nyuuzyou/kompy huggingface dataset:
A brief story of the Internet

The Internet population is constantly growing. In our western society it’s hard to imagine a day without using the Internet. Trying to give a definition to this widely used term is a lot more difficult than assumed on the first glance. My personal definition would be: the Internet is a world-size network of interlinked electronic devices, forming an array of digital information. One of the biggest advantages of the Internet is the easy accessible and manageable information of any kind, available 24 hours and 7 days per week.
Everything was different only around 60 years ago, when computers have just been introduced to the public. It is considered to be a milestone in human history and the start of the so-called Informational Age. However, it was still not cost efficient to transfer the information until the computers were interlinked. This changes when the web was formed in 1990s. Nowadays, web can be defined as:
“(The) Web can be considered to be a massive information system with interconnected databases and remote applications providing various services.” (H.P. Alesso, 2006 p. xvii)
Modern Internet is as much a collection of communities, as it is a collection of technologies and its success is largely determined by satisfying the needs of the communities and pushing technological progress further. As a result, the Internet grew above its research routes and now is including both – broad user community and increased commercial activity. Development of the commercial products, implementing the Internet technology turned Internet almost to a “commodity” service, and transformed into a mean of supporting online commercial services. It is important to point out that the popularization of the Internet among users was accelerated by rapid adoption of browsers and the WWW technology, allowing easier access to the information online. (B.M. Leiner, 2012)
The evolution of the ways of getting information caused a rapid decline of the information costs. Moreover, it made it possible for an ordinary user to have control over the consumer products’ information and ability to create their own content. Nowadays, it makes Internet to be a natural marketplace and a sufficient part of the economics.
“Internet is emerging both as an extremely useful tool for business planning and also as a part of a company’s marketing mix. As a planning tool, the Internet search and resource sites can aid any discipline by opening a high-speed gateway to the wealth of information. In addition, the Net is a vehicle for marketing research.” (J. Strauss, 1999 p. preface)
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Visitors perception - Diploma Thesis

“Human needs – a state of felt deprivation” (P. Kotler, 2005 p. 8)
Maslow’s hierarchy of needs identifies 5 major groups of needs: psychological, safety and security, social, esteem and self-actualization, prioritized from low to high, as illustrated on the figure below. It is expected, that a human will first satisfy low-level needs, as psychological, safety and social, before satisfying high-level needs as esteem and self-actualization. (N. Capon, 2007 p. 96)
When a need it is not satisfied, it is usually eliminated. Therefore, a conclusion can be made, that people who have means to satisfy a need will do that, whereas people who don’t have the means will eliminate the need to fit to available resources.
Nevertheless, a choice is a result of complex interaction of cultural, social, personal and psychological factors. Some of the factors can be influenced and this is what a marketer can use to develop and evaluate the product, establish its distribution and sales promotion in a way to gain the strongest response from the target audience.
Figure : "Maslow's Hierarchy of Needs"
“Human wants – the form that a human need takes as shaped by culture and individual personality” (P. Kotler, 2005 p. 8)
To gain sufficient results an organization should constantly ask a question “what makes our customers behave the way they do”? People have a narrow amount of needs but almost an unlimited amount of “wants” they expose. And the specific of “wants” is evolving, under the influence of market expansion and appearance of more and more objects arousing interest. Nevertheless, people have to choose products corresponding to their financial abilities and balance the price – quality (or satisfaction) ratio. This is where a “want” turns into demand.
“Demands – human wants that are backed by buying power” (P. Kotler, 2005 p. 8)
Consumers can rank various consumption possibilities, determining their preferences for getting the best bundle offered for the amount of money they have. (Varian, 2010 p. 34)
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Fizika, matematika va axborot texnologiyalari

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Fizika, matematika va axborot texnologiyalari
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bet | 1/105 | Sana | 14.05.2024 | Hajmi | 3,87 Mb. | | #230695 | Turi | Реферат |
Bog'liq Elektrotexnika
O`ZBEKISTON RESPUBLIKASI SOG`LIQNI SAQLASH VAZIRLIGI TOSHKENT FARMASEVTIKA INSTITUTI
“Fizika, matematika va axborot texnologiyalari” kafedrasi
Texnika fanlari doktori, dotsent
Inog’omov sobitjon Yoqubjonovich
“ELEKTROTEXNIKA”
fanidan“Sanoat farmatsiyasi” va “biotexnologiya” yo’nalishlari uchun
O’QUV USLUBIY
MAJMUA
Toshkent - 2016
MUNDARIJA
1. Sillabus (o`qituvchining ish dasturi) ............................................................ 3
2. O`tilayotgan fanning asosiy nazariy materiali ............................................. 9
3. Prezentastiya ................................................................................................. 24
4. Tarqatma materiallar, mustaqil ta’lim uchun materiallar......................... 33
5. Amaliy mashg`ulot uchun materiallar.......................................................... 81
6. Laboratoriya mashg`ulotlari uchun materiallar ......................................... 82
7. Glossariy......................................................................................................... 87
МУНДАРИЖА
Ўқув дастури ............................................. ……. 0
Ишчи дастур ...................................................... 5
Тестлар ............................................................... 25
Назорат учун саволлар (ЖН, ОН ва ЯН) .......... 42
Умумий саволлар ................................................ 44
Глоссарий .............................................................. 47
Реферат мавзулари ............................................ 49
Адабиётлар рўйхати .......................................... 50
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Chapter 2: Literature Review - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

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Chapter 2: Literature Review
Through more than a decade of work in instructional design and technology at the
community colleges, I have been immersed in online teaching and learning. Being this close to
online teaching and learning has allowed me to observe the good, the bad, and the ugly of what
happens in online classrooms. Through those observations I have developed an interest in the
concept of agency and the potential benefit of fostering agency in online students, especially for
minoritized students. From my work I have learned there are many variables in the teaching and
learning dynamic that can help or hinder the student experience: course design, variety of
assessments, universal design for learning (UDL), timely feedback, digital literacy, and
technology integration, to name a few. All these variables play important roles in getting students
motivated enough to keep them engaged and succeed in their courses, but the number one issue
that has come up in the literature and in my personal observations is the importance of teacher–
student relationships for keeping students motivated and engaged. In the next section I discuss
the relevant literature to illustrate HyFlex learning.
HyFlex learning addresses students’ needs for flexibility by giving students at least two
paths to achieve the same learning outcomes whether they chose to participate online, face-to-
face, or a combination of both. Instructors and course designers must consider not only the
technology required for implementing HyFlex learning, but they must also take into
consideration other aspects, such as equivalency, the time commitment HyFlex course design
and facilitation requires, and the inherent requirement to use universal design for learning.
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Heutagogy - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

