Modeling and formalization. Sign and verbal information models

For models, various types of classifications can be made depending on one or more characteristics common to a particular group of models.

The most common types of classification of models are determined by the following characteristics:

Area of use.

Taking into account the time factor (dynamics) in the model.

Branch of knowledge.

Method of presenting models.

Classification by area of use

If we consider models from the point of view of why, for what purpose they are used, then we can apply the classification shown in Fig. 1.

Rice. 1.Classification of models by area of use

Training models used in teaching. These can be visual aids, various simulators, training programs.

Experienced models - these are reduced or enlarged copies of the designed object. They are also called full-scale and are used to study an object and predict its future characteristics. For example, a model of an airplane wing is “blown” in a wind tunnel in order to study its streamlining; Even during the development of the project, the model of the hydroelectric station helps to solve hydraulic technical, environmental and many other problems.

Scientific and technical models are created to study processes and phenomena. Such models include a device for producing a lightning electrical discharge, a model of the movement of the planets of the solar system, and a model of the operation of an internal combustion engine.

Game models - these are various types of games: business, economic, military. With the help of such models, it is possible to resolve conflict situations, provide psychological assistance, and reproduce the behavior of an object in various situations.

Simulation models do not simply reflect reality with varying degrees of accuracy, but imitate it. An experiment with a model is either repeated many times with different initial data in order to study and evaluate the consequences of any actions on the real situation, or is carried out simultaneously with many other similar objects, but placed under different conditions. Based on the results of the study, conclusions are drawn. This method of choosing the right solution is called trial and error. For example, in a number of experiments, a new drug is tested on mice to identify side effects and clarify dosages.

Any economic reform carried out in the country affects the interests of all segments of society. Therefore, it must be carefully thought out and its results predictable. But carry out real Experiments in this area are almost impossible, so they resort to simulation modeling.

Classification taking into account the time factor (dynamics)

Rice. 2.Classification of models by time factor

Static models reflect an object at a certain point in time, without taking into account changes occurring with it. There is no time factor in these models.

An example of a static model is a model or drawing of a water molecule consisting of hydrogen and oxygen atoms ( slide).

Dynamic models reflect the process of an object changing over time.

A chemical experiment carried out in a laboratory is an example of a dynamic model ( slide). It is known that oxygen reacts with hydrogen to release energy. Therefore, even with small amounts of starting materials, the reaction is accompanied by a loud bang. Thus, the model allows us to predict the possible consequences of combining these substances, common in nature and vital for humans.

It is possible to study the same object using both static and dynamic models. For example, when building a house, the strength and resistance to constant load of its foundation, walls, beams is calculated - this is a static model of the building. But it is also necessary to ensure resistance to winds, groundwater movement, seismic vibrations and other time-varying factors. This can be solved using dynamic models.

Classification by branch of knowledge

The following types of models can be distinguished: physical (for example, Newton's laws);chemical (for example, oil distillation);geographically e(interactive geographic maps); historical (family tree);sociological ; economic (see Fig. 3),mathematical (for example, a mathematical model of projectile flight)and so on. (slide)

Classification by presentation method

Rice. 4. Classification of models by presentation method

In accordance with this classification, models are divided into two large groups: material(otherwise they are called subject) and informational(abstract).

Material models otherwise it can be called subject,physical. They reproduce the geometric and physical properties of the original and always have a real embodiment.

Material models are, for example, maps when studying history and geography, diagrams of the solar system and the starry sky, a model of a multi-stage rocket, etc.

Material models are also various physical and chemical experiments. They simulate processes, such as the reaction between hydrogen and oxygen.

Information model - a set of information characterizing the properties and states of an object, process, phenomenon, as well as the relationship with the outside world. Information model - this is a description of the object.

Information characterizing an object or process can have different volumes and forms of presentation, and be expressed in different ways.

Sign and verbal information models

Information models include verbal(from Latin “verbalis” - oral) models obtained as a result of reflection and inference. They can remain mental or be expressed verbally. Such models include an idea that arose in the mind of the inventor, and a musical theme that flashed through the mind of the composer, and a rhyme that still sounded in the mind of the poet.

