nyuuzyou/kompy huggingface dataset:
O`tganlarni takrorlash va malaka hosil qilish darslarining qurilishi

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O`tganlarni takrorlash va malaka hosil qilish darslarining qurilishi
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bet | 102/179 | Sana | 27.06.2024 | Hajmi | 3,07 Mb. | | #265905 |
Bog'liq O`zbekstan respublikasi joqari ha`m orta arnawli bilimlendiriw mO`tganlarni takrorlash va malaka hosil qilish darslarining qurilishi. O`tganlarni takrorlash va malakalarni hosil qilish darslari yangi o`quv materialini o`rganish va mustahkamlash darslaridan farq qiladi: Takrorlash va malaka hosil qilish darslaridan keyin o`quv predmetining navbatdagi mavzusini o`rganishga o`tiladi. Mashg`ulotlarning birinchisi o`quvchilar anglab etmagan, ular uchun mavhum bo`lgan qonun-qoidalar ustida o`tkazilsa, ikkinchisi o`quvchilar anglab olgan, ularning ongidan, faoliyatidan bir marta o`tgan bilimlar bo`yicha tashkil etiladi. O`tganlarni takrorlash va malaka hosil qilish darslarida o`quvchilar oldin o`rganilgan bilimlarga takroriy duch keladilar, shu bilimlarga duch kelib faoliyat ko`rsatishadi. Bilimlarni turli o`quv hayotiy sharoitlariga tatbiq etish natijasida o`rganilgan bilimlarning ko`lami kengayadi, konkretlashadi. Demak, bu dars tipining eng xarakterli xususiyati o`quvchilarning fan asoslarini yanada puxta, to`liq o`zlashtirishga qaratilganligidadir.
Takarorlash va malaka hosil qilish darslarida ko`proq turli tuman mashqlaridan foydalaniladi, o`rganilgan bilimlar ustida o`quvchilar faoliyati tashkil etiladi, bilimlar turli o`quv sharoitlarida tatbiq etiladi. Bilimlarni esga tushirish, faoliyat ko`rsatish, ularni o`quv va hayotiy sharoitlariga tatbiq etish natijasida o`quvchilarda shu bilimlarga oid malakalar shakllanadi. Demak, bu dars tipining yana bir belgisi o`quvchilarda malakalarni hosil qilishdir. O`tganlarni takrorlash va malaka hosil qilish darslarini nazariy bilimlar o`rganilgach, tashkil etiladi. U yangi o`quv materialini o`rganish va mustahkamlash darsining davomi sifatida unga bog`lab tashkil etiladi. Yuqoridagi xususiyatlarga ko`ra bu dars tipining asosiy va shu bilan birga doimiy etapi ajratiladi.
Oldingi mashg`ulotda o`rganilgan bilimlarni ongli esga tushirish bosqichi. Bilimlar quyidagi yo`llar bilan esga tushiriladi: savollarni o`rtaga tashlash; mashq, masalarni echish, mustaqil ish, o`quv topshiriqlarini bajarish.
Esga tushirilgan bilimlarni turli o`quv sharoitlariga tatbiq etish bosqichi. Bilimlarni berilgan sharoitlarga tatbiq etish yo`li bilan o`rganilgan bilim va undan faoliyatda foydlanish o`rtada bog`lanish hosil qilinadi.
Bilimlarni kengaytirish bosqichi. O`rganilgan o`quv materialiga takroriy duch kelish jarayonida bolalar o`rganilayotgan ob`yektning hali sezilmagan, anglanmagan xususiyatlarini payqab olishadi. Bu bilimlarning yanada kegayishiga olib keladi. Didaktikada shu xodisa kumulyatsiya deb yuritiladi. Demak, takrorlash va malaka hosil qilish darslarida bilimlar yanada kengayadi, malakalar takomillashadi.
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7 - rasm - • Coreldraw • pho to s h o p

uchun holatlar panelidagi П ривязка (100-rasm)
tugmasi ustida
sichqoncha o‘ng tugmasini bir marta bosiladi va Nastroyka (sozlash)
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rasm) bo‘limidagi kerakli qatorlarga belgilar qo‘yish orqali AutoCAD
dasturida ishlash jarayonida ishni osonlashtiradi.
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tanlanadi (
1 0 2
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(*.dwt) кенгайтмаси танланади ва Сохранить тугмаси босилади,
103- rasm .
РОЛЬ ИНТЕРАКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ НА УРОКАХ

www.pedagoglar.uz
26-son 3 –to’plam may 2022
Sahifa: 182
motivаted communicаtive tаsks of vаrying degrees of complexity.
Scientists
believe thаt the integrаtion of technologies in leаrning а foreign lаnguаge is
inevitаble, therefore, considerаble аttention is pаid to the introduction of
innovаtive technologies in the educаtionаl process.
The problems of pedаgogicаl
innovаtion constаntly аttrаct the аttention of modern reseаrchers, who hаve
identified аnd substаntiаted the mаin methodologicаl аs well аs theoreticаl
principles
of
innovаtive
educаtionаl аctivitiesАs
the
experience
of
teаching а foreign lаnguаge аnd the experience of numerous teаchers of prаctice
shows, it is not аlwаys possible to orgаnize speech interаction
in а lesson using
trаditionаl methods аnd forms of work. The bаsic methodicаl innovаtions todаy аre
connected with аpplicаtion of interаctive methods аnd receptions of trаining
to а foreign lаnguаge. Interаctive methods аre methods thаt аllow you to leаrn how
to interаct with eаch other; аnd interаctive leаrning, built on the interаction of аll
students, including the teаcher. The innovаtive
methods аlso deаl with this
process аnd their аim is to evаluаte the аctivities of а teаcher аnd leаrners using
new wаys аnd methods of teаching including new technicаl meаns of teаching. Аs
we know thаt methodologicаl аpproаch in teаching foreign lаnguаges mаy be
divided into three groups. They аre Pаssive methods, Аctive
methods аnd аlso
interаctive methods. If we speаk here in the first plаce аbout the pаssive methods,
it should be noted thаt in Pаssive methods а teаcher is in the centre of teаching.
He/She plаys аctive role but the leаrners аre pаssive. Control cаn be cаrried out by
the wаy of questions, individuаl аnd control work, tests etc. It mаy be useful when
it is used by аn
experienced teаcher. Secondly, in Аctive
methods
leаrners аre аlso аctive. Their role аnd аctivity
is equаl in the process of
interаction. Leаrners mаy аsk questions; express their ideаs with а teаcher. The lаst
but it is in the first nowаdаys interаctive method or аpproаch is а modernized form
of аctive methods. The most of teаchers usuаlly understаnd or meаn
cooperаtive аction during the lesson. But here аttention should be focused on
inner аction too. The leаrners should hаve inner motivаtion which involves them
into аctive work or аctive pаrticipаtion аt the lesson.
In interаctive method
Tomchilatib sug‘orish tizimi hisobiy bosimini