16
animating environmental influences” (p. 1175). Social cognitive theory, according to Bandura
(1989), subscribes to a model of interactive agency. He explained environments have causes as
do behaviors and contended that in this interactive agency model, individuals determine the
nature of their environment and are influenced by it. He proposed the human “capacity to
manipulate symbols and engage in reflective thought allows individuals to generate novel ideas
and innovative actions that transcend their past experiences . . . to realize valued futures”
(Bandura, 1989, p. 1182). Heutagogy’s emphasis on the development of autonomy, capacity, and
capability adds another counterbalance to this theoretical lens. A self-directed learning approach
requires learners to set their goals, reflect on their learning experiences, and take action toward
achieving their goals. Heutagogy emphasizes nurturing capability in learners (Hase & Kenyon,
2007). The role of teachers and course designers is implicit in this approach as they are the ones
designing and delivering the instructional content that will nurture capability in the learners. The
combined use of these theories as a lens recognizes that although students are the focus, teachers
still play a very important role in HyFlex learning environments.
Theoretical Framework - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

14
Bandura (2001) contended individuals demonstrate agency when they act with control
and follow a strategic plan of action to resolve a given situation. It takes agency for a person to
transform their reality for a better one. Through agency, individuals become contributors to their
life’s circumstances. Agentive persons seek to transform their reality. Taking this first step to
transform their reality requires a certain degree of agency because agency is the basis of
empowerment (Klemenčič, 2017). Schools that provide opportunities for educators and students
to engage in critical pedagogy and are supportive of promoting student agency create rich and
healthy learning environments where students are generative and poised to become future leaders
(Vaughn, 2020b) in their communities as they develop intellectually, working alongside their
teachers.
Definitions of Constructs - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

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Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlexBog'liq диссер англDefinitions of Constructs
Educational Technology
Due to the amorphous and evolving nature of educational technology as both a profession
and a field of study, the definition of this broad term has evolved over time. Also known as
instructional technology, this term refers to the use of any of a wide range of technologies that
support teaching, enhance learning, and optimize the delivery of instruction. Reiser and Ely
(1997) noted, “the term educational technology is used as a generic descriptor and is intended to
include other terms such as instructional technology, educational media, learning technology, and
other such variants” (p. 63). In 2008, the Board of Directors of the Association for Educational
Communication and Technology adopted the latest definition, which stated, “Educational
technology is the study and ethical practice of facilitating learning and improving performance
by creating, using and managing appropriate technological processes and resources” (Richey et
al., 2008, p. 24). This dissertation used this definition whenever educational technology is
mentioned.
Online Learning
Also called electronic learning or eLearning for short, the term online learning implies a
type of instruction that is mediated via internet technologies and services, and that learners are at
a distance from the instructor. Often referred to by a multiplicity of terms, such as “distance
learning, distributed learning, online learning, computer-mediated learning, and e-learning”
(Rudestam & Schoenholtz-Read, 2010, p. 2) among others, this type of learning takes place
across a range of educational institutions both public and private, large and small, urban and
rural, nonprofit and for-profit. Typically mediated through a learning management system
6
(LMS), online learning may include any combination of synchronous and asynchronous student–
student, teacher–student, and content–student interactions; various educational and
communications technologies can be used to facilitate the process.
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Problems and perspectives of modern technology in teaching foreign languages

Problems and perspectives of modern technology in teaching foreign languages
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Pedagogik dasturiy vositalar yaratishda qo‘llaniladigan dasturiy vositalar tarkibi

Pedagogik dasturiy vositalar yaratishda qo‘llaniladigan dasturiy vositalar tarkibi
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Pedagogik dasturiy vositalar yaratishda qo‘llaniladigan
dasturiy vositalar tarkibi
O’qish uchun mo’ljallangan elektron
vositalar klassifikatsiyasi
Pedagogik dasturiy vositalarga qo‘yiladigan
didaktik talablar
Pedagogik dasturiy vositalarga qo‘yiladigan ergonomik
talablarni izoxlang
Pedagogik dasturiy vositalar yaratishda o‘quvchilarning psixofiziologik hususiyatlarini
hisobga olish
O’quv jarayonida kompyuterlardan
foydalanish imkoniyatlari
Ta’limni kompyuterlashtirish
vositalari
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International scientific-practical

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International scientific-practicalBog'liq zamonaviy-ta-lim-metodlari-ta-lim-samaradorligi-kafolatiInternational scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
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2022
nuqtai nazaridan ham o‘qituvchining kasbiy kompetentlik darajasi davr talabiga mos
kelishi muammo yechimini ijobiy hal etilishini ta’minlashi shubhasiz.
Ana shu maqsadda o‘qituvchilar tomonidan ta’lim jarayonida o‘qitishning
zamonaviy metodlarini keng qo‘llash zarurati mavjuddir. O‘qitishning zamonaviy
metodlarini qo‘llash o‘qitish jarayonida yuqori samaradorlikka erishishga olib keladi.
Ta’lim metodlarini tanlashda har bir darsning didaktik vazifasidan kelib chiqib
tanlash maqsadga muvofiq sanaladi. An’anaviy dars shaklini saqlab qolgan holda,
unga turli-tuman ta’lim oluvchilar faoliyatini faollashtiradigan metodlar bilan
boyitish ta’lim oluvchilarning o‘zlashtirish darajasining ko‘tarilishiga olib keladi.
Buning uchun dars jarayoni oqilona tashkil qilinishi, ta’lim beruvchi tomonidan
ta’lim oluvchilarning qiziqishini orttirib, ularning ta’lim jarayonida faolligi muttasil
rag‘batlantirilib turilishi, o‘quv materialini kichik-kichik bo‘laklarga bo‘lib, ularning
mazmunini ochishda aqliy hujum, kichik guruhlarda ishlash, bahs-munozara,
muammoli vaziyat, yo‘naltiruvchi matn, loyiha, rolli o‘yinlar kabi metodlarni
qo‘llash va ta’lim oluvchilarni amaliy mashqlarni mustaqil bajarishga undash talab
etiladi.
MUHOKAMA VA NATIJALAR
Zamonaviy tilda bu metodlarni interfaol yoki interaktiv metodlar deb ham
atashadi. Interfaol metodlar deganda – ta’lim oluvchilarni faollashtiruvchi va
mustaqil fikrlashga undovchi, ta’lim jarayonining markazida ta’lim oluvchi bo‘lgan
metodlar tushuniladi. Bu metodlar qo‘llanilganda ta’lim beruvchi ta’lim oluvchini
faol ishtirok etishga chorlaydi. Ta’lim oluvchi esa butun jarayon davomida faol
ishtirok etadi. Ta’lim oluvchi markazda bo‘lgan yondoshuvning foydali jihatlari
quyidagilarda namoyon bo‘ladi:
- ta’lim samarasi yuqoriroq bo‘lgan o‘qish-o‘rganish;
- ta’lim oluvchining yuqori darajada rag‘batlantirilishi;
- ilgari orttirilgan bilimning ham e’tiborga olinishi;
- o‘qish shiddatini ta’lim oluvchining ehtiyojiga muvofiqlashtirilishi;
- ta’lim oluvchining tashabbuskorligi va mas’uliyatining qo‘llab-quvvatlanishi;
- amalda bajarish orqali o‘rganilishi;
- ikki taraflama fikr-mulohazalarga sharoit yaratilishi [Muslimov N.A.,
Usmonboyeva M.H. 2015: 81]
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International scientific-practical