Verbal model- information model in mental or conversational form.

Iconic model- an information model expressed by special signs, i.e., by means of any formal language.

Iconic models are all around us. These are drawings, texts, graphs and diagrams. Verbal and symbolic models are usually interconnected. A mental image born in the human brain can be put into a symbolic form. Conversely, a symbolic model helps to form a correct mental image in the mind.

Iconic models include:

mathematical models are models built using mathematical concepts and formulas. For example, a model of uniformly accelerated rectilinear motion:

special– presented in special languages (notes, chemical formulas);

algorithmic- programs.

There are other approaches to classifying information models.

Depending on the structure information models are divided into:

tabular;

hierarchical;

IN tabular In the information model, objects or their properties are presented in the form of a list, and their values are placed in table cells. An example of a chemical tabular model is Mendeleev's Periodic Table of Elements.

IN hierarchical In the information model, objects are distributed across levels, with elements of the lower level being part of one of the elements of the higher level. Such models are built in the process of classifying objects. An example is the classification model of modern computers.

Network information models are used to describe systems in which the connection between elements has a complex structure (for example, the structure of the Internet).

Computer and non-computer models

Computer science deals with models that can be created and examined using a computer. In this case, the models are divided into computer And non-computer.

Computer model is a model implemented by means of a software environment.

Currently there are two types computer models:

structural-functional, which represent a conventional image of an object described using computer technology;

imitation, which is a program or set of programs that allows you to reproduce the processes of functioning of an object under different conditions.

The importance of computer modeling is difficult to overestimate. They resort to it when studying complex systems in various fields of science, when creating images of disappeared animals, plants, buildings, etc. It is a rare film director today who does without computer effects. In addition, modern computer modeling is a powerful tool for the development of science.

Main stages of computer modeling

All stages are determined by the task and modeling goals. In general, the process of constructing and studying a model can be represented by the following diagram: ( slide)

Rice. 5.Stages of computer modeling

First stage -formulation of the problem includes stages: description of the problem, determination of the purpose of modeling, analysis of the object.Mistakes in setting a problem lead to the most severe consequences!

Description of the task

The problem is formulated in ordinary language. Based on the nature of the formulation, all problems can be divided into two main groups. The first group includes tasks in which it is necessary to study how the characteristics of an object will change under some influence on it, “ what happens if?...».

For example, what happens if a magnetic disk is placed next to a magnet?

In tasks belonging to the second group, it is necessary to determine what impact must be made on an object so that its parameters satisfy a certain specified condition, “ how to do it?..».

Determining the purpose of the simulation

At this stage, it is necessary to highlight among many characteristics (parameters) of the object significant. We have already said that for the same object, for different modeling purposes, different properties will be considered essential.

For example, if you are building a model yacht to participate in model ship competitions, then first of all you will be interested in its navigable characteristics. You will solve the problem “how to do so that...?”

And those who are going on a cruise on a yacht, in addition to the same parameters, will be interested in the internal structure: number of decks, comfort, etc.

For a yacht designer building a computer simulation model to test the reliability of a design in stormy conditions, the yacht model will be a change in the image and design parameters on the monitor screen when the values of the input parameters change. He will solve the problem “what will happen if...?”

Defining the purpose of modeling allows you to clearly establish what data is the initial one, what is required to be obtained as an output, and what properties of the object can be neglected. Thus, it is built verbal model tasks.

Object Analysis implies a clear identification of the modeled object and its main properties.

Second phase -formalization of the task associated with the creation formalized model, that is, a model written in some formal language. For example, census data presented in the form of a table or chart is a formalized model.

In its general sense formalization - this is the reduction of essential properties and characteristics of the modeling object to the selected form.

Formal model - it is a model obtained as a result of formalization.

For solving a problem on a computer, the language of mathematics is most suitable. In such a model, the relationship between the initial data and the final results is fixed using various formulas, and restrictions are also imposed on the permissible values of the parameters.

Third stage -computer model development begins with the choice of a modeling tool, in other words, the software environment in which the model will be created and examined.

This choice depends algorithm building a computer model, as well as the form of its presentation. In a programming environment this is program, written in the appropriate language. In application environments (spreadsheets, DBMS, graphic editors, etc.) this is sequence of technological methods, leading to the solution of the problem.