9.8. Tomchilatib sug‘orish tizimi hisobiy bosimini
aniqlash
Tomchilatib sug‘orish tizimi magistral quvurining bosh
qismidagi suv bosimini aniqlash uchun har bir quvur va
inshootdagi bosim isroflari aniqlab chiqiladi.
277
Tarqatuvchi quvurdagi hisobiy bosim isrofi (htkx):
𝒉
𝒕𝒌𝒙
=
𝒉 ∙
𝑳
𝟐
𝟏𝟎𝟎
±
𝑯
𝟏𝟎
tenglik yordamida aniqlanishi mumkin.
bu yerda, h – uzunligi 100 m bo‘lgan quvurdagi bosimi
isrofi, kg/sm
2
;
L – quvurning haqiqiy uzunligi, m;
N – dalaning quvur bo‘ylab nishabligi, m
Tarqatuvchi quvurdagi hisobiy bosim isrofi (htkx) ni
Shevelev jadvallari yordamida quyidagi tenglik asosida aniqlash
ham mumkin:
h
mkx
= 1000i
L
bu yerda, 1000i – solishtirma bosim isrofi yoki uzunligi
1000 m bo‘lgan quvurdagi bosim isrofi, m;
L – tarqatuvchi quvurning uzunligi, km;
Misol: quvurning uzunligi 100 m, diametri 110 mm
bo‘lganda
Quvur
Uzunligi,
km
Quvur
diametri,
mm
Suv
sarfi,
l/s
Solishtirma
bosim
isrofi
(1000i)
Bosim
isrofi, m
Suv
oqimining
tezligi, m/s
TQ 1
0,1
110
12,3
23,68
2,37
1,52
Magistral quvurning hisobiy bosim isrofi (hmx) ham xuddi
278
tarqatuvchi quvurda aniqlanganidek:
𝒉
𝒕𝒌𝒙
=
𝒉 ∙ 𝑳
𝟏𝟎𝟎
±
𝑯
𝟏𝟎
tenglik yoki Shevelev jadvallari yordamida aniqlanadi.
Sug‘oriladigan
ekin
dalasiga
qo‘yilgan
sug‘orish
shlanglarining ishchi bosimi, tarqatuvchi va magistral quvurlar
hisobiy bosimlarining umumiy (jami) yig‘indisini tomchilatib
sug‘orish tizimining hisobiy bosimi sifatida qabul qilinadi.
Tomchilatib sug‘orish tizimining hisobiy bosimini matematik
jihatdan quyidagi tenglik ko‘rinishida ifodalanadi:
𝑵
𝒕𝒔𝒕𝒙
= 𝒉
𝒊𝒔𝒉𝒄𝒉𝒊
+ 𝒉
𝒕𝒒𝒙
+ 𝒉
𝒎𝒒𝒙
bu yerda, N
tstx
– tomchilatib sug‘orish tizimining hisobiy
bosimi, m;
h
ishchi
– tomchilatib sug‘orish tizimi sug‘orish shlanglarining
ishchi bosimi, m;
h
tqx
– tomchilatib sug‘orish tizimi tarqatuvchi quvurining
hisobiy bosimi, m;
h
mqx
– tomchilatib sug‘orish tizimi magistral quvurining
hisobiy bosimi, m.
Tomchilatib sug‘orish tizimining hisobiy bosimini 10% ga
oshirish orqali sug‘orish tizimining loyihaviy bosimi belgilanadi.
Tomchilatib sug‘orish tizimining loyihaviy suv sarfi va
loyihaviy bosimlari sug‘orish tizimi magistral quvurining dia-
metrini va tizimning bosh inshootlari (filtr va nasos qurilmalari)
ko‘rsatkichlarini tanlash uchun asos bo‘lib xizmat qiladi.
Misol: Tomchilatib sug‘orish tizimining yuqorida keltirilgan
misollar asosidagi suv sarfi va bosim isroflari
279
Tomchilatib
sug‘orish
tizimi
ko‘rsatkichlari
Hisobiy suv
sarfi, l/s
Loyihaviy
suv sarfi,
m
3
/soat
Hisobiy
bosim isrofi,
m
Loyihaviy
bosim, m
12,3
16,0
25
27,5
Izoh: Tomchilatib sug‘orish tizimining loyihaviy suv sarfi
hisobiy suv sarfini 30% gacha oshirish, loyihaviy bosimi
hisobiy bosimni
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-dars Mavzu: Tarmoqlanuvchi strukturali dasturlar tuzish

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-dars Mavzu: Tarmoqlanuvchi strukturali dasturlar tuzish
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bet | 108/208 | Sana | 23.07.2021 | Hajmi | 1,92 Mb. | | #15865 |
31-dars Mavzu: Tarmoqlanuvchi strukturali dasturlar tuzish
Darsning texnologik xaritasi
Mavzu
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Tarmoqlanuvchi strukturali dasturlar tuzish
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Maqsad
va
vazifalar
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Darsning maqsadi: O'quvchilarni murakkab shartlarni qo'llab tarmoqlanuvchi dasturlar tuzishga o'rgatish.
Darsning ta'limiy vazifasi: o'quvchilarda Paskal dastur- lash tilida tarmoqlanuvchi dasturlar tuzish ko'nikmasini shakllantirish.
Darsning tarbiyaviy vazifasi: o'quvchilar xarakterida izlanuvchanlik va topqirlik xususiyatlarini shakllantirish
Darsning rivojlantiruvchi vazifasi: o'quvchilarning berilgan topshiriqlarni hal etishda kompyuterdan oqilona va samarali foydalanish ko'nikmasini hosil qilish.
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O'quv
jarayonining mazmuni
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Darsning maqsadi - 1- dars. Mavzu: Masalalarni kompyuterda yechish bosqichlari Darsning texnologik xaritasi

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1- dars. Mavzu: Masalalarni kompyuterda yechish bosqichlari Darsning texnologik xaritasi
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bet | 111/208 | Sana | 23.07.2021 | Hajmi | 1,92 Mb. | | #15865 |
Darsning maqsadi: O'quvchilarni murakkab shartlarni qo'llab tarmoqlanuvchi dasturlar tuzishga o'rgatish.
Darsning ta'limiy vazifasi: o'quvchilarda Paskal dastur- lash tilida tarmoqlanuvchi dasturlar tuzish ko'nikmasini shakllantirish.
Darsning tarbiyaviy vazifasi: o'quvchilar xarakterida izlanuvchanlik va topqirlik xususiyatlarini shakllantirish
Darsning rivojlantiruvchi vazifasi: o'quvchilarning berilgan topshiriqlarni hal etishda kompyuterdan oqilona va samarali foydalanish ko'nikmasini hosil qilish.
O'quv
jarayonining mazmuni
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NOT - "emas", AND - "va", OR - "yoki" mantiqiy amallarini qoilash va ularning bajarilish ketma-ketligi. Matematik misol va masalalarni yechish uchun ulardan foydalanib tarmoqlanuvchi dasturlar tuzish.
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O'quv jarayonini amalga oshirish texnologiyasi
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O`tilgan mavzu yuzasidan qo`shimcha topshiriqlar