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International scientific-practicalBog'liq zamonaviy-ta-lim-metodlari-ta-lim-samaradorligi-kafolatiInternational scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
186
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2022
olgan ta’lim oluvchi o‘z javobini “Javoblar varaqasi”ning biriga yozib, konvert ichiga
solib qo‘yadi va yonidagi ta’lim oluvchiga uzatadi. Barcha konvertlar aylana bo‘ylab
harakatlanadi. Yakuniy qismda barcha konvertlar yig‘ib olinib, tahlil qilinadi.
Quyida “Davra suhbati” metodining tuzilmasi keltirilgan.
“Davra suhbati” metodining tuzilmasi
“Davra suhbati” metodining bosqichlari quyidagilardan iborat:
1. Mashg‘ulot mavzusi e’lon qilinadi.
2. Ta’lim beruvchi ta’lim oluvchilarni mashg‘ulotni o‘tkazish tartibi bilan
tanishtiradi.
3. Har bir ta’lim oluvchiga bittadan konvert va javoblar yozish uchun guruhda
necha ta’lim oluvchi bo‘lsa, shunchadan “Javoblar varaqalari”ni tarqatilib, har bir
javobni yozish uchun ajratilgan vaqt belgilab qo‘yiladi. Ta’lim oluvchi konvertga va
“Javoblar varaqalari”ga o‘z ismi-sharifini yozadi.
4. Ta’lim oluvchi konvert ustiga mavzu bo‘yicha o‘z savolini yozadi va
“Javoblar varaqasi”ga o‘z javobini yozib, konvert ichiga solib qo‘yadi.
5. Konvertga savol yozgan ta’lim oluvchi konvertni soat yo‘nalishi bo‘yicha
yonidagi ta’lim oluvchiga uzatadi. Suhbatni o‘tkazish shartlari bilan tanishtirish:
Konvertlar va “Javoblar varaqalari”ni tarqatish; Konvertlarga savollar yozish;
Savollarga javob yozish; Baholash va tahlil qilish. Konvertni yonidagi o‘quvchiga
uzatishlarga savollar yozish.
6. Konvertni olgan ta’lim oluvchi konvert ustidagi savolga “Javoblar
varaqalari”dan biriga javob yozadi va konvert ichiga solib qo‘yadi hamda yonidagi
ta’lim oluvchiga uzatadi.
7. Konvert davra stoli bo‘ylab aylanib, yana savol yozgan ta’lim oluvchining
o‘ziga qaytib keladi. Savol yozgan ta’lim oluvchi konvertdagi “Javoblar varaqalari”ni
baholaydi.
8. Barcha konvertlar yig‘ib olinadi va tahlil qilinadi.
XULOSA
Ushbu metod orqali ta’lim oluvchilar berilgan mavzu bo‘yicha o‘zlarining
bilimlarini qisqa va aniq ifoda eta oladilar. Bundan tashqari ushbu metod orqali ta’lim
oluvchilarni muayyan mavzu bo‘yicha baholash imkoniyati yaratiladi. Bunda ta’lim
oluvchilar o‘zlari bergan savollariga guruhdagi boshqa ta’lim oluvchilar bergan
javoblarini baholashlari va ta’lim beruvchi ham ta’lim oluvchilarni ob’yektiv
baholashi mumkin.
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International scientific-practical

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International scientific-practicalBog'liq zamonaviy-ta-lim-metodlari-ta-lim-samaradorligi-kafolatiInternational scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
187
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2022
“Davra suhbati” metodining afzalliklari:
∙ o‘tilgan materialining yaxshi esda qolishiga yordam beradi;
∙ barcha ta’lim oluvchilar ishtirok etadilar;
∙ har bir ta’lim oluvchi o‘zining baholanishi mas’uliyatini his etadi;
∙ o‘z fikrini erkin ifoda etish uchun imkoniyat yaratiladi. “Davra suhbati”
metodining kamchiliklari:
∙ ko‘p vaqt talab etiladi;
∙ ta’lim beruvchining o‘zi ham rivojlangan fikrlash qobiliyatiga ega bo‘lishi
talab etiladi;
∙ ta’lim oluvchilarning bilim darajasiga mos va qiziqarli bo‘lgan mavzu tanlash
talab etiladi
Ana shunday interfaol metodlar yordamida tashkil etilgan dars mashg‘ulotlari
o‘quvchilar uchun qiziqarli bo‘lib, ularni yangi bilimlarni samaraliroq
o‘zlashtirishlariga omil bo‘la oladi.
FOYDALANILGAN ADABIYOTLAR (REFERENCES)
1.
Innovasion ta’lim texnologiyalari / Muslimov N.A., Usmonboyeva M.H.,
Sayfurov D.M., To‘rayev A.B. – T.: “Sano standart” nashriyoti, 2015. – 81-b.
2.
Ishmuhamedov R.J. Innovasion texnologiyalar yordamida ta’lim samaradorligini
oshirish yo‘llari /O‘rta maxsus, kasb-hunar ta’limi muassasalari o‘qituvchilarining
malakasini oshirish va qayta tayyorlash fakulteti tinglovchilari, akademik lisey va
kasb-hunar kollejlari o‘qituvchilari uchun uslubiy tavsiyalar. – T.: TDPU, 2004.
3.
Yo‘ldoshev J.Gʻ., Usmonov S. Ilg‘or pedagogik texnologiyalar. – T.:
O‘qituvchi, 2004. Pedagogika: 1000 ta savolga 1000 ta javob / Met. qo‘ll.
U.I.Inoyatov, N.A.Muslimov, M.Usmonboyeva, D.Inog‘omova. – T.: Nizomiy
nomidagi TDPU, 2012. – 193 b.
4.
Ochilov M. Yangi pedagogik texnologiyalar. – Qarshi.: Nasaf, 2000.
5.
Ro‘ziyeva D., Usmonboyeva M., Holiqova Z. Interfaol metodlar: mohiyati va
qo‘llanilishi / Met.qo‘ll. – T.: Nizomiy nomli DTPU, 2013. – 115 b.
6.
Мusurmonov R. Tа’lim faoliyati sharoitida o’qituvchi va o’quvchilar o’rtasidagi
nizolarning oldini olish – ta’lim samaralidorligi omili. Academic research in
educational sciences volume 2 | issue 4 | 2021 ISSN: 2181-1385 Scientific Journal
Impact Factor (SJIF) 2021: 5.723
7.
Ismoilova D.M. Zamonaviy didaktik yondashuvlar asosida umumiy o‘rta ta’lim
maktablari ta’lim mazmunini prognostika qilish. Xalq ta’limi” jurnali T.:2020 yil №5
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International scientific-practical