It should be noted that the same problem can be solved using different environments. The choice of modeling tool depends, first of all, on real capabilities, both technical and material.

Fourth stage -computer experiment includes two stages: model testing And conducting research.

Model testing - the process of checking the correctness of the model construction.

At this stage, the developed algorithm for constructing the model and the adequacy of the resulting model to the object and purpose of the modeling are checked.

To check the correctness of the model construction algorithm, test data is used, for which the final result known in advance(usually it is determined manually). If the results coincide, then the algorithm is developed correctly; if not, we need to look for and eliminate the reason for their discrepancy.

Testing should be targeted and systematic, and the complexity of test data should occur gradually. To make sure that the constructed model correctly reflects the properties of the original that are essential for the purpose of modeling, that is, it is adequate, it is necessary to select test data that reflect real situation.

Levels of software testing

Unit testing (unit testing)- the minimum component possible for testing is tested, for example, a separate class or function. Unit testing is often carried out by software developers.

Integration testing- interfaces between components and subsystems are tested. If there is time reserve at this stage, testing is carried out iteratively, with the gradual inclusion of subsequent subsystems.

System testing- the integrated system is tested for compliance with the requirements.

Alpha testing- imitation of real work with the system by full-time developers, or real work with the system by potential users/customers. Most often, alpha testing is carried out at an early stage of product development., but in some cases can be used on a finished product as internal acceptance testing.

Beta testing- in some cases, a limited version (in terms of functionality or operating time) is distributed to a certain group of people in order to make sure that the product contains few errors. Sometimes beta testing is done to get feedback about a product from future users.

Often for free/open source software, the Alpha testing stage characterizes the functional content of the code, and Beta testing characterizes the bug fixing stage. At the same time, as a rule, at each stage of development, intermediate results of the work are available to end users.

White box testing

In testing professional parlance, the phrases “white box testing” and “black box testing” refer to whether the test developer has access to the source code of the software under test.

White box testing– testing in which the tester has access to the code. In addition to the fact that the tester can review the code, he can also write code that uses the libraries of an existing software product.

Another name for this method is structural testing.

Black box testing

Black box testing is based on the idea that the behavior of a system can only be determined by examining its inputs and corresponding outputs. Another name for this method is functional testing.

The tester provides input data to a component or system and examines the corresponding output data. The method of data processing and how the output data is obtained is unknown, it is closed in a “black box”.

Model Study

You can move on to this stage of a computer experiment only after the testing of the model has been successful, and you are sure that exactly the model that needs to be studied has been created.

Fifth stage -analysis of results is key to the modeling process. It is based on the results of this stage that a decision is made: to continue the research or to finish it.

If the results do not correspond to the goals of the task, it means that mistakes were made at the previous stages. In this case it is necessary adjust the model, that is, return to one of the previous stages. The process is repeated until the results of the computer experiment meet the modeling goals.

Word tska– the same as the board (2 points).

In the word d'ska (board) in the process of falling reduced (1 point) the vowel fell out Kommersant(1 point), as a result of which regressive (0.5 points) assimilation (1 point) in deafness-voicing (0.5 points) became possible. The resulting combination [ts] is very similar to the affricate (0.5 points) [ts] (0.5 points), containing both a stop (0.5 points) and a fricative (0.5 points) (fricative) element.

Read the text. Determine the meaning of the highlighted word.

The time of happiness has flown by,
How, without knowing the burden of love,
I lived and sang,
Like in the theater and at balls,
On festivities or in Voxalax
He flew like a light marshmallow.

Voxal, station - a public building with a hall for dances and concerts.

Many names among different peoples are included in one etymological nest, going back to a common ancestor name. This is usually an ancient Greek or Hebrew name. Thus, the Italian name “Teodoro”, the Romanian “Tudor” and the Russian “Fedor” go back to the ancient Greek name “Theodoros”, which means “gift of God”.

Indicate a Russian name that is etymologically related to a foreign name. Specify the name - common ancestor and expand its internal form in the source language.

In Hungarian Janos, and in Russian...

In English Jim, and in Russian...