O`tilgan mavzu yuzasidan qo`shimcha topshiriqlar.
1. Berilgan qiymat asosida shart qiymatini aniqlang.
a) a:=10; b:=a*3; shart: «a
b) a:=10; b:=a*3; shart: «a<=b/3»; javob: Ha
d) a:=10; b:=a; shart: «a+b=2*b»; javob: Ha
e) a:=10; b:=a+3; shart: «a+3>=b~3»; javob: Ha
2. Tarmoqlanish natijasida hosil bo'ladigan qiymatlarni aniqlang.
aa: = 7; bb: = 6.6; if aa=round(bb) then mm: = 'Ha' else mm:='Yovq';
javob: Ha
Ikkita a va b sonlar berilgan. Agar b son a dan kichik bo'lsa, u holda b ni nol bilan almashtiruvchi, aks holda b ni o'zgarishsiz qoldiruvchi dastur tuzing.
Program masala_3;
Var a: iteger;
b: Real;
Begin ClrScr
Write(‘a ningqiymatini kiriting: '); ReadLn(a);
Write(‘b ning qiymatini kiriting: '); ReadLn(b);
If a>b Then b=0 else WriteLn(‘b= ‘, b); readln;
End.
Uchta a, b va c sonlar berilgan. Bu sonlardan faqat musbatlarining kvadrat ildizini hisoblab chiqaruvchi dastur tuzing.
Program masala_4;
Label tamom;
Var a, b,c: integer;
Begin ClrScr
Write(‘a- sonni kiriting: '); ReadLn(a);
Write(‘b-sonni kiriting: '); ReadLn(b);
Write(‘c-sonni kiriting: '); ReadLn(c);
If(a>=0) and (b>=0) and (c>=0) Then WriteLn('Bu sonlar orasida manfiylari yo’q’); goto tamom; end;
If a>0 then WriteLn( a,’ning ildizi=’,sqrt(a));
If b>0 then WriteLn( b,’ning ildizi=’, sqrt(b))
If a<0 then WriteLn( c,’ning ildizi =’, sqrt(c))
tamom: End.
5. ax + b = o tenglamaning ildizini a, b ning quyidagi qiymatlarida hisoblash dasturini tuzing.
a) a= -1, b=l; b) a=0, b=4; d) a=l, b=0; e) a=l, b= -5.
Program masala_5;
Label5;
Var a, b,x: Real;
Begin ClrScr
Write(‘a ni kiriting: '); ReadLn(a);
Write(‘b ni kiriting: '); ReadLn(b);
If(a=0) and (b=0) Then begin
WriteLn('x istalgan son ’); goto 5; end;
If a=0 then WriteLn( ’yechimga ega emas’); goto 5; end;
WriteLn( ’x=’, b/a)
5: End.
Uyga vazifa: Darslikdagi 7-mashq.
Sana :_________
Sinf : _________
0>
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Uslub: Aralash.

Shakl - 1- dars. Mavzu: Masalalarni kompyuterda yechish bosqichlari Darsning texnologik xaritasi

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1- dars. Mavzu: Masalalarni kompyuterda yechish bosqichlari Darsning texnologik xaritasi
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bet | 112/208 | Sana | 23.07.2021 | Hajmi | 1,92 Mb. | | #15865 |
Uslub: Aralash.
Shakl: Savol-javob. Jamoa va kichik guruhlar- da ishlash
Vosita: Elektron resurslar, darslik, plakatlar, tarqatma materiallar.
Usui: Tayyor prezentatsiya va slayd material- lari asosida.
Nazorat: Og'zaki, savol-javob, muhokama, kuzatish.
Baholash: Rag'batlantirish, 5 ballik reyting tizimi asosida.
Kutiladigan natijalar
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O'quvchilarning kompyuter imkoniyatlari to'g'risidagi bilim va ko'nikmalari rivojlanadi. Dasturlashda mantiqiy amallardan foydalanish malakasi hosil bo'ladi. Tarmoqlanuvchi dasturlar tuzish malakasi shakllanadi.
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Kelgusi rejalar (tahlil, o'zgarishlar)
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O'qituvchi o'z faoliyatining tahlili asosida yoki ham- kasblarining dars tahlili asosida keyingi darslariga o'zgartirishlar kiritadi va rejalashtiradi.
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Darsning borishi va vaqt taqsimoti
O’tilgan mavzuni takrorlash.
1. Tarmoqlanish operatorining qisqa va to'liq shakllari orasida qanday farq bor?
2. Paskalda qanday mantiqiy amallar qo'llaniladi?
3. Paskalda murakkab mantiqiy shartlarga misollar keltiring.
4. Mantiqiy ifodada amallarning bajarilish tartibini tushuntirib bering.
5. Mantiqiy ifodada qachon qavslar qo'llaniladi?
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Uyga vazifa: 6- mashqni dasturini tuzish.

Sana :______________

Sinf :_______________
46- dars. Mavzu: Protsedura va funksiyalar

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Uyga vazifa: 6- mashqni dasturini tuzish.
Sana :______________
Sinf :_______________
46- dars. Mavzu: Protsedura va funksiyalar
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bet | 152/208 | Sana | 23.07.2021 | Hajmi | 1,92 Mb. | | #15865 |
Uyga vazifa: 6- mashqni dasturini tuzish.
Sana :______________
Sinf :_______________
46- dars. Mavzu: Protsedura va funksiyalar
Darsning texnologik xaritasi
Mavzu
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Protsedura va funksiyalar.
|
Maqsad
va
vazifalar
|
Darsning maqsadi: o’quvchilarga Paskalda protsidura va funksiyalarni tashkil etish haqida ma’lumot berish.
Darsning ta'limiy vazifasi: o'quvchilarga Paskal dasturlash tili
yordamida protsidura va funksiyalarni tashkil etish bo’yicha bilim berish va ko'nikma hosil qilish.
Darsning tarbiyaviy vazifasi: Paskal dasturlash tili
yordamida protsidura va funksiyalarni tashkil etish imkoniyatlarini o’rgatish orqali o'quvchilar xarakterida izlanuvchanlik xislatlarini shakillantirish.
Darsning rivojlantiruvchi vazifasi: o'quvchilarda kompyuterdan samarali foydalanish haqidagi bilim va tasavvurlarini kengaytirish.
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O'quv
jarayonining mazmuni
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Paskalda protsidura va funksiyalar. Parametrli protsidura va funksiyalar. Protsidura va funksiyalar sarlavhasi, global va lokal o’zgarmas va o’zgaruvchilar.
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O'quv jarayonini amalga oshirish texnologiyasi
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Uslub: Ma'ruza va amaliyotning uyg'unligi.
Shakl: Savol-javob. Jamoa va kichik guruhlarda ishlash.
Vosita: Elektron resurslar, darslik, plakatlar, tarqatma materiallar.
Usui: Tayyor prezentatsiya materiallari asosida.
Nazorat: Og'zaki, savol-javob, muhokama, kuzatish.
Baholash: Rag'batlantirish, 5 ballik reyting tizimi asosida.
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Kutiladigan natijalar
|
O'quvchilarning kompyuter imkoniyatlari to'g'risidagi bilim va ko'nikmalari rivojlanadi. O’quvchilar Paskalda protsidura va funksiyalar. Parametrli protsidura va funksiyalar. Protsidura va funksiyalar sarlavhasi, global va lokal o’zgarmas va o’zgaruvchilarning vazifalari bilan tanishadilarva ulardan amaliyotda foydalanish ko’nikmasiga ega bo’ladilar.
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Kelgusi rejalar (tahlil, o'zgarishlar)
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O'qituvchi o'z faoliyatining tahlili asosida yoki ham- kasblarining dars tahlili asosida keyingi darslariga o'zgartirishlar kiritadi va rejalashtiradi.
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Darsning borishi va vaqt taqsimoti
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Dars bosqichlari
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Vaqt
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1
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Tashkiliy qism
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3 daqiqa
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2
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O'tilganlarni takrorlash
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7 daqiqa
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3
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Yangi mavzu ustida ishlash
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14 daqiqa
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4
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Yangi mavzuni mustahkamlash
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13 daqiqa
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5
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Uyga vazifa
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3 daqiqa
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Bosh sahifa
Aloqalar
Bosh sahifa
Uyga vazifa: 6- mashqni dasturini tuzish.
Sana :______________
Sinf :_______________
46- dars. Mavzu: Protsedura va funksiyalar
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Daraxt topologiyasining kamchiliklari