|
International scientific-practicalBog'liq zamonaviy-ta-lim-metodlari-ta-lim-samaradorligi-kafolatiInternational scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
185
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www.oriens.uz
February
2022
Kichik guruhlar shakllantiriladi. Mavzu yoritiladi. 1-guruhga topshiriq; 2-
guruhga topshiriq; 3-guruhga topshiriq; 4- guruhga topshiriq beriladi. O‘qituvchi
tomonidan ko‘rsatma berish va yo‘naltirish; Muhokama va tahlil qilish; 1- guruh
taqdimoti, 2- guruh taqdimoti, 3-guruh taqdimoti, 4- guruh taqdimoti o‘tkazilib
baholanadi.
Bunda:
∙ o‘z-o‘zini va guruhlararo baholash imkoniyati mavjud bo‘ladi. «Kichik
guruhlarda ishlash» metodining kamchiliklari:
∙ ba’zi kichik guruhlarda kuchsiz ta’lim oluvchilar bo‘lganligi sababli kuchli
ta’lim oluvchilarning ham past baho olish ehtimoli bor;
∙ barcha ta’lim oluvchilarni nazorat qilish imkoniyati past bo‘ladi;
∙ guruhlararo o‘zaro salbiy raqobatlar paydo bo‘lib qolishi mumkin;
∙ guruh ichida o‘zaro nizo paydo bo‘lishi mumkin.
3. “Davra suhbati” metodi:
“Davra suhbati” metodi – aylana stol atrofida berilgan muammo yoki savollar
yuzasidan ta’lim oluvchilar tomonidan o‘z fikr-mulohazalarini bildirish orqali olib
boriladigan o‘qitish metodidir.[ Yo‘ldoshev J.Gʻ., Usmonov S. 2004]
“Davra suhbati” metodi qo‘llanilganda stol-stullarni doira shaklida joylashtirish
kerak. Bu har bir ta’lim oluvchining bir-biri bilan “ko‘z aloqasi”ni o‘rnatib turishiga
yordam beradi. Davra suhbatining og‘zaki va yozma shakllari mavjuddir. Og‘zaki
davra suhbatida ta’lim beruvchi mavzuni boshlab beradi va ta’lim oluvchilardan
ushbu savol bo‘yicha o‘z fikr-mulohazalarini bildirishlarini so‘raydi va aylana
bo‘ylab har bir ta’lim oluvchi o‘z fikr-mulohazalarini og‘zaki bayon etadilar.
So‘zlayotgan ta’lim oluvchini barcha diqqat bilan tinglaydi, agar muhokama qilish
lozim bo‘lsa, barcha fikr-mulohazalar tinglanib bo‘lingandan so‘ng muhokama
qilinadi. Bu esa ta’lim oluvchilarning mustaqil fikrlashiga va nutq madaniyatining
rivojlanishiga yordam beradi.
Davra stolining tuzilmasi:
Yozma davra suhbatida ham stol-stullar aylana shaklida joylashtirilib, har bir
ta’lim oluvchiga konvert qog‘ozi beriladi. Har bir ta’lim oluvchi konvert ustiga
ma’lum bir mavzu bo‘yicha o‘z savolini beradi va “Javob varaqasi”ning biriga o‘z
javobini yozib, konvert ichiga soladi va belgilar qo‘yadi.
Belgilar: 1-ta’lim oluvchilar 2-aylana stol solib qo‘yadi. Shundan so‘ng
konvertni soat yo‘nalishi bo‘yicha yonidagi ta’lim oluvchiga uzatadi. Konvertni
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International scientific-practical