In Spanish Jorge, and in Russian...

In Hungarian Miklos, and in Russian...

Response model and criteria

In Hungarian Janos , and in Russian Ivan. They go back to the Hebrew name “Yohanan”, which means “God has mercy”, “God rewards”.

In English Jim , and in Russian Yakov. They go back to the Hebrew name “Yaakob”, which means “holding the heel” (according to the Old Testament, the patriarch Jacob was born holding the heel of his older twin brother Esau).

In Spanish Jorge , and in Russian Georgy (Yuri, Egor). Goes back to the ancient Greek name Georgios, derived from georgos - “farmer” (one of the epithets of Zeus).

In Hungarian Miklos , and in Russian Nikolay. Goes back to the ancient Greek name Nikolaos: nik – “victory” + laos – “people, people, army”.

For each correct Russian name - 1 point (4 points in total).

For each correct name - common ancestor - 1 point (4 points in total).

For revealing the internal form of each ancestor name – 2 points (total 8 points).

Let's assume that the words uncle , harness - These are participles of the imperfect form of the present tense. What would the possible infinitive and third person singular present tense forms of these gerunds look like?

Give similar examples from the Russian language.

Example of completing a task: from the word young– keep you young(0.5 points) and looks younger(0.5 points), similar to get colder– it's getting colder(0.5 points).

Response model and criteria

From the word uncle:

uncle(0.5 points) and uncle(0.5 points), similar to start - starts(0.5 points);
uncle(0.5 points) and uncle(0.5 points), similar to look - looks(0.5 points);
dyati (dyat)(0.5 points) and uncle(0.5 points), similar to steal - steals, lead - leads(0.5 points);
forty(0.5 points) and dyast(0.5 points), similar to eat – eat(0.5 points).

From the word harness:

armor(0.5 points) and harness(0.5 points), similar to paint– draws(0.5 points);
harness(0.5 points) and harness(0.5 points), similar to blow - blows(0.5 points).

Using your knowledge in the field of etymology, as well as in the field of foreign languages, explain the spelling of the highlighted letters in the words listed below (for example: Glasses - eyes; falsetto - false (Italian falsetto, from falso - false)). Explain the choice of the test word.

wardrobe

streak

wardrobe– avant-garde, guard (all three words go back to the French garder - “keep”, “guard”);

juggler– joker (both words from Latin jocus – joke);

streak- motley;

ballad– ball (from French, in which ballade is “a poem that is recited while dancing”) (“dance”, a suffix derived from balar “to dance”);

For correct verification of each word, 1 point.

For a correct explanation of each word, 2 points.

Response model and criteria

hard-boiled egg (1 point);
khaki color (1 point);
one table or two tables (or in gen., dat., wine. ani., creative. and prepositional pad.) (1 point);
three / four / five, etc. tables (or in gen., dat., wine. soul., creative. and pred. fall.) (1 point);
two / three / four tables // five tables (in name or wine. inanimate fall.) (1 point);
full of hope (1 point);
desire to sing (1 point);
make you leave (1 point).

Pairs of sentences in Slovenian and their translations into Russian are given.

Kdo je ta žena? – Kdor drugim jamo koplje, sam vanjo pade. Who is this woman? “Whoever digs a hole for others falls into it himself.”
Kaj ropota pred vrati? – Kar seješ, to boš žel. What's knocking at the door? – What you sow, you will reap.
Iz kakšnega blaga je tale obleka? – Kakršno delo, tako plačilo. What (quality) material is this dress made of? – Whatever the quality of the work, such is the pay.
Do kolikšne visine se bo vzdvignilo letalo? – Nagrado so dobili tolikšno, kolikršno so zaslužili. To what (literally “how much”) altitude will the plane rise? - (They) received such (literally “so much”) reward as (literally “how much”) they deserved.

Describe the difference in the functioning of Russian and Slovenian interrogative pronouns.

Response model and criteria

The difference is that in Russian, interrogative and relative pronouns do not differ in any way in terms of grammatical forms (1 point) and only the context makes it clear in what function they are used (1 point). And in the Slovenian language, as can be seen from the examples, relative pronouns are formed from interrogatives using the element -r- ( kdo – kdor, kaj – kar, kakšnega – kakršno, kolikšne – kolikršno) (1 point) and function only as allied words in complex sentences (1 point).

