words of the poem are accompanied by movements.)

Q. - The inhabitants of the earthly kingdom sent us a very valuable gift - three bags of magical earth. We will get to know Mother Earth better.

Guys, each of you has lumps of earth on white sheets (chernozem, sand, clay). Do you want to know what is hidden in each lump?

B. - Move the paper towards you, on which lies a lump that is darker.

Q. - What color is it?

D. - The earth is black.

V. - Look at the lump through a magnifying glass.

V. - Tell me, what did you see?

D. - There are cracks in the lump.

V. - Carefully crumble the lump of earth. Look through a magnifying glass, what is hidden in your lump?

D. - Roots, blades of grass, sticks, dry leaves, pebbles, etc.

Experience number 1. There is air in the earth.

V. - Many residents live in the Underworld. What do they breathe? Like all animals, air. Do you think there is air in the earth? Express your opinion with Comrade: yes - red, no - blue. Let's check. Pick up a lump, it did not crumble, and carefully lower it into a jar of water.

Q. - What do you observe?

D. - Small bubbles ran out of the lump.

D. - This is the air rising from the water.

Q. - Where was the air?

D. - The air was in a lump of earth.

V. - Yes, the air was inside the lump between the grains of sand. The water pushed him out. The air floated up because it is lighter than water and mixed with the air around us.

V. - Guys, do conclusion: what we found during the experiment.

D. - There is air in the earth.

B. - Mark the result of the experiment with a magnet. Many guys were right, well done.

Experience number 2. Is there water in the ground?

V. - So, we made sure that there is air in the earth. Do you think there is water in the earth?

Express your opinion with magnets.

V. - I propose to check your opinion with the help of experience.

Q. - Did I put a lump in a clean, dry frying pan? Now I will light a candle, and I will keep the pan with the earth on fire.

Q. - What's going on?

D. - She is getting warm.

V. - I will hold a clean, dry glass over the pan. After a while, I show the glass to the children.

Q. - What happened to the glass?

D. - The glass is fogged up.

V. - I'll hold the glass a little more. What are these droplets that appeared on the glass?

D. - This is water.

Q. - Make a conclusion - is there water in the earth or not?

D. - There is water in the earth.

Q. - Does the color of the earth change after rain?

D. - It changes.

Q. - What does the color become?

D. - Dark, black.

Q. - Show in the picture which layer of the earth we examined? (chernozem). Why do plants need it? (there are different particles and water in the earth - these are nutrients for the plant, there is air in the earth for the plant to breathe). That's right, we saw this during the experiments.

And now let's rest. Fizkultminutka.

V. - Let's perform a round dance "Zemelyushka - black earth".

B. - Move the paper towards you, on which lies a lighter earth. Take a magnifying glass and carefully consider what it consists of.

D. - From very small grains of sand.

Q. - What kind of grains of sand?

D. - They are very small, round, translucent (white, yellow - depending on the type of sand).

Q. - Are the grains of sand similar to each other? How are they similar or how are they different?

Q. - Do grains of sand lie separately or are they stuck together?

D. - They lie separately.

B. - Pour the earth into a glass. Does it slip easily? What are they talking about "loose"? (about sand). Show in the picture which layer of the earth we examined?

V. - Consider the third lump. Are individual particles visible?

Q, - Can we say that the particles stick to each other?

D. - You can.

B, - Pick up a lump. What can be done with it?

D. - Sculpt, similar to plasticine.

V. - This is clay. Show in the picture which layer of the earth we examined.

Practical activity of children.

V. - Guys, come to the tables. (for three people). On each there are three cups with different earth. What's in the cups?

D. - In one glass - sand, in the other - clay, in the third - black earth.

Q. - You need to plant beans in cups. How will you do it? Anya, tell us how you will plant beans?

D. - I will make a hole with a stick, put the beans in the ground, bury them, and then water them.

V. - Get to work. Well done, everyone did it, poured the beans. And which of you was attentive and noticed how water passes through sand, clay, black soil.

Q. - Where did the water soak faster?

D. - The sand immediately got wet (it passes water well, the chernozem did not let water through immediately (worse than sand, and clay did not let water through at all.