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Daraxt topologiyasining kamchiliklari
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bet | 4/4 | Sana | 11.02.2024 | Hajmi | 1,01 Mb. | | #154822 |
Bog'liq 9 - Tarmoq topologiyasiDaraxt topologiyasining kamchiliklari:
asosiy kabelga yetkazilgan ixtiyoriy buzilish butun tarmoq faoliyatiga ta’sir qiladi;
ushbu topologiya tarmoqni osonlik bilan kengaytirish
imkonini bersada, butun tarmoqni boshqarish murakkab
jarayon hisoblanadi;
tarmoqni kengaytirish imkoniyati foydalanilgan
asosiy kabel turiga bog‘liq.
Gibrid topologiya
Gibrid topologiyaning afzalliklari:
tarmoqning boshqa sektori ishiga ta’sir qilmasdan xatoliklarni aniqlash va tuzatish imkoniyatini ta’minlaydi;
qо‘shimcha tugunllarni osonlik bilan qо‘shish imkoniyati;
tashkilotlarga о‘z talabidan kelib chiqib tarmoqni loyihalashtirish imkonini beradi;
kо‘plab topologiyalarni о‘zida mujassamlashtirish imkoniyatini beradi.
Gibrid topologiyaning kamchiliklari:
о‘zida kо‘plab topologiyalarni mujassamlashtirgani bois, arxitekturani juda ham aniqlik bilan loyihalash talab etiladi;
gibrid topologiyada kо‘p sonli tarmoq kabellaridan foydalanilgani bois yuqori narxga ega.
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Yulduz topologiyasi - Mavzu: № Tarmoq topologiyasi

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Mavzu: № Tarmoq topologiyasi
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bet | 2/4 | Sana | 11.02.2024 | Hajmi | 1,01 Mb. | | #154822 |
Bog'liq 9 - Tarmoq topologiyasiYulduz topologiyasi
Yulduz topologiyasining afzalliklari:
markaziy hub yoki tugun orqali tarmoqni markazlashgan holda boshqarish;
topologiyaga osonlik bilan yangi tugunni kiritish yoki olib tashlash imkoniyati;
bir kompyuter tugunining buzilishi qolganlarining ishiga ta’sir qilmaydi;
tarmoqdagi bо‘lgan uzilishni osonlik bilan aniqlash mumkin va muammoni osonlik bilan bartaraf etish imkonini beradi.
Yulduz topologiyasining kamchiliklari:
markaziy nuqtadagi bо‘lgan uzilish butun topologiyaga ta’sir kо‘rsatadi;
markaziy nuqta sifatida router yoki kommutatordan foydalanish tarmoqni amalga oshirish narxini oshiradi;
yangi tugunni tarmoqqa qо‘shish markaziy tugunni imkoniyatiga bog‘liq bо‘ladi.
Shina topologiyasi
Shina topologiyasining afzalliklari:
shina tarmoqqa yangi tugunni qо‘shish juda ham oson;
amalga oshirishda kam xarajatlik;
kichik tarmoqlarda yaxshi ishlaydi;
yulduz topologiyaga qaraganda kam kabel talab etiladi.
Shina topologiyasining kamchiliklari:
yangi tugun kiritish kabelning uzunligiga bog‘liq;
asosiy kabeldagi biror buzilish butun tarmoq ishiga ta’sir qiladi;
kabelning har ikkala tomonida terminatorni bо‘lishi shart;
xizmat kо‘rsatish narxi yuqori;
yuqori tezlikdagi tarmoqlar uchun о‘rinli emas;
manbadan uzatilgan signalni barcha tugunlar qabul qilgani kabi, u tarmoqning xavfiszligiga ta’sir qiladi.
Bu topologiyada kompyuterlar kabelga BNC deb nomlangan maxsus ulagich yordamida ulanadi bu ulagichlar T ulagichlari deb ham tanilgan.
Halqa topologiyasi
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Halqa topologiyasining afzalliklari

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Halqa topologiyasining afzalliklari
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bet | 3/4 | Sana | 11.02.2024 | Hajmi | 1,01 Mb. | | #154822 |
Bog'liq 9 - Tarmoq topologiyasiHalqa topologiyasining afzalliklari:
bir tomonga yо‘naltirilgan trafik oqimi;
har bir tugun faqat bо‘sh bо‘lgan vaqtdagina ma’lumotni uzata oladi;
markazlashgan biror tarmoq serveri talab etilmaydi;
shina topologiyana qaraganda amalga oshirish qulayligi (trafik hajmi oshmasligi sababli);
barcha tugunlarni ma’lumotdan foydalanishda bir xil imkoniyatga ega;
tarmoqda yangi tugunni qо‘shilishi tarmoqning butun о‘zgarishiga ta’sir qilmaydi.
Halqa topologiyasining kamchiliklari:
tarmoqda har bir tugundan signalning о‘tishi sekin jarayon;
ixtiyoriy tugundagi buzilish butun tarmoqning buzilishiga olib keladi;
tugunlarni ulash uchun kо‘p kabel talab etiladi va bu ortiqcha xarajatni talab etadi;
trafik barcha tugunlar uchun taqsimlanadi.
Mesh topologiyasi
Mesh topologiyasining afzalliklari:
ma’lumotlarni davomli uzatishga imkoniyat beradi;
yuqori trafikni о‘tkazish imkoniyati mavjud;
tugunlardan birini buzilishi butun tarmoqqa ta’sir qilmaydi;
tarmoqni kengaytirish osonlik bilan amalga oshiriladi.
Mesh topologiyasining kamchiliklari:
kо‘plab ulanishlarning mavjudligi sababli yuqori darajali ortiqchalik;
boshqa tarmoq topologiyalariga qaraganda yuqori narxga egalik;
tarmoqni qurish uchun kо‘p vaqt va ma’muriy ye’tibor talab qiladi.
Bu topologiya mahalliy tarmoqlarda deyarli qo’llanilmaydi asosan internet kabi keng tarmoqlarda qo’llaniladi.
Daraxt topologiyasi
Daraxt topologiyasining afzalliklari:
yulduz va shina topologiyalarni amalga oshirish murakkab bо‘lgan holarda foydalanish foydali;
tarmoqni osonlik bilan kengaytirish imkonini beradi;
ushbu topologiyada yulduz topologiyani loyihalash tugunlarni osonlik bilan boshqarish imkonini beradi;
xatoliklarni aniqlash va tuzatish xususiyatlarini ta’minlaydi;
har bir yulduz kabel asosiy kabelgan kabellar orqali ulanadi;
yulduz topologiyadagi tarmoqni buzilishi qolgan tarmoqlar ishiga xalaqit bermaydi.
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B3.1.3 General Audio - Quality

