CC BY
43
4. Khabirov R. S., Mirhamidova F. Z., Alekhina G. B., Iskandarova M., Atabaev F. B. and others. «Tails» enrichment of tungsten ores -complex raw materials for cement manufacturing // Ecological Bulletin. - No. 4, - 2015, - P. 11-14.
5. Iskandarova M., Atabaev F. B., Myronyuk N. A., Kadyrova F. D. The new technological solution to produce clinker and cement additive with complex use of man-made mineral ingredients//Materials of international scientific practical conference. - Bukhara, 10-12 -November - 2015. - P. 255-258.
DOI: http://dx.doi.org/10.20534/ESR-17-3.4-94-97
Qasimov Huseyn Alakbar oglu, Nakhchivan State University Master, senior lecturer of programming Nakhchivan, Azerbaijan E-mail: [email protected]
Application of Rnd () function in the process of question choice in electronic exams
Abstract: In the article, the advantages of application of RND () function to the algorithm of introducing the questions to the students in the electronic exams. As a result of research, it was known that the application of RND () function to the process of question choice in the electronic exams incites the students to study more. The work implies that as the selection of every question in this process is occasional, full hypothesis of dependence of the meeting level of credits on the subject on the volume of material read has been calculated for all cases, verity of the so-called ideas has been proved theoretically. Besides, the advantages of application of RND () function to the algorithm of introducing the questions to the students in the electronic exams have been proved theoretically and the results of researches carried out over 4000 students were demonstrated practically.
Keywords: electronic University, electronic exam, occasional process, hypothesis, irrelevant occurance, RND.
It is known that major duty of high educational institution is to provide the society with citizens having a high scientific potential. And the rating of Universities is directly related to the achievements gained by the cadres in different fields of industry. That is why universities always search for innovative methods to bring up more educated cadres. The students' evaluation level of assimilating knowledge in the operational process of universities is one of the major conditions. Final assessment of students' assimilating the knowledge had been carried out in the exams before. In this case the students' education level was assessed incorrectly. So that the students who are active in seminars are not able to answer the questions properly in the exam because of psychological tension or vice-versa the students don't demonstrate any activity along the semester who rely on his or her memory and the ability of swotting. Only in the end, he or she could get the adequate mark by cramming up the material temporarily. Consequently, the students can't get success in their activities after becoming graduates and this caused to the emergence of negative ideas about Universities.
However, after 1999-Bolony declaration was accepted and more than 49 countries of the world joined this process, evaluation criteria changed in education as well [1].
Thus, the student's knowledge level is evaluated not only with exam points, but also for his or her daily activity, free work, précis work on the whole. This is, in its turn, a good case that the student is obliged to demonstrate good activity both in semesters and in the exams. But sometimes the students succeed in meeting the credits without full assimilation of teaching materials in this process. The passage to the electronizing the exam process is suggested in order to achieve the assimilation of teaching materials by the students in Bologna process. In this case the students are examined by means of tests. Meanwhile, there is an opportunity to ask the students more questions. As the evaluation performed by the computer, the mark is completely objective. Application of Rnd function in the process of question choice in such kind of exams gives better results. Let's
make comparison between traditional and electronic exams in order to specify all afore-said.
It is known that the student must perform minimum 51% result to have met the credit on the subject. Let's suppose that the student have demonstrated 47% result in semester. In this case his or her scoring the minimum point in the exam is sufficient to have met the credit. This point changes between 17-25 depending on the decision of Ministry of Education of every country.
In traditional exam the questions are prepared by the teacher in the form of tickets beforehand and are hung on the exam poster. As a rule, the tickets cover the questions of the materials had in this or that way. In case the student gets ready for 60% of the tickets perfectly, this time, hypothesis of his or her taking the tickets that he or she studied for the exam equals 0,6. So the hypothesis of student's getting an excellent mark equals 0,6, in other word 60%.
On the contrary, let's suppose that exam questions are not given to the students. If the student studies 60% of the material perfectly again, the student will answer 60% of the questions. And this means that the student will definitely get a satisfactory mark and it is even possible for him or her to get a good mark.
The questions between 500-1000 are prepared in the electronic exam. At this time the teacher who teaches the subject notes which theme it belongs to in relevant section in front ofevery question. While placing the questions in the system, they are arranged in the form of variants separating them to some definite numbers manually (for example, being 50 questions). This way is not so effective. That is why the student can get a grade without studying the material completely.
The most effective way in the choice of questions in the electronic exam is the application of Rnd () function to the algorithm selection.
It is known that Rnd () function is the most effective function generating occasional figures in two-number ambit shown [4].
In case Rnd () function is applied, the algorithm of question selection process can be formed shown as in figure 1.
Application of Rnd () function in the process of question choice in electronic exams
In this case the student does not know which theme and how many questions of the very theme he will face. And this urges the student to learn most of the material on the subject.
To prove all these visually, let's calculate the occurance supposition using the theory of hypothesis.
If we indicate the total number of test questions compiled on the subject -N, the number of questions relevant to the volume of material which the student studies - n, the number of questions to introduce to the student in the exam - m, the number of questions to be interesting fot the student - k, we can calcu-
I
late the occurance supposition of this process with the formula below [2].
P = -
C -CM
/nm CN
Before doing the sum with conventional value indicator, let's accept that the student has demonstrated such a result out of possible 50% indicator till the exam that he can meet the credit with the grades "satisfactory", "good", "excellent" depending on the results shown in the exam. (for example, as in the first case similar -47%).