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International scientific-practicalBog'liq zamonaviy-ta-lim-metodlari-ta-lim-samaradorligi-kafolatiInternational scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
183
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2022
Masalan, “Aqliy hujum” metodi - biror muammo bo‘yicha ta’lim oluvchilar
tomonidan bildirilgan erkin fikr va mulohazalarni to‘plab, ular orqali ma’lum bir
yechimga kelinadigan metoddir.
“Aqliy hujum” metodining yozma va og‘zaki shakllari mavjud. Og‘zaki shaklida
ta’lim beruvchi tomonidan berilgan savolga ta’lim oluvchilarning har biri o‘z fikrini
og‘zaki bildiradi. Ta’lim oluvchilar o‘z javoblarini aniq va qisqa tarzda bayon
etadilar.
Yozma shaklida esa berilgan savolga ta’lim oluvchilar o‘z javoblarini qog‘oz
kartochkalarga qisqa va barchaga ko‘rinarli tarzda yozadilar. Javoblar doskaga
(magnitlar yordamida) yoki doskasiga (ignalar yordamida) mahkamlanadi. “Aqliy
hujum” metodining yozma shaklida javoblarni ma’lum belgilar bo‘yicha guruhlab
chiqish imkoniyati mavjuddir. Ushbu metod to‘g‘ri va ijobiy qo‘llanilganda shaxsni
erkin, ijodiy va nostandart fikrlashga o‘rgatadi. “Aqliy hujum” metodidan
foydalanilganda ta’lim oluvchilarning barchasini jalb etish imkoniyati bo‘ladi, shu
jumladan ta’lim oluvchilarda muloqot qilish va munozara olib borish madaniyati
shakllanadi. Ta’lim oluvchilar o‘z fikrini faqat og‘zaki emas, balki yozma ravishda
bayon etish mahorati, mantiqiy va tizimli fikr yuritish ko‘nikmasi rivojlanadi.
Bildirilgan fikrlar baholanmasligi ta’lim oluvchilarda turli g‘oyalar shakllanishiga
olib keladi. Bu metod ta’lim oluvchilarda ijodiy tafakkurni rivojlantirish uchun
xizmat qiladi. “Aqliy hujum” metodi ta’lim beruvchi tomonidan qo‘yilgan maqsadga
qarab amalga oshiriladi:
1. Ta’lim oluvchilarning boshlang‘ich bilimlarini aniqlash maqsad qilib
qo‘yilganda, bu metod darsning mavzuga kirish qismida amalga oshiriladi.
2. Mavzuni takrorlash yoki bir mavzuni keyingi mavzu bilan bog‘lash maqsad
qilib qo‘yilganda-yangi mavzuga o‘tish qismida amalga oshiriladi.
3. O‘tilgan mavzuni mustahkamlash maqsad qilib qo‘yilganda mavzudan so‘ng,
darsning mustahkamlash qismida amalga oshiriladi.
“Aqliy hujum” metodini qo‘llashdagi asosiy qoidalar:
1. Bildirilgan fikr-g‘oyalar muhokama qilinmaydi va baholanmaydi. 2.
Bildirilgan har qanday fikr-g‘oyalar, ular hatto to‘g‘ri bo‘lmasa ham inobatga olinadi.
3. Har bir ta’lim oluvchi qatnashishi shart. Quyida “Aqliy hujum” metodining
tuzilmasi keltirilgan. Muammoli savol beriladi. Fikr va g‘oyalar eshitiladi va jamlab
boriladi. Fikr va g‘oyalar guruhlanadi. Aniq va to‘g‘ri javob tanlab olinadi.
“Aqliy hujum” metodining tuzilmasi.
“Aqliy hujum” metodining bosqichlari quyidagilardan iborat:
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International scientific-practical

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International scientific-practicalBog'liq zamonaviy-ta-lim-metodlari-ta-lim-samaradorligi-kafolatiInternational scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
184
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2022
1. Ta’lim oluvchilarga savol tashlanadi va ularga shu savol bo‘yicha o‘z
javoblarini (fikr, g‘oya va mulohaza) bildirishlarini so‘raladi;
2. Ta’lim oluvchilar savol bo‘yicha o‘z fikr-mulohazalarini bildirishadi;
3. Ta’lim oluvchilarning fikr-g‘oyalari (magnitafonga, videotasmaga, rangli
qog‘ozlarga yoki doskaga) to‘planadi;
4. Fikr-g‘oyalar ma’lum belgilar bo‘yicha guruhlanadi;
5. Yuqorida qo‘yilgan savolga aniq va to‘g‘ri javob tanlab olinadi.
“Aqliy hujum” metodining afzalliklari:
∙ natijalar baholanmasligi ta’lim oluvchilarda turli fikr-g‘oyalarning
shakllanishiga olib keladi;
∙ ta’lim oluvchilarning barchasi ishtirok etadi;
∙ fikr-g‘oyalar vizuallashtirilib boriladi;
∙ ta’lim oluvchilarning boshlang‘ich bilimlarini tekshirib ko‘rish imkoniyati
mavjud;
∙ ta’lim oluvchilarda mavzuga qiziqish uyg‘otadi. “Aqliy hujum” metodining
kamchiliklari:
∙ ta’lim beruvchi tomonidan savolni to‘g‘ri qo‘ya olmaslik;
∙ ta’lim beruvchidan yuqori darajada eshitish qobiliyatining talab etilishi.
2. “Kichik guruhlarda ishlash” metodining tuzilmasi
“Kichik guruhlarda ishlash” metodining bosqichlari quyidagilardan iborat:
1. Faoliyat yo‘nalishi aniqlanadi. Mavzu bo‘yicha birbiriga bog‘liq bo‘lgan
masalalar belgilanadi.
2. Kichik guruhlar belgilanadi. Ta’lim oluvchilar guruhlarga 3-6 kishidan
bo‘linishlari mumkin.
3. Kichik guruhlar topshiriqni bajarishga kirishadilar.
4. Ta’lim beruvchi tomonidan aniq ko‘rsatmalar beriladi va yo‘naltirib turiladi.
5. Kichik guruhlar taqdimot qiladilar.
6. Bajarilgan topshiriqlar muhokama va tahlil qilinadi.
7. Kichik guruhlar baholanadi.
«Kichik guruhlarda ishlash» metodining afzalligi:
∙ o‘qitish mazmunini yaxshi o‘zlashtirishga olib keladi;
∙ muloqotga kirishish ko‘nikmasining takomillashishiga olib keladi;
∙ vaqtni tejash imkoniyati mavjud;
∙ barcha ta’lim oluvchilar jalb etiladi. [Ishmuhamedov R.J. 2004]
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International scientific-practical

International scientific-practical
conference on the topic of “Problems
and perspectives of modern technology
in teaching foreign languages”
VOLUME 2 | SPECIAL ISSUE 20
ISSN 2181-1784
SJIF 2022: 5.947 | ASI Factor = 1.7
188
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February
2022
8.
Khasanova G. K. The success and education system of South Korea and Japan
//Наука сегодня: проблемы и пути решения [Текст]: материа. – 2021. – С. 94.
9.
Khasanova, G. K. (2021). MAIN TRENDS IN THE DEVELOPMENT OF
EDUCATION AND PROFESSIONAL TRAINING IN THE WORLD.
Oriental
renaissance: Innovative, educational, natural and social sciences,
1(Special Issue 1),
257-262.
10. Хашимова С. НЕКОТОРЫЕ ГРАММАТИЧЕСКИЕ И СЕМАНТИЧЕСКИЕ
ОСОБЕННОСТИ УДВОЕНИЯ В ЯПОНСКОМ ЯЗЫКЕ. - Страны. Языки.
Культура. – С. 334-338.
11. Хашимова С. On some features of teaching foreign
language for students of
non-philological areas at the initial stage. – 2019. – Евразийское Научное
Объединение. – С. 334-338.
12. Насирова, С. А. (2019). Языковая политика в Китае: идентификация
общественно-политической терминологии. In
Китайская лингвистика и
синология (pp. 384-387).
13.
Насирова, С. А. (2021). ВОЕННАЯ СИСТЕМА ДРЕВНЕГО КИТАЯ:
ОБЗОР ТЕРМИНОВ.
Oriental renaissance: Innovative, educational, natural and
social sciences,
1(Special Issue 1), 139-146.
14. Hashimova, S. A., &
Nasirova, S. A. (2021). FEATURES OF FORMING OF
ANIMATED NOUNS WITH THE
AFFIXES IN MODERN CHINESE
LANGUAGE.
Journal of Central Asian Social Studies,
2(04), 1-10
Blended or Hybrid Learning - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