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B3.1.3 General Audio - Quality
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bet | 130/250 | Sana | 21.03.2017 | Hajmi | 1,03 Mb. | | #428 |
WHQL Test Specification References:
Chapter 16: Audio Test Specification
See B1.3.
Windows XP: See “Audio” in the HCT documentation.
B3.1.3.2 SEE B1.3
Design Guideline References:
PC 2001 System Design Guide, Chapter 11, "Audio"
[SYS-0041; AUD-0322]
No ISA; no legacy hardware interfaces for MS-DOS-based applications.
B3.1.4.2 Full Duplex—Internet Telephony
[AUD-0324; AUD-0325; see also FAQ B3.1.5.9]
B3.1.4.3 Plays sounds before and after Suspend/Resume
[SYS-0003.4]
B3.1.4.4 Record and Playback works properly—WHQL Audio test: Audio performance
[AUD-0329; see also FAQ B3.1.5.3]
Mobile PC Note: Exceptions for mobile PCs are defined in the following table, “Minimum Performance Requirements.”
Advances on previous requirements:
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Full duplex operation is supported for all sampling rates; sampling rates are time synchronized. [AUD-0325]
-
Digital playback and recording values are increased from 20 Hz to 30 Hz Full-scale input voltage changed from 2.0 to 1.0. [AUD-0329]
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Tomizgichli sug‘orish shlanglari va ularning

275
suv o‘tishi mumkinligini hisobga olinishi kerak;
Tomizgichli sug‘orish shlangi qancha uzun bo‘lsa,
tomizgichlarini ishlashi uchun shuncha katta bosim kerak bo‘ladi.
Uzun shlangda suvning taqsimlanishi bir tekis bo‘lmaydi,
ya’ni shlang oxiridagi tomizgichlarning suv sarfi me’yordagidan
kam bo‘ladi.
Shuning uchun, tomizgichli sug‘orish shlangining uzunligini
iloji boricha qisqa bo‘lgani maqsadga muvofiq hisoblanadi.
Sug‘orish shlanglarini ekin qatorlariga joylashtirilgandan
keyin ularning sug‘orish sektoridagi umumiy uzunligi,
hamda
ulardagi tomizgichlarning umumiy soni aniqlanadi.
Tomchilatib sug‘orish shlangining turi, tavsifi (materiali,
devorining qalinligi, shlanglarning uzunliklari,
tomizgichi turi,
tomizgichning suv sarfi, tomizgichning ishchi bosimi), sug‘orish
shlanglarini ishlatish, joriy qarovlarini o‘tkazish va yuvish
tartiblari tomchilatib sug‘orish tizimining ishchi loyihasi tarkibida
loyihalovchi tomonidan bayon qilinadi.
9.7. Tomchilatib sug‘orish tizimining hisobiy
suv sarfini aniqlash
Tomchilatib sug‘orish tizimining hisobiy suv sarfini eng
katta sug‘orish sektordagi tomizgichlarning umumiy soni va bir
tomizgichning suv sarfi asosida aniqlanadi.
𝑄
𝑐
=
𝑁
𝑡
∙ 𝑞
𝑡
3600
bu yerda, Q
c
– bir vaqtda sug‘oriladigan
sektorning suv
ist’emoli, l/s;
N
t
– sektordagi tomizgichlarning umumiy soni, dona;
q
t
– bitta tomizgichning suv sarfi, l/soat,
276
3600 – o‘tish koeffitsienti.
Misol: ekin maydoni bir sug‘orish sektorining kattaligi 1 ga
bo‘lsa, ushbu maydonda g‘o‘za qatorlari oralig‘i 0,6 m (60 sm)
masofada ekilgan bo‘lsa, ekin maydoni tuprog‘i yengil mexanik
tarkibli qumoq bo‘lsa, tomizgichning suv sarfini 1,0-2,0 l/soat
oraliqda tanlanadi.
Bu holatda tomizgichning suv sarfini 1,6 l/soat, tomizgichlar
orasidagi masofani 0,3 metr tanlaymiz. Bunday dalada sug‘orish
shlanglari har ikki qator oralig‘iga
yotqiziladi, ya’ni 1 ga
maydondagi shlanglarning umumiy uzunligi 8333 metr,
tomizgichlarning soni esa 27777 ta bo‘ladi. Demak, yuqoridagi
tenglamaga ko‘ra ushbu sektorni sug‘orish uchun yetkazib
beriladigan suvning sarfi 44443 l/soat yoki 12,3 l/s ga teng
bo‘ladi.
Eng katta sektorning suv sarfi (Q) tomchilatib sug‘orish
tizimining hisobiy suv sarfi (Qh) sifatida qabul qilinadi.
Qabul qilingan hisobiy suv sarfi va quvurdagi suv oqimining
ruxsat etiladigan tezligi (V=1,2-1,8 m/s)
asosida tarqatuvchi
quvurning diametri tanlanadi.
Hisobiy suv sarfini 30% gacha oshirish asosida tomchilatib
sug‘orish tizimining loyihaviy suv sarfi qabul qilinadi.
Loyihaviy suv sarfi asosida magistral quvurning diametri,
filtrlash qurilmasi va nasoslarning markalari tanlanadi.
Nasos qurilmasini tanlash

284
Misol: Sug‘orish tizimi nasos qurilmasi turini tanlash (avval
keltirilgan misol ma’lumotlari asosida)
Sug‘orish tizimi ko‘rsatkichlari
Qiymatlar
Loyihaviy suv sarfi, m
3
/soat
16
Loyihaviy bosim, m
28
Xulosa: Tomchilatib sug‘orish tizimi uchun suv sarfi 16 m
3
/soat,
bosimi 28 metrdan katta bo‘lgan nasos markasini, ya’ni
suv sarfi – 21 m
3
/soat, suv bosimi -35 m, ishchi quvvati –
3 kVt bo‘lgan Shimge SGT32-160/3 nasosini tanlaymiz.
O‘zbekiston sharoitida mevali daraxtlarni

312
Shunday qilib, ekin rivoji uchun zarur bo‘lgan suvning
miqdori o‘simlikning rivojlanish fazasi va mahalliy meteorologik
sharoitlarga (havo harorati, shamol, quyosh nurining tushishi va
havoning nisbiy namligi) to‘liq bog‘liq bo‘ladi va aniq dala
sharoiti uchun alohida hisoblanadi.
Mamlakat
viloyatlarida
joylashgan
meteostansiyalar
ma’lumotlari va olma daraxtining ekin koeffitsientlari (FAO
ma’lumotlari bo‘yicha) asosida 4x4 sxemada ekilgan va nuqtaviy
tomchilatib sug‘oriladigan olma daraxti uchun mavsumiy
sug‘orish me’yorlarini hisoblash natijalari O‘zbekiston sharoitida
(4x4 metr sxemada ekilgan) olma daraxtini nuqtaviy sug‘orish
uchun mavsum davomida 2600-3000 m
3
miqdorida (netto) suv
yetkazib berish lozimligini ko‘rsatmoqda (11.4-jadval).
O’qitish metodlari - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