V. - So, sand passes water better. And why? Who can explain? Children's answers.

V. - Yes, this is because the particles of sand do not stick to each other, and the particles of black soil and clay stick, which means it is bad, they let water through.

V. - Now we will put the cups on the window and take care of the plantings. What do we do? (to water, to loosen). And how the beans will grow in different lands, we will observe and make sketches. I think the result will be different.

V. - The people came up with proverbs and sayings about the land. Remember them.

Children call:

The field loves work.

He who does not sow does not reap.

The land is black, and white bread will give birth.

To plow the land is not to play money.

The earth loves manure, and the horse loves oats.

The earth will not give birth - no one will reward.

V. - Yes, guys, and people also say "mother earth", comparing with mom - the most expensive person for everyone.

Outcome lessons. Did you enjoy working out today? What new did you learn about lesson? What would you tell your parents about?

April 4, 1785 Englishman Cartwright received a patent for a mechanical loom. First inventor's name loom unknown. However, the principle laid down by this man is still alive: the fabric consists of two systems of threads located mutually perpendicular, and the task of the machine is to intertwine them.
The first fabrics, made more than six thousand years ago, in the Neolithic era, have not reached us. However, evidence of their existence - the details of the loom - can be seen.

At first, the threads were interlaced with the help of manual force. Even Leonardo da Vinci, no matter how hard he tried, could not invent a mechanical loom.

Until the 18th century, this task seemed insurmountable. And only in 1733, a young English cloth maker John Kay made the first mechanical (aka aircraft) shuttle for a hand loom. The invention eliminated the need to manually thread the shuttle and made it possible to produce wide fabrics on a machine operated by one person (previously two were required).

Kay's work was continued by the most successful weaving reformer, Edmund Cartwright.

Curiously, he was a pure humanist by training, an Oxford graduate with a Master of Arts degree. In 1785, Cartwright took out a patent for a mechanical foot-operated loom and built a spinning and weaving mill in Yorkshire for 20 such devices. But he did not stop there: in 1789 he patented a combing machine for wool, and in 1792 - a machine for twisting ropes and ropes.
The Cartwright machine in its original form was still so imperfect that it did not pose any serious threat to hand weaving.

Therefore, until the first years of the 19th century, the position of the weavers was incomparably better than the spinners, their incomes showed only a barely noticeable downward trend. As early as 1793, "the weaving of kisei was a gentleman's trade. The weavers looked like high-ranking officers in all their appearance: in fashionable boots, a ruffled shirt and with a cane in their hand, they went for their work and sometimes brought it home in a carriage.

In 1807, the British Parliament sent a memorandum to the government stating that the inventions of the Master of Arts contributed to the welfare of the country (and this is true, England was not for nothing known as the “workshop of the world”).

In 1809, the House of Commons allocated 10,000 pounds to Cartwright - money that was completely unthinkable at that time. After that, the inventor retired and settled on a small farm, where he was engaged in the improvement of agricultural machines.
Machine Cartwright almost immediately began to improve and modify. And no wonder, because weaving factories gave serious profits, and not only in England. In the Russian Empire, for example, thanks to the development of weaving in the 19th century, Lodz turned from a small village into a huge city by then standards with a population of several hundred thousand people. Millions of fortunes in the empire often made money precisely in the factories of this industry - just remember the Prokhorovs or Morozovs.
Already by the 30s, a lot of technical improvements were added to the Cartwright machine. As a result, there were more and more such machines in the factories, and ever fewer workers served them.
New obstacles stood in the way of a steady increase in labor productivity. The most time-consuming when working on mechanical machines were the change and charging of the shuttle. For example, when making the simplest chintz on a Platt machine, the weaver spent up to 30% of the time on these operations. Moreover, he had to constantly monitor the breakage of the main thread and stop the machine to eliminate deficiencies. In this state of affairs, it was not possible to expand the service area.

Only after the Englishman Northrop invented a method for automatically charging the shuttle in 1890 did factory weaving make a real breakthrough. Already in 1996, Northrop developed and brought to market the first automatic loom. This further allowed the zealous manufacturers to save considerably on salaries. A serious competitor to the automatic loom appeared next - a weaving machine without a shuttle at all, which greatly increased the possibility of servicing several devices by one person. Modern looms are developing in the computer and automatic directions familiar to many technologies. But the main thing was done more than two centuries ago by the inquisitive Cartwright.