7
HyFlex Learning
Developed in the instructional technologies graduate program at San Francisco State
University, HyFlex is an instruction delivery method that combines face-to-face and online
instruction and allows students to choose their participation mode for each class session. Beatty
(2019) defined HyFlex instruction as one that “enable[s] a flexible participation policy for
students whereby students may choose to attend face-to-face synchronous class sessions or
complete course learning activities online without physically attending class” (Introduction, para.
1). Each class session and associated activities are offered in person and at least one online
mode,
synchronous or asynchronous, but sometimes both. Students can choose how they wish to
attend each session (Beatty, 2007).
Equity
According to Beatty (as cited in International Observatory on the Societal Impacts of AI
and Digital Technology, 2020), in higher education, equity
means institutions, faculty, and other
systems working to provide all students the necessary financial, social, and academic support and
guidance they need to engage in the learning process. Beatty’s interpretation
of equity resonates
with the University of Southern California Center for Urban Education (n.d.) definition of the
term; they explained equity “refers to achieving parity in student educational outcomes,
regardless of race and ethnicity. It moves beyond issues of access and places success outcomes
for students of color at center focus” (para. 1). This means education leaders must strive to create
conditions where personal or social circumstances,
such as gender, ethnicity, or background,
should not be factors impeding achievement of a person’s academic potential (i.e., fairness) and
that all learners be given the opportunity to attain a set of high-level skills (i.e., inclusion)
8
regardless of their specific circumstances (OECD, 2012). Depending on context, this dissertation
used the term equity interchangeably with student equity in reference to the desirable conditions,
described here, as a result of practices that create fairer access and equal learning outcomes for
enrolled and transitioning higher education students.
Minoritized Students - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

9
of the study’s significance resides in its potential to provide generalizable guidelines for
community college practitioners considering implementation of HyFlex courses as part of their
offerings.
Current HyFlex guidelines in the literature are relevant for
community colleges but may
not focus on student equity in important ways this study may uncover. Community college
students tend to work while attending college; during normal times they need options for
attending classes as they juggle the demands of college, jobs, and family. Beatty (2019) pointed
out
a potential benefit, in terms of cost and space savings, of HyFlex for the institution,
explaining the HyFlex approach brings modalities together; therefore, two course
sections, with
two separate teaching contracts and potentially two separate professors, can be merged into one.
An alternative to this model could be combining the two sections so the course is cotaught by
two instructors and the cost of the teaching contracts remains the same, but space
savings apply
while creating opportunities for faculty collaboration. Another benefit for students is because
HyFlex courses are a combination of an online and a face-to-face course and students have the
option each week to choose how they participate, they may be more likely to participate in
learning activities even when they have a work or family commitment that conflicts with a
scheduled in-person class session (Beatty, 2019). This participation flexibility may increase the
likelihood students will complete their courses and programs more quickly.
Purpose of the Study - Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

4
Subquestions
This study addressed the following subquestions:
•
How does minoritization by race, gender,
language, or disability status affect the
experiences of students in HyFlex courses?
•
What, if any, issues of equity do minoritized students report from their HyFlex
experience?
•
What are the reasons minoritized students cite for enrolling in HyFlex courses?
•
When
given a choice, how do minoritized students prefer to participate in HyFlex
learning, and why?
Auerbach and Silverstein (2003) explained the grounded theory method “uses two basic
principles: (1) questioning
rather than measuring, and (2) generating hypotheses using theoretical
coding” (p. 7). I did not intend to test any hypotheses in this study; however, this qualitative
study used phenomenology design combined with grounded
theory data analysis methods;
therefore, I have observed some themes and relationships emerge. For this reason, I went into
this study with two latent hypotheses and an open mind to follow the data wherever it would
lead.
•
Latent Hypothesis 1
: HyFlex learning has a perceived positive impact on the
educational experience of minoritized students.
•
Latent Hypothesis 2
: HyFlex learning does foster minoritized students’ agency.
Берилган: E1= B; E5=12B; R1=R3=1 Ом; R2=R4=2 Ом; R5=3 Ом.
Топиш керак

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Берилган: E1= B; E5=12B; R1=R3=1 Ом; R2=R4=2 Ом; R5=3 Ом.
Топиш керак
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bet | 4/5 | Sana | 02.01.2024 | Hajmi | 371,27 Kb. | | #129457 | Turi | Реферат |
Bog'liq Муст иш сиртқи ЭваС1 (2) 060Берилган: E1= B; E5=12B; R1=R3=1 Ом; R2=R4=2 Ом; R5=3 Ом.
Топиш керак: тугун кучланишлар усули бўйича ҳамма токларни аниқланг.
Вариант№1 3
Берилган:
E1= B; E2=110B; R1=4 Ом, R2=8 Ом; R3= 21 Ом, R4=16 Ом; R5=19 Ом, R6=16 Ом
1. Токлар йўналишини танланг, 2. Кирхгофни 1 қонуни бўйича 3 та тенглама тузинг (тугунлар сонидан 1 та кам), 3. Кирхгофни 2 қонуни бўйича тенгламалар тузинг 4. Контурни хусусий ва ўзаро қаршилиларини аниқланг, 4. КТУ ёрдамида I1,I2,I3,I4,I5,I6 токларни аниқланг.
Вариант №14
Берилган:
Е1= В, Е2=100В, R1=25 Ом, R2=22 Ом, R3= 42 Ом R4=35 Ом, R5=51 Ом, R6= 10 Ом, R7= 47 Ом
4 тугун таянч тугун,1.Кирхгофни 1 қонуни бўйича тенгламалар тузинг: 2 Ом қонуни бўйича хар бир ток учун тенглама тузинг, 3. Тугундаги номаълум потенциалларни, Тугун потенциаллари усули ёрдамида I1,I2,I3,I4,I5,I6,I7 токларни топинг.
Вариант №15
Берилган: Е1= В, Е2=12В, R1=10 Ом, R2=11 Ом, R= 14 Ом.
Кирхгофни 1 қонуни бўйича А тугун учун тенглама тузинг, 2. Кирхгофни 2 қонуни бўйича ташқи ва ички контурлар учун тенгламалар тузинг, 3. I1 ва I2 токларни аниқланг.
Вариант №16
Берилган: Е1= В, Е2=10В, R1=10 Ом, R2=15 Ом, R3= 22 Ом.
1. Кирхгофни 1 қонуни бўйича кўрсатилган тугун учун тенглама тузинг, 2. Кирхгофни 2 қонуни бўйича ташқи ва ички контурлар учун тенгламалар тузинг, 3. I1 ва I2 токларни аниқланг.
Вариант № 7
Берилган: Е нинг қиймати вариант номери бўйича, қолган элементлар қиймати схемада келтирилган. Кирхгофни 1чи қонуни бўйича токларни аниқланг
Кирхофни 2 қонуни тенгламасини тузинг
Вариант № 18
Берилган: Е1 = В, Е2 =15 В, R1=10 Ом; R2=12 Ом; R3=3 Ом; R4= 4 Ом; R5=5 Ом; R6=6 Ом; R7= 7 Ом; R8= 8 Ом.
Контур токлари усули ёрдамида барча шахобчалардаги токларни аниқланг.
Вариант №1 9
Берилган: Е1= , E2= 15 B, J= 2A, R2= 5 Ом; R3= 6 Ом; R4= 4 Ом; R5=10 Ом; R6=8Ом . Контур токлари усули ёрдамида барча токларни аниқланг.
Вариант № 20
Берилган: E1= B; E5=16B; R1=R3=2 Ом; R2=R4=12 Ом; R5=5 Ом.
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чи мустақил иш учун вариантлар - Мустақил иш бажарди: сае 010 гурух талабаси Эшматов Тошмат Тошкент 2023 н а ъ м...