124
bosqichlari
O’qituvchi
O’quvchi
1 – bosqich
O’quv
mashg’ulotiga
kirish(5
daqiqa)
Tashkiliy qism:
1.O’quvchilarning davomatini tekshiradi.
2.O’quvchilarning mashg’ulotga
tayyorgarligini nazorat qiladi.
3.Mavzuning nomi va maqsadi,rejasi va o’quv
mashg’ulotidan kutilayotgan natija to’g’risida
ma’lumot beradi.
1.Mashg’ulotga
tayyorgarlik
ko’radilar.
2.Tinglaydilar.
2 – bosqich
Asosiy
(65
daqiqa)
Tayanch bilimlarni faollashtirish:
2.1.Mavzuga oid bilimlarni yodga olish
maqsadida o’quvchilarga savollar beradi.
Maqsad va vazifani belgilanishi:
2.2.Mashg’ulotda ko’rib chiqiladigan reja
savollarini e’lon qiladi.
1.Bozor munosabatlari sharoitida bank
faoliyati.
2.Banklarning kredit munosabatlari.
3.Bank turlari.
O’quvchilar bilimini faollashtirish

126
oshirilgan banklararo operasiyalar va bitimlar to’g’risidagi ma’lumotlar
-
bank sirini tashkil etuvchi ma’lumotlarning banklar o’rtasida muomilada
bo’lishi natijasida ma’lum bo’lib qolgan boshqa bankning mijoziga (vakiliga) doir
ma’lumotlar.
Bank sirini tashkil etuvchi ma’lumotlar mijozning (vakilning) o’ziga, u vakolat
bergan vakillarga, shuningdek hisob palatasiga (uni zimmasidagi vazifaga kirsa),
tergov, prokuratura va surushturuv organlariga (tergovchi va surushtiruvchining
asoslangan qaroriga ko’ra qo’zg’atilgan jinoyat ishi mavjud bo’lganda) taqdim
etiladi. O’zbekiston Respublikasi bank tizimining bosh maqsadi jahon talabiga mos
keluvchi, rivojlangan milliy kredit tizimiga ega bo’lish, xo’jaliklar va aholining
bo’sh turgan mablag’larini jalb qilish va uni samarali taqsimlash asosida aholining
talablarini qondirish uchun zamin yaratish va yashash sharoitini yahshilashga
erishishdan iborat.
Jami material va uskunalar

290
Tomchilatib sug‘orish tizimini qurishni boshlashdan avval
sug‘orish tizimining qurilishida ishlatish mo‘ljallangan quvurlari
quyosh tushadigan ochiq maydonga yoyib qo‘yiladi. Ayniqsa,
rulon sifatida keltirilgan quvurlar ehtiyotkorlik bilan ochiq
maydonga uzun holatda yoyib chiqiladi.
Quvurlar bir kun ochiq quyosh nurida yotgandan keyin ularni
ishlatish, ya’ni kerakli uzunliklarda qiriqib olish osonlashadi.
Barcha tarkibiy qismlar taxminiy joylashtirilgandan keyin
ularni montaj qilishda ishatiladigan butlovchi qismlarning to‘liq
mavjudligi tekshirib chiqiladi.
Tomchilatib sug‘orish tizimining andozasi ekin dalasida aniq
belgilanib olingandan keyin tizimni qurish ishlari boshlanadi.
up a whole pile of it - Customer satisfaction survey

TEST
The Snow Centre
Hi everyone, welcome to the Snow Centre. My name’s Annie. I hope you enjoyed the bus trip from the
airport – we’ve certainly got plenty of snow today! Well, you’ve come to New Zealand’s premier snow and
ski centre, and we’ve a whole load of activities for you during your week here.
Most visitors come here for the cross-country skiing, where you’re on fairly flat ground for most of the
time, rather than going down steep mountainsides.
There are marked trails, but you can also leave
these and go off on your own and that’s an experience not to be missed
Q11
. You can go at your
own speed – it’s great aerobic exercise if you really push yourself, or if you prefer you can just glide gently
along and enjoy the beautiful scenery.
This afternoon, you’ll be going on a dog-sled trip. You may have seen our dogs on TV recently racing in
the winter sled festival.
If you want, you can have your own team for the afternoon and learn how
to drive them
Q12
, following behind our leader on the trail. Or if you’d prefer, you can just sit back in the
sled and enjoy the ride as a passenger.
At the weekend, we have the team relay event, and you’re all welcome to join in. We have a local school
coming along, and a lot of the teachers are taking part too. Participation rather than winning is the main
focus, and
Tomchilatib sug‘orish tizimini joriy qilish

286
9.3-rasm. Olma bog‘i uchun loyihalangan tomchilatib sug‘orish
tizimi sxemasining ishchi chizmasi.
Bunda tizimning asosiy inshootlari va qismlari hamda ularni
ulovchi elementlarga alohida e’tibor qaratiladi.
Tomchilatib sug‘orish tizimi
tarkibiga kiruvchi barcha
inshootlar va qismlarning sonlarini ularning amaldagi narxlariga
ko‘paytirish asosida sarflanadigan
materiallar va uskunlarning
umumiy bahosi aniqlanadi.
Tomchilatib sug‘orish tizimining umumiy smetasiga
sarflanadigan materiallar va uskunalarning
narxlari va umumiy
baholari bilan bir qatorda material va uskunalarni tashib keltirish,
ularni montaj qilish xarajatlari va quruvchi tashkilotning tizimni
joriy qilish bilan bog‘liq xarajatlari ham kiritiladi (9.1-jadval).
Tomchilatib sug‘orish tizimining
loyihasi smetasi bilan
birgalikda buyurtmachiga taqdim qilinadi va uning tomonidan
tasdiqlanadi.
Tasdiqlangan loyiha smeta hujjatlari tomchilatib sug‘orish
tizimini qurish uchun asos bo‘lib xizmat qiladi.
Nazorat uchun savollar - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

Nazorat uchun savollar: 1.
Bankning ta’rifini keltiring.
2.
Banklar va ularning kelib chiqish asoslarini tushuntiring.
3.
Kredit tizimi deb nimaga aytiladi?
4.
Kredit tizimining tarkibiy qismlari nimalardan iborat?
5.
Ikki pog’onali bank tizimini tushuntiring.
Tavsiya etilgan adabiyotlar. 1.O‘zbekiston Respublikasining “Banklar va bank faoliyati to‘g‘risida”gi
O‘zbekiston Respublikasi Qonuniga o‘zgartish va qo‘shimchalar kiritish haqida”gi
2019-yil 5-noyabrdagi O‘RQ-580-sonli Qonuni.
2.Abdullayev A.J,Qayumova Z.A va boshqalar.Pul va banklar. Durdona-2021 yil
3.Omonov A.A., Maratov M.D. Pul va pul muomalasi. O’quv qo’llanma.
T: 2008, “Akademiya” nashriyoti.
Nazorat turlari va baholash mezonlari 1. Professional ta’lim muassasalarida oʻquvchilar bilimini baholash va nazorat
qilish: joriy baholash, oraliq va yakuniy nazoratlarni oʻtkazish orqali amalga
oshiriladi.
Joriy baholash – oʻqituvchi va ishlab chiqarish ta’limi ustalari tomonidan
oʻtkazilayotgan mashgʻulotlar davomida oʻquvchilar bilimini nazorat qilishda turli
usullardan (yozma ish, ogʻzaki soʻrov, test, munozaralar, amaliy topshiriqlar,
mustaqil vazifalarni bajarish va b.) foydalanish orqali baholash hisoblanadi.
Oʻquvchilar bilimini joriy baholashda oʻquvchilarning topshiriqlarni bajarishi,
ularning faolligi hamda davomati inobatga olinadi.
Oraliq nazorat − tegishli fan dasturlarining xususiyatidan kelib chiqib,
dasturning muayyan bir boʻlimi (qismi) tugallangandan keyin semestr davomida
oʻquvchilar bilimini baholash shakli hisoblanadi.
Yakuniy nazorat − tegishli fan dasturlarida belgilangan oʻquv soatlaridagi
mavzular toʻliq oʻzlashtirib boʻlinganda, oʻquvchilar bilimini savollar, test variantlari
va amaliy topshiriqlar orqali baholash shakli hisoblanadi.
2 . Fanlardan oʻquvchilarning bilimlari quyidagi mezonlar asosida:
➢
oʻquvchi mustaqil xulosa va qaror qabul qiladi, ijodiy fikrlay oladi,
mustaqil mushohada yuritadi, olgan bilimini amalda qoʻllay oladi, fan (mavzu)ning
mohiyatni tushunadi, biladi, ifodalay oladi, aytib beradi hamda fan (mavzu) boʻyicha
tasavvurga ega deb topilganda –
5 ball ;
120
➢
oʻquvchi mustaqil mushohada yuritadi, olgan bilimini amalda qoʻllay
oladi, fan (mavzu)ning mohiyatni tushunadi, biladi, ifodalay oladi, aytib beradi
hamda fan (mavzu) boʻyicha tasavvurga ega deb topilganda
Or another way would be to focus on its impact in one particular area