Two groups of sentences are given (examples from the National Corpus of the Russian Language).

First group

The last layer of varnish is painted with paints that are prepared from the same mixture, adding mineral pigments to it.

[D. Osokina. Varnishes – layer by layer // “Chemistry and Life”, 1969]

For example, Rudakov considered it shameful to write in ink - only with ink...

[Nadezhda Mandelstam. Memories (1960–1970)]

Second group

I’ll look at the priests for examples - no, something’s not quite right; sings and reads briskly, loudly, like a man chopping wood with an axe.

[G.E. Rasputin. Life of an Experienced Wanderer (1907)]

While shoveling the snow, we found a lot of dry grass underneath and began cutting it with knives.

[VC. Arsenyev. In the mountains of Sikhote-Alin (1937)]

What do these two groups have in common? On what basis are they divided?

Response model and criteria

In both groups, each sentence contains phrases with the instrumental case (2 points), similar in meaning, and generally suitable for subsuming the mode of action (1 point).

But there is also a semantic difference (1 point). In the second group, the instrumental case expresses the meaning of the instrument (2 points), and in the first group - what can be described as the meaning of the tool, material (2 points). The difference is that during the action the product is consumed (1 point).

Give a lexical and grammatical comment on the underlined word.

Glass blooms with a complex pattern: frame
the essence of the crystal jungle of horsetail, dill
and everything that loneliness has fostered.

The essence is the 3rd person form (1 point) of the plural (1 point) of the verb is (1 point). From a grammatical point of view, there was an error (1 point).

With the noun frame, the verb must be in the 3rd person singular form (1 point) - there is (1 point).

Read an excerpt from the story “Writing about the death and burial of Prince Mikhail Vasilyovich Shuisky, recommended by Skopin” (beginning of the 17th century).

And Prince Mikhailo fell on his bed, and his womb began to be fiercely tormented by that mortal drink... And his whole court was filled with tears and bitter will and screams... And many German medicines with many medicinal benefits and no way to return that disease.

What is meant by “medicinal benefits”? What does it mean to “return that disease”? Use at least one modern Russian word with the same root in the interpretation.

Response model and criteria

By “medicinal benefits” we mean various medicinal agents, something that can be useful (comes in handy) in treatment (interpretation - 1 point, cognate word - 1 point). “Return that disease” means to reverse, turn the disease back, reverse, to recovery (interpretation - 1 point, cognate word - 1 point).

Total 4 points.

The maximum score for all completed tasks is 78.

Tasks 20 – 22

Instructions for grading assignments 20 – 22.

1. Before assessing the completion of tasks 20 - 22, the expert must carefully read the historical source and try to complete tasks 20 - 22 on his own. After completing the tasks, compare your answer with the answer proposed in the criteria. If there is a discrepancy, carefully analyze your answer. Based on the results of the analysis, adjust your answer or “expand” the evaluation criteria (assume what other correct provisions may be indicated in the answer). Expanding the criteria is possible in task 22; the criteria for tasks 20 and 21 are, as a rule, closed (all possible semantic provisions of the answer are given in the criteria)

2. When assessing task 20, we recommend paying attention to the instructions given in some cases about the required degree of detail in the answer, and the possibility of different formulations of the answer. For example, if the task concerns a decree on unified inheritance, and the task is formulated as follows: “Name, to the nearest decade, the time of publication of this decree,” then the correct answer will be considered "1710s", as well as those answers in which graduates named the years that fit into a given decade, for example: "1714", "1715", "1719" etc. But the answer "first quarter of the 18th century" will not be correct.

3. When assessing task 21 (it involves searching for information in the source), it is necessary to take into account that the assessment criteria for task 21 are, as a rule, “closed” and cannot be “expanded” by new provisions that differ in meaning from those given in the criteria.

When completing task 21, the graduate is not required to accurately rewrite the relevant fragments of the text, therefore the answers of the graduate who stated the answer in his own words may not coincide with the positions given in the criteria. In such cases, each formulation given by the graduate requires careful analysis, the purpose of which is to determine its compliance with the requirements of the assignment.