Fabrics and weaving have been known to mankind since time immemorial, shrouded in antiquity, times. The history of fabric the result of a great human effort on the improvement of the production process: from hand weaving to advanced technologies of the world textile industry. The inventions of the ancient peoples laid the foundation for the weaving tradition, which is widely used in our time.

The history of fabric: how it all began

Humanity needed to protect its body from cold and heat even at the dawn of its existence. The first materials for primitive clothing were animal skins, shoots and leaves of plants, which the ancient inhabitants wove by hand. Historians know that already in the period of the VIII-III millennia BC, practical properties of flax and cotton were known to mankind.

• In ancient Greece and Rome grown, from which fibers were extracted and the first coarse canvases were woven.
• In ancient India for the first time they began to produce, which were generously decorated with bright printed patterns.
• Silk fabrics are historical heritage of China.
• And the first wool fibers and, accordingly, fabrics from them, arose during ancient Babylon, in the IV millennium BC.

History of weaving: a time machine

The history of weaving originates in Asia and Ancient Egypt, where the loom was invented. This apparatus was a frame with several slats, on which the warp threads were stretched. Weft threads were woven into them by hand. Principles of operation of the first machine preserved in today's weaving industry. However, the design itself has gone through many changes.

Much later, in The horizontal loom was invented in the 11th century AD, on which the warp threads were stretched horizontally. The structure of the unit was more complex. The main parts were fixed on a large wooden frame of the machine:

• 3 rollers;
• 2 foot pedals;
• vertical frames of the "comb" reed;
• shuttle with thread.

Our ancestors began to mechanize the machine in the 16th-18th centuries, and the greatest success was the invention in 1733 of the so-called aircraft machine by J. Kay. Half a century later, the British E. Cartwright invented a mechanical loom, in the design of which further changes and improvements. By the end of the 19th century, there were mechanical machines with automatic replacement of shuttles.

And already in the 20th century, shuttleless machines similar to our modern models were invented.

Types of looms

As it became clear from the previous section, looms are shuttle and shuttleless, more modern.

Types of shuttleless looms are distributed depending on the principle of weaving the weft thread.

Design wooden loom was about the same in different regions. The main differences were in the choice of material, hence the approach to the layout of the loom.
In our locality, the bed of a loom was made from a one-piece chopping block in half a log, in which the L-shaped upper part of the bed was permanently fixed, which was usually sawn out or hewn out of a whole piece of wood.
For this, a bent part of a tree trunk or a part of a tree with a root was chosen.

When assembling the machine, two such beds are placed parallel to each other and are not fastened with anything else.
Due to their massiveness, they provide the required rigidity and stability of the machine.
Additional rigidity of the machine structure is provided by wooden shafts, which have restrictive disks on both sides of the bed.

Blueprints old loom are presented in figures 1-6. As options, the types of beds of wooden looms are presented.

The type of frame with additional support for the beam is often used, both with a one-piece bent sill and with a composite one (Fig. 5b). There is a design of frames in which there are no lower massive blocks, and the frame stands on its vertical supports. In this case, the design of the wooden loom provides for transverse beams that fasten the beds to each other and provide the necessary rigidity.

The beams (Fig. 7) went with their ends into the slotted holes in the bed and were usually fixed with wooden wedges. The rear and front shafts of the machine (Fig. 2 and Fig. 3) were made from a round barrel.

The beam or rear shaft has locking discs for fixing the beds in width. This shape of the beam provides, in addition to the shaft fixation itself, additional structural rigidity when installing heavy beds without transverse fastening.
One of the outer ends of the shaft is made in the form of a wide disk or head, in which square recesses are hollowed out. During the operation of the machine, a fitting will be inserted into these recesses.