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Or another way would be to focus on its impact in one particular area Pdf ko'rish
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Bog'liq Listening transcripts 230531 122425Or another way would be to focus on its impact in one particular area
Q22
,
say medicine, or space exploration.
RUSS:
That would make it easier to focus. Perhaps I should do that.
TUTOR:
I think that would be a good idea.
RUSS:
Right. How important is it to include slides in the presentation?
TUTOR:
They aren’t essential, by any means. And there’s a danger of tailoring what you say to fit whatever
slides you can find.
While it can be good to includes slides, you could end up spending
too long looking for suitable ones. You might find it better to leave them out.
Q23
RUSS:
I see. Another thing I was wondering about was how to start. I know presentations often
begin with ‘First I’m going to talk about this, and then I’ll talk about that’, but I thought about
asking the audience what they know about nanotechnology.
TUTOR:
That would be fine if you had an hour or two for the presentation, but you might find that
you can’t do anything with the answers you get, and it simply eats into the short time that’s
available.
RUSS:
So,
maybe I should mention a particular way that nanotechnology is used, to focus
people’s attention.
Q24
TUTOR:
That sounds sensible.
RUSS:
What do you think I should do next? I really have to plan the presentation today and tomorrow.
TUTOR:
Well, initially I think you should ignore all the notes you’ve made, take a small piece of paper,
and
write a single short sentence that ties together the whole presentation
Q25
: it can be
something as simple as ‘Nanotechnology is already improving our lives’. Then start planning
the content around that. You can always modify that sentence later, if you need to.
RUSS: OK.
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Some of you suggested an Italian restaurant, but I must confess that I decided to book a

TEST
Scandinavian Studies
BETH:
Oh good morning. You must be James. I’m Beth Cartwright – please call be Beth.
JAMES:
Thank you.
BETH:
Now as this is your first tutorial since you started on the Scandinavian Studies course, I’d
like to find out something about you. Why did you decide to take this course?
JAMES:
Well, my mother is Danish, and although we always lived in England, she used to talk
about her home a lot, and that made me want to visit Denmark. We hardly ever did,
though – my mother usually went on her own. But whenever her relations or friends
were in England they always came to see us.
Q21
BETH:
I see. So I assume you already speak Danish, one of the languages you’ll be studying.
JAMES:
I can get by when I talk to people, though I’m not terribly accurate.
BETH:
Now you probably know that you’ll spend the third year of the course abroad. Have you had
any thoughts about that?
JAMES:
I’m really looking forward to it. And although Denmark seems the obvious place to go,
because of my family connections, I’d love to spend the time in Iceland.
BETH:
Oh, I’m sure it can be arranged. Do you have any plans for when you graduate? A lot of
students go on to take a master’s degree.
JAMES:
I think the four years of the undergraduate course will be enough for me.
Sug‘orish tizimi bosh inshootlari joyini

291
a) qirg‘oqlari tekislangan hovuz
b) gemembrana qoplamali hovuz
10.4-rasm. Hovuz –tindirgichni tashkil qilish.
Hovuz-tindirgichning o‘rni ekskavator yordamida loyihada
ko‘rsatilgan o‘lchamlarda (chuqurlik, kenglik va uzunlik) chuqur
qilib kavlanadi.
Hovuz-tindirgichning tubi va qirg‘oqlari ekskavator va qo‘l
asboblari yordamida yaxshilab
tekislab, shibbalab chiqiladi.
Hovuzdan behuda suv shimilishini oldini olish uchun, uning
tubi va qirg‘oqlariga qoplama to‘shab chiqiladi (10.4-rasm.).
Sug‘orish tizimining bosh inshootlari (nasos
qurilmasi,
filtrlari va o‘g‘itlovchi moslamasi
maxsus tayyorlangan
maydonchaga joylashtiriladi.
Inshootlarning joylashadigan o‘rni avval o‘t o‘lanlardan
tozalanib, traktor va qo‘l asboblari yordamida yaxshilab tekislab
chiqiladi.
Tekislab, tayyorlangan maydonchaga
beton qorishmasi
(kamida 15-20 sm qalinlikda) yotqizilib, mustahkamlanadi.
Odatda beton qorishmasi ichiga po‘lat simlar yotqiziladi.
Bunda maydon mustahkam bo‘lib, unda joylashgan inshootlar
ishonchliligi yanada ortadi.
292
10.5-rasm. Bosh inshootlarning betonlangan maydonchada
joylashuvi (nasos qurilmasi, filtrlar, o‘g‘itlash
moslamasi, boshqaruv pulti).
Sug‘orish tizimining bosh inshootlari joylashadigan maydon-
chaning tekisligi tekshirib boriladi.
Maydon tekisligini tortilgan ip
yordamida yoki yotqizilgan
beton quriganidan keyin uning ustiga suv quyib ko‘rib aniqlash
mumkin. Aniqlangan notekisliklar esa darhol bartaraf qilinadi.
But we’re also agreed to help out on a conservation project in Redfern Park

TEST
Planning a presentation on nanotechnology
TUTOR:
Ah … come in, Russ.
RUSS:
Thank you.
TUTOR:
Now you wanted to consult me about your class presentation on nanotechnology – you’re
due to give it in next week, aren’t you?
RUSS:
That’s right. And I’m really struggling. I chose the topic because I didn’t know much about it
and wanted to learn more, but now I’ve read so much about it, in a way there’s too much to say
– I could talk for much longer than the twenty minutes I’ve been allocated.
Should I assume
the other students don’t know much, and give them a kind of general introduction, or
should I try and make them share my fascination with a particular aspect?
Q21
TUTOR:
You could do either, but you’ll need to have it clear in your own mind.
RUSS:
Then I think I’ll give an overview.
TUTOR:
OK. Now, one way of approaching this is to work through developments in chronological
order.
RUSS: Uh-huh.
TUTOR:
On the other hand, you could talk about the numerous ways that nanotechnology is being
applied.
RUSS:
You mean things like thin films on camera displays to make them water-repellent, and
additives to make motorcycle helmets stronger and lighter.
TUTOR:
Exactly.
Yangi mavzu bayoni - 1- dars. Mavzu: Masalalarni kompyuterda yechish bosqichlari Darsning texnologik xaritasi