Figure 1. Algorithm of the question selection in electronic exam
In this case let's indicate the hypothesis of getting satisfactory grade as P (satisfactory), the hypothesis of getting good grade as P (good), the hypothesis of getting an excellent grade as P (excellent). Then let's conventionally accept that the number of test questions compiled on the subject N=1000, the number of the questions to be introduced in the exam m=50, the number of questions to be interesting for the student to get a satisfactory grade k=45, to get a
good grade k=35, and it is k=45 for an excellent grade. Let's do the sum taking the number of questions relevant to the volume of the material that the student studies as n=100, 200, ..., 900, 1000.
It is obvious that the process of question selection while introducing the questions to the student is irrelevant. At this time, using the addition theorem of the hypothesis, in case the student studies conventionally 40% of the material we can write the followings for
the realization of the process of getting satisfactory, good and excellent grades.
" C51
✓-.45 ^-.5
P(ela) = 400 ' 600
s-\ 46 ^-.4 + C 400 * C600 + +
C5
P(kafi) = 4°°"0 600
✓-.18 /^32 + 400 600 + + _
50 50 50
C1000 C1000 C1000
35 15
P (yaxsi) = 400 1 600 +
C5
36 14 400 600
C5
C5
r
+ ... + -
C1
c
1000 50
The results for the case of application of all grades of -n of this formula can be written as in table 1. (K is a count of questions a student needs)
C5
1000 1000 1000
Table 1. - Dependence of the student's satisfactory, good and excellent grades on the volume of the material read
The volume of the material read 10% 20% 30% 40% 50% 60% 70% 80% 90% 92%
k = 20 P (satisfac-tory) 6E-09 0,0007 0,0794 0,5553 0,9452 0,9989 1 1 1 1
k = 35 P (good) 2E-26 4E-15 2E-09 1E-05 0,0027 0,0898 0,5701 0,9726 1 1
k = 45 P (excellent) 3E-44 4E-28 1E-19 6E-14 9E-10 2E-06 0,0006 0,044 0,6166 0,7964
It seems from the obtained dependence, it is necessary for the student to learn 60% of the material taught to meet the credit with satisfactory grade, at least 80% to meet the credit with good grade
and more than 92% to meet the credit with excellent grade.
Graphical description of all the afore-said was preseneted in figure 2.
Figure 2. Dependence of success gained in the electronic exams on the volume of the material read
Besides, as the choice is chaotic two students can never meet the same questions with the same succession. Its accuracy may be proved with the formula of "combinaison" [3]
Let's again accept that there are 1000 questions on the subject and every student will be presented 50 questions. In this case the numbers of possible variants are equal. C1 = 9,46046E + 84
All these proved themselves in practical researches. Thus, 1000 questions have been prepared for electronic exams that all University students have to meet the credit on any subject. These questions were chosen by application of algorithm indicated in Figure 1 and introduced to 4000 students being 50 questions for each of them. At the end of the exam during the investiation of the questions answered by students, it was known that more than 20 ques-
tions were introduced to 3677 students, more than 35 questions were given to 321 students while only 2 students faced more than 46 questions out of the first 600 questions.
In the succession of the questions introduced the case of overlapping was not registered in general.
Practical results ofthe so-called are demonstrated in the graphics given in Figure 3. The research was carried out for the civil protection subject in Nakhchivan State University. To realize the graphics clearly we consider only 10 results more expedient out of4000 results.
It is possible to come to such a conclusion from all carried out investigations and calculations that the passage to the electronic exam and application of Rnd () function to the process of question selection are expedient as caused more assimilation of teaching materials by the students.
Increasing the reliability of the protection of electrical networks as a way to increase the reliability of power supply to consumers
A variety of selected questions nbeu applying RND functions.
t5 400
E Й
rf-3-i jlTJ j
/ Jy / ✓
— У
- ' J/~ f / у
i> - 7 ~ / f '
/ J. s - - / ' " f
12 3-4 5 6 7 8 Э 1011 12131415 16 17 18 Ifl 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 3B 39 40 41 42 43 44 45 46 47 48 4950
Number of the submitted question
- Student 1
- students
Student 2 ■ Student Г
---Student 3
-----Student 8
Student 4 - students
- Student 5 Student 1 0
Figure 3. Variety of the selected questions during the application of Rnd () function
References:
1. URL: https://en.wikipedia.org/wiki/Bologna_Process
2. Калиниа В. Н. Теория вероятностей и математическая статистика. Учебник для академического бакалавриата. - Лит. Рес.: ЮРАЙТ. - 2015. - 473 с.
3. Mazur D. R. Combinatorics: A Guided Tour. - USA: Mathematical Association of Amerika. - 2010. - 391 p.
4. URL: https://msdn.microsoft.com/library/f7s023d2(v=vs.90).aspx
DOI: http://dx.doi.org/10.20534/ESR-17-3.4-97-99
Zhalilov Rashid, Ph. D. associate professor, Bukhara engineering-technological institute, Uzbekistan department of electrical engineering E-mail: [email protected] Safarov Alisher Bekmurodovich, assistant, Bukhara engineering-technological institute, Uzbekistan, department of electrical engineering E-mail: [email protected]
Increasing the reliability of the protection of electrical networks as a way to increase the reliability of power supply to consumers
Abstract: Article is devoted to the research of reliability of systems of power supply. Results of introduction of the latest technical solutions realized in automatic Master pact breakers of the Schneider Electric company are given in it, for modernization of 0.4 kV of traditional devices of relay protection applied now in networks. With objective of reduction conformity to modern safety requirements under standards of International Electric-technical Commission it is offered to apply these achievements at the organization of a domestic production on release of power automatic breakers.
Keywords: Master pact, compact, low-voltage automatic breakers.
I. Introduction technical Commission (IEC) is offered use these achievements
For the reason adductions in correspondence to the mod- at organizations domestic production on issue of the power au-ern requirements to safety on standard International Electric- tomatic breakers.