In the body of the shaft itself, along the length of the working part (along the width of the warp), there is a rectangular groove into which a rail with warp threads tied to it will be inserted. The rail is fixed in the groove with ropes threaded through holes made at the ends of the groove.
The front shaft of a wooden loom has a slightly different shape. This shaft (sewn) does not have locking discs. On one side of the shaft is the same head with recesses for the fitting. In the cross section of the shaft, there is also a through cut along the entire working length, through which the warp threads are threaded and tied to the shaft.

When equipping the machine, both shafts can be put on the left or right with a pusher. True, if the warp is already wound on the warp, it can only be placed in one position - so that the threads go from above. How to put the shafts, the weaver himself decides - he has to work.

In our grandmother's house, the machine was always assembled so that the rear bracing was on the left and the front on the right, and the rear bracing was made in the form of a long handle, which was not tied to the bed with a rope, but simply rested on the floor near the workplace.
The procedure for winding up the shafts, after the edge of the rug rests against the reed, proceeded as follows: - the grandmother leaned in a chair, took the lower end of the rear tensioner with her left hand, took it out of the head of the beam, then with her right hand reeled the stitching behind the front tensioner, inserted the left tensioner into the bow, lay its end on the floor and pulled on the right bridle, tying it with some kind of cunning quick knot. All this was done in a few seconds, without getting up from your chair.

The most basic unit of the machine is the reed. It is a series of flat teeth made of wood or metal, fixed in two guides (upper and lower) at a certain distance from each other. This distance depends on what frequency the warp will have. For weaving rugs, the warp is much rarer; for the manufacture of fabric, the warp must be very frequent. Therefore, the reed can change for one machine. The reed itself is inserted into wooden frame- stuffing and hung from the crossbars on ropes or rawhide.
The size of the reed is considered to be in skeins. A skein is three teeth of a reed.
In the old days, reed teeth were made from flat wooden slats (like ice cream sticks) from hardwood. The teeth were attached to wooden composite crossbars, tying them with a special thread. The distance between the teeth also depended on the number of threads.
It was a very complex design and making a reed was a whole science, which was owned by rare masters. Now, probably, this skill has already been lost, wooden reeds, in general, have fallen into disrepair, and on old wooden looms, a metal reed, sawn off to the desired size, is increasingly inserted into the stuffings.
For weaving rugs, you can also use a reed with a high frequency of teeth, just when the machine is equipped, the threads are pulled through a certain amount of teeth.
Threads for a wooden loom are prepared according to an old method.
The thread consists of two round crossbars with a diameter of 1.5 - 2 centimeters long in the working width of the machine. Thread loops are located close to each other on each crossbar, the size in the stretched form is 12-20 cm. Each loop of one crossbar captures the corresponding loop of the opposite crossbar. The number of loops on each crossbar must not be less than the number of paired threads.
The ends of the upper crossbars of the two threads are connected by a rope through a wooden block - an eyelid. The eyelids are hung on a crossbar, which lies in the nest of the skies. The lower crossbars in the middle are tied with ropes to the footboards.
The scheme of passage of the warp threads through the threads is shown in Fig. 8. Each odd thread passes through the inner loop of thread B and through the interloop space of thread A. Each even thread passes through the interloop space of thread B and through the inner loop of thread A.
It turned out a remission apparatus.

Now, if you press your foot on the left footboard (according to the diagram), then thread A will go down, and thread B will rise up due to the connection through the blocks. In this case, the even threads inside the loops in thread A will be pulled down, and the odd threads inside the loops of thread B will rise up. Inside the space between the loops, the threads will quietly move where they need to.
Alternately working with the steps, we open the pharynx in one or the other position. The design of the eyelid raises no questions. This is a hanging block made of wood, suspended by a rope on a crossbar.
In the photograph of the wooden loom, you can see two flat slats located in the warp layer immediately upon exiting the beam. These are the so-called chenovnitsy.
On one chenovnitsa, the odd threads are on top and stacked in order, the even threads are on the bottom. On the next chenovnitsa, the warp threads change places - the odd one goes down, the even one goes up. This is done so that if the thread breaks and any confusion occurs, it is easy to restore the firmware of the machine.
So that the freed thread does not run away, the edges of the chenovnitsa are gray-haired with a separate severe thread. Two holes are made at the ends of the cord for fastening the thread.
After winding the shafts, the women move closer to the beam.