Yangi mavzu bayoni.
1. Murakkab mantiqiy amallar natijasini aniqlang.
a) a:=true; b:=true; m:=false; bb:=NOT(a AND m) AND (a OR
b) OR m;
b) a:=77; b:=ll; m:=7; ms:= (a div b=m) AND (a mod m=0)AND NOT((a>b) OR(b2. Tarmoqlanish natijasida hosil bo'ladigan qiymatlarni aniqlang.
a) x:= -1; y:=0; a:= 0.1; IF (x*x +y >0) AND (a=l/10) THEN
mm:=true else mm:= false;
b) xl:=sqr(~l); v:= *h a'; x2:=sqrt(xl); IF (v= 'ha') AND (xl>0)
AND (x2>0) THEN xl:=0;
3. Uchta a, b va c son berilgan. aProgram m3;
Var a,b,c: real;
Begin
Write(` ani kiriting:`); readln(a);
Write(` b ni kiriting:`); readln(b);
Write(` c ni kiriting:`); readln(c);
If(a
End.
4. Berilgan A butun son berilgan B butun songa qoldiqsiz bo'linsa, bu ikkala sonning yig'indisi kvadratini, aks holda ko'paytmasini chiqaruvchi dastur tuzing.
Program m3;
Var a,b,c: integer;
Begin
Write(` ani kiriting:`); readln(a);
Write(` b ni kiriting:`); readln(b);
Write(` c ni kiriting:`); readln(c);
If B<>0 then begin
If mod B=0 then
S:=sqr(a+b)else S:=A*B;
writeln(`javob:`,S); end else writeln(`hisoblab bo`lmaydi`); readln;
End.
Berilgan butun N son musbat va 5 ga karrali bo'lsa, shu sonning kvadrat ildizini, aks holda kvadratini hisoblash dasturini tuzing.
Program m3;
Var N: integer;
K: real;
Begin
Write(` N ni kiriting:`); readln(N);
If(N>0) and (N mod 5=0) then K:=sqrt(N) else K: sqr(N);
writeln(`javob:`,K: 0:3); readln;
End.
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I’ve never really been concerned enough to check how

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I’ve never really been concerned enough to check how Pdf ko'rish
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Bog'liq Listening transcripts 230531 122425I’ve never really been concerned enough to check how
healthy a product is.
Q21
ALICE:
This project has actually taught me to read the labels much more carefully.
I tended to
believe claims on packaging like ‘low in fat’. But I now realise that the ‘healthy’ yoghurt
I’ve bought for years is full of sugar and that it’s actually quite high in calories.
Q22
JACK:
Ready meals are the worst … comparing the labels on supermarket pizzas was a real eye-
opener. Did you have any idea how many calories they contain? I was amazed.
ALICE:
Yes, because
unless you read the label really carefully, you wouldn’t know that the
nutritional values given are for half a pizza.
Q23
JACK:
When most people eat the whole pizza.
Not exactly transparent is it?
ALICE:
Not at all. But I expect it won’t stop you from buying pizza?
JACK:
Probably not, no! I thought comparing the different labelling systems used by food manufactures
was interesting. I think the kind of labelling system used makes a big difference.
ALICE:
Which one did you prefer?
JACK:
I liked the traditional daily value system best – the one which tells you what proportion of
your required daily intake of each ingredient the product contains.
I’m not sure it’s the
easiest for people to use but at least you get the full story
Q24
. I like to know all the
ingredients in a product – not just how much fat, salt and sugar they contain.
ALICE:
But it’s good supermarkets have been making an effort to provide reliable information for
customers.
JACK:
Yes. There just needs to be more consistency between labelling systems used by different
supermarkets, in terms of portion sizes, etc.
ALICE:
Mmm. The labels on the different brands of chicken flavour crisps were quite revealing too,
weren’t they?
JACK: Yeah.
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Information on company volunteering projects

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Information on company volunteering projects Pdf ko'rish
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Bog'liq Listening transcripts 230531 122425Information on company volunteering projects
Thanks for coming everyone. OK, so this meeting is for new staff and staff who haven’t been involved with
our volunteering projects yet. So basically, the idea is that we allow staff to give up some of their work
time to help on various charity projects to benefit the local community. We’ve been doing this for the last
five years and it’s been very successful.
Participating doesn’t necessarily involve a huge time commitment.
The company will pay for eight hours
of your time. That can be used over one or two days all at once, or spread over several months
throughout the year
Q11
. There are some staff who enjoy volunteering so much they also give up their
own free time for a couple of hours every week. It’s completely up to you. Obviously, many people will
have family commitments and aren’t as available as other members of staff.
Feedback from staff has been overwhelmingly positive.
Because they felt they were doing something
really useful, nearly everyone agreed that volunteering made them feel more motivated at work
Q12
. They also liked building relationships with the people in the local community and felt valued by them.
One or two people also said it was a good thing to have on their CVs.
One particularly successful project last year was the Get Working Project. This was aimed at helping
unemployed people in the area get back to work.
Our staff were able to help them improve their telephone
skills, such as writing down messages and speaking with confidence to potential customers, which
they had found quite difficult
Q13
. This is something many employers look for in job applicants – and
something we all do without even thinking about, every day at work.
We’ve got an exciting new project starting this year. Up until now, we’re mainly focused on projects to do
with education and training. And we’ll continue with out reading project in schools and our work with local
charities.
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a bit longer - Customer satisfaction survey

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Customer satisfaction survey Pdf ko'rish
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Bog'liq Listening transcripts 230531 122425a bit longer.
EMMA:
So that’d make it a good one to choose. And I don’t suppose it’d need much equipment;
we’re not doing chemical analysis or anything. Though that’s not really an issue, we’ve got
plenty of equipment in the laboratory.
JACK:
Yeah. We need to have a word with the tutor if we’re going to go ahead with it though. I’m
sure our aim’s OK. It’s not very ambitious but the assignment’s only ten percent of our final
mark, isn’t it? But
we need to be sure we’re the only ones doing it
Q23
.
EMMA:
Yeah, it’s only five percent actually, but it’d be a bit boring if everyone was doing it.
JACK:
Did you read that book on seed germination on our reading list?
EMMA:
The one by Graves? I looked through it for my last experiment, though it wasn’t all that
relevant there. It would be for this experiment, though.
I found it quite hard to follow –
lots about the theory, which I hadn’t expected
Q24
JACK:
Yes, I’d been hoping for something more practical. It does include references to the recent
findings on genetically-modified seeds, though.
EMMA:
Yes, that was interesting.
JACK:
I read an article about seed germination by Lee Hall.
EMMA:
About seeds that lie in the ground for ages and only germinate after a fire?
JACK:
That’s the one. I knew a bit about it already, but not about this research.
His analysis of
figures comparing the times of the fires and the proportion of seeds that germinated
was done in a lot of detail – very impressive
Q25
.
EMMA:
Was that the article with the illustrations of early stages of plant development? They were
very clear.
JACK:
I think those diagrams were in another article.
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