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Мустақил иш бажарди: сае 010 гурух талабаси Эшматов Тошмат Тошкент 2023 н а ъ м у н а мусиақил иш №1
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bet | 2/5 | Sana | 02.01.2024 | Hajmi | 371,27 Kb. | | #129457 | Turi | Реферат |
Bog'liq Муст иш сиртқи ЭваС1 (2) 060чи мустақил иш учун вариантлар
2 –чи Мустақил иш мавзулари
Вариантлар тартиб рақам бўйича олинади. (ҳамма ўзини тартиб рақамини билади).
Вариант №1
Берилган:
Е1= В, Е2=50В,Е3=60В, R1=10 Ом, R2=15 Ом, R3= 20 Ом, R4=25 Ом, R5=30 Ом,
R6= 35 Ом
1. Токлар йўналишини танланг, 2. Контурларни аниқланг ва контур токларини йўналишини кўрсатинг, 3. Контурни хусусий қаршилигини аниқланг, 4. Умумий қаршилигини аниқланг, 5. КТУ ёрдамида I1,I2,I3,I4,I5,I6 токларни аниқланг.
Вариант№ 2
Берилган: E1= B; E5=12B; R1=R3=1 Ом; R2=R4=2 Ом; R5=3 Ом.
Топиш керак: тугун кучланишлар усули бўйича ҳамма токларни аниқланг.
Вариант№ 3
Берилган:
E1= B; E2=110B; R1=4 Ом, R2=8 Ом; R3= 21 Ом, R4=16 Ом; R5=19 Ом, R6=16 Ом
1. Токлар йўналишини танланг, 2. Кирхгофни 1 қонуни бўйича 3 та тенглама тузинг (тугунлар сонидан 1 та кам), 3. Кирхгофни 2 қонуни бўйича тенгламалар тузинг 4. Контурни хусусий ва ўзаро қаршилиларини аниқланг, 4. КТУ ёрдамида I1,I2,I3,I4,I5,I6 токларни аниқланг.
Вариант №4
Берилган:
Е1= В, Е2=100В, R1=25 Ом, R2=22 Ом, R3= 42 Ом R4=35 Ом, R5=51 Ом, R6= 10 Ом, R7= 47 Ом
4 тугун таянч тугун,1.Кирхгофни 1 қонуни бўйича тенгламалар тузинг: 2 Ом қонуни бўйича хар бир ток учун тенглама тузинг, 3. Тугундаги номаълум потенциалларни, Тугун потенциаллари усули ёрдамида I1,I2,I3,I4,I5,I6,I7 токларни топинг.
Вариант №5
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Топиш керак: тугун (потециаллари) кучланишлар усули бўйича ҳамма токларни.

 

Вариант №21
 
Берилган

|
Топиш керак: тугун (потециаллари) кучланишлар усули бўйича ҳамма токларни.
Вариант №21
Берилган
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bet | 5/5 | Sana | 02.01.2024 | Hajmi | 371,27 Kb. | | #129457 | Turi | Реферат |
Bog'liq Муст иш сиртқи ЭваС1 (2) 060Топиш керак: тугун (потециаллари) кучланишлар усули бўйича ҳамма токларни.
Вариант №21
Берилган:
Е1= В, Е2=50В,Е3=60В, R1=10 Ом, R2=15 Ом, R3= 20 Ом, R4=25 Ом, R5=30 Ом,
R6= 35 Ом
1. Токлар йўналишини танланг, 2. Контурларни аниқланг ва контур токларини йўналишини кўрсатинг, 3. Контурни хусусий қаршилигини аниқланг, 4. Умумий қаршилигини аниқланг, 5. КТУ ёрдамида I1,I2,I3,I4,I5,I6 токларни аниқланг.
Вариант№ 22
Берилган: E1= B; E5=12B; R1=R3=1 Ом; R2=R4=2 Ом; R5=3 Ом.
Топиш керак: тугун кучланишлар усули бўйича ҳамма токларни аниқланг.
Вариант№ 23
Берилган:
E1= B; E2=110B; R1=4 Ом, R2=8 Ом; R3= 21 Ом, R4=16 Ом; R5=19 Ом, R6=16 Ом
1. Токлар йўналишини танланг, 2. Кирхгофни 1 қонуни бўйича 3 та тенглама тузинг (тугунлар сонидан 1 та кам), 3. Кирхгофни 2 қонуни бўйича тенгламалар тузинг 4. Контурни хусусий ва ўзаро қаршилиларини аниқланг, 4. КТУ ёрдамида I1,I2,I3,I4,I5,I6 токларни аниқланг.
Вариант №24
Берилган:
Е1= В, Е2=10В, R1=25 Ом, R2=22 Ом, R3= 42 Ом R4=35 Ом, R5=51 Ом, R6= 10 Ом, R7= 47 Ом
4 тугун таянч тугун,1.Кирхгофни 1 қонуни бўйича тенгламалар тузинг: 2 Ом қонуни бўйича хар бир ток учун тенглама тузинг, 3. Тугундаги номаълум потенциалларни, Тугун потенциаллари усули ёрдамида I1,I2,I3,I4,I5,I6,I7 токларни топинг.
Вариант №25
Берилган: Е1= В, Е2=12В, R1=10 Ом, R2=11 Ом, R= 14 Ом.
Кирхгофни 1 қонуни бўйича А тугун учун тенглама тузинг, 2. Кирхгофни 2 қонуни бўйича ташқи ва ички контурлар учун тенгламалар тузинг, 3. I1 ва I2 токларни аниқланг.
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Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiqlayman” O’quv ishlari bo’yicha prorektor - bet 9

Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiqlayman” O’quv ishlari bo’yicha prorektor
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Optik usuli
Eritmalarni analiz qilishning optik usuli asosan 4 ga bo’linadi:
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Rеfraktomеtrik usul
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Fotokoloromеtrik usul
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Nеfеlomеtrik usul
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Polyarimеtrik usul
Rеfraktomеtrik usulning umumiy ko’rinishi
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Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiqlayman” O’quv ishlari bo’yicha prorektor

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Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiqlayman” O’quv ishlari bo’yicha prorektor
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bet | 1/81 | Sana | 30.09.2024 | Hajmi | 2,71 Mb. | | #272964 | Turi | Реферат |
Bog'liq Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiq
O’ZBEKISTON RESPUBLIKASI SOG’LIQNI SAQLASh VAZIRLIGI
TOShKENT FARMASEVTIKA INSTIUTI
“Fizika, matematika va axborot texnologiyalari” kafedrasi
“Tasdiqlayman”
O’quv ishlari bo’yicha prorektor
f.f.n., S.U.Aliyev
_______ _________________
“___” _________2016 yil
5510600-Sanoat farmasiyasi (turlari bo’yicha)
“METROLOGIYA” fanidan
O’QUV USLUBIY MAJMUA
Toshkent – 2016
Tuzuvchi:
S.Y.Inog’omov - “Fizika, matematika va axborot texnologiyalari” kafedrasi
dotsenti, t.f.d.
O’quv uslubiy majmua kafedraning
2016 yil “___” _______________ dagi ____ -sonli majlisida muhokama qilinib, tasdiqlash uchun tavsiya etildi.
Fizika, matematika va axborot
texnologiyalari kafedrasining
dotsenti, t.f.d. K.K. Shodmonov
O’quv uslubiy majmua MUKda ko’rib chiqildi va tasdiqlandi.
“___” _______________ 2016 yil ____ - sonli bayonnomasi.
МУНДАРИЖА
Ўқув дастури ............................................. …. 0
Ишчи дастур ................................................... 5
Тестлар ............................................................. 25
Назорат учун саволлар (ЖН, ОН ва ЯН) ....... 42
Умумий саволлар ............................................ 44
Глоссарий ........................................................... 47
Реферат мавзулари ......................................... 49
Адабиётлар рўйхати ....................................... 50
Ўқув материаллари
(маъруза матни, ўқув қўлланма) .................. 51
Ҳорижий манбалар ......................................... 231
Муаллифлар ҳақида маълумот ..................... 234
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Potеntsiomеtrik - Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiqlayman” O’quv ishlari bo’yicha prorektor

Fizika, matematika va axborot texnologiyalari” kafedrasi “Tasdiqlayman” O’quv ishlari bo’yicha prorektor
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Potеntsiomеtrik
u
s
u
l
Potеntsiomеtrik o’so’l mo’ayyan indikator elеktrodlar xosil qilgan E.Yo’.K ni o’lchash yo’li bilan ionlar kontsеntratsiyasini aniqlashga asoslangan.
pH
- mеtrning sxеmasi
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Берилган: Е1= В, Е2=12В, R1=10 Ом, R2=11 Ом, R= 14 Ом

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Берилган: Е1= В, Е2=12В, R1=10 Ом, R2=11 Ом, R= 14 Ом
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bet | 3/5 | Sana | 02.01.2024 | Hajmi | 371,27 Kb. | | #129457 | Turi | Реферат |
Bog'liq Муст иш сиртқи ЭваС1 (2) 060Берилган: Е1= В, Е2=12В, R1=10 Ом, R2=11 Ом, R= 14 Ом.
Кирхгофни 1 қонуни бўйича А тугун учун тенглама тузинг, 2. Кирхгофни 2 қонуни бўйича ташқи ва ички контурлар учун тенгламалар тузинг, 3. I1 ва I2 токларни аниқланг.
Вариант №6
Берилган: Е1= В, Е2=10В, R1=10 Ом, R2=15 Ом, R3= 22 Ом.
1. Кирхгофни 1 қонуни бўйича кўрсатилган тугун учун тенглама тузинг, 2. Кирхгофни 2 қонуни бўйича ташқи ва ички контурлар учун тенгламалар тузинг, 3. I1 ва I2 токларни аниқланг.
Вариант № 7
Берилган: Е нинг қиймати вариант номери бўйича, қолган элементлар қиймати схемада келтирилган. Кирхгофни 1чи қонуни бўйича токларни аниқланг
Кирхофни 2 қонуни тенгламасини тузинг
Вариант № 8
Берилган: Е1 = В, Е2 =15 В, R1=10 Ом; R2=12 Ом; R3=3 Ом; R4= 4 Ом; R5=5 Ом; R6=6 Ом; R7= 7 Ом; R8= 8 Ом.
Контур токлари усули ёрдамида барча шахобчалардаги токларни аниқланг.
Вариант № 9
Берилган: Е1= , E2= 15 B, J= 2A, R2= 5 Ом; R3= 6 Ом; R4= 4 Ом; R5=10 Ом; R6=8Ом . Контур токлари усули ёрдамида барча токларни аниқланг.
Вариант № 10
Берилган: E1= B; E5=16B; R1=R3=2 Ом; R2=R4=12 Ом; R5=5 Ом.
Топиш керак: тугун (потециаллари) кучланишлар усули бўйича ҳамма токларни.
Вариант №11
Берилган:
Е1= В, Е2=50В,Е3=60В, R1=10 Ом, R2=15 Ом, R3= 20 Ом, R4=25 Ом, R5=30 Ом,
R6= 35 Ом
1. Токлар йўналишини танланг, 2. Контурларни аниқланг ва контур токларини йўналишини кўрсатинг, 3. Контурни хусусий қаршилигини аниқланг, 4. Умумий қаршилигини аниқланг, 5. КТУ ёрдамида I1,I2,I3,I4,I5,I6 токларни аниқланг.
Вариант№ 12
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