4. In task 22, the criteria are “open”: semantic discrepancies between the graduates’ answers and the exemplary answers given in the criteria are allowed. In this case, the expert must critically analyze the examinee’s answer and determine whether the answer is a possible “extension” of the criteria and whether it meets the conditions of the task.

5. Spelling and punctuation errors made by the graduate when completing tasks 20 - 22 are not grounds for lowering the grade.

6. Historical inaccuracies also do not lead to a special reduction in score. However, in the event of a significant distortion of the meaning of the answer, the erroneous position is not counted. For example, an error in the initials of a historical figure, provided that the surname is correctly indicated, as a general rule, does not affect the assigned score, but if the error in the initials does not allow one to accurately identify the historical figure whom the graduate wanted to name (for example, when indicating D.A. Milyutin instead N.A. Milyutin), then it will affect the assigned score.

7. When assigning a score for completing tasks 20 – 22, the expert counts the correct elements of the answer. In this case, the presence of erroneously specified elements in the answer does not lead to a decrease in score. For example, when completing an assignment, 21 graduates correctly indicated three positions (this is exactly what is required to get the maximum score for the assignment) and indicated two more positions incorrectly. In this situation, the expert will give the maximum score for the task 21.

Examples of grading assignments 20 – 22

From the memoirs of a politician

“___________, who had actually concentrated government power in his hands, found himself in a particularly difficult position: he could not help but understand that only the measures of severe coercion proposed by Kornilov could perhaps save the army, finally free the government from Soviet dependence and establish internal order in the country. Undoubtedly, liberation from the councils, carried out by someone else’s hands or accomplished as a result of spontaneous events that relieved responsibility from the Provisional Government and ___________, seemed to him to be useful and desirable for the state. But voluntary acceptance of the measures prescribed by the command would have caused a complete break with revolutionary democracy, which gave [him] name, position and power and which, despite the opposition it provided, still, strangely enough, served him, albeit shaky, as his only support . On the other hand, the restoration of the power of the military command was not threatened by a reaction - [he] often spoke about this, although hardly seriously
believed in this - but, in any case, by moving the center of influence from socialist to liberal democracy, the collapse of social-revolutionary party politics and the loss of its predominant, perhaps all, influence on the course of events. ...In turn, [he] back on August 13-14 in Moscow, during the days of the State Conference, expected active action from Kornilov’s adherents and took precautions. Several times ____________ raised the issue of removing Kornilov, but, not meeting sympathy for this decision either in the War Ministry or among the government itself, he anxiously awaited the development of events. Back on August 7, the assistant commissioner... warned Kornilov that the issue of his resignation had been finally resolved in Petrograd. Kornilov replied: “Personally, the question of remaining in office is of little interest to me, but I ask that it be brought to the attention of those who need to know that such a measure is unlikely to be useful in the interests of the cause, since it could cause unrest in the army”...

Indicate the year when the events described in the text took place. Indicate the political figure whose last name is missing three times in the text. Name the post that General L.G., mentioned in the passage, occupied during the period of the events described. Kornilov.

Indicate the reason why, in the opinion of the author of the memoirs, the measures proposed by General L.G. Kornilov, could have been beneficial to a politician whose name is omitted from the text. Indicate the reason why, in the author’s opinion, these measures did not suit the political figure whose name is omitted from the text. What, according to L.G. Kornilov, was his resignation dangerous?

	Points
elements: 1) the reason why the measures proposed by L.G. Kornilov, could be profitable: – these measures were a way to free ourselves from “Soviet dependence” through the “hands” of L.G. Kornilov, which removed responsibility for the reprisal against the Soviets from the Provisional Government and A.F. Kerensky; 2) the reason why the measures proposed by L.G. Kornilov, did not suit A.F. Kerensky: – the implementation of these measures could cause “Kerensky’s complete break with revolutionary democracy, which gave Kerensky his name, position and power and which served him as his only support”; - the restoration of the power of the military command threatened to shift the center of influence from socialist to liberal democracy, the collapse of social-revolutionary party politics and the loss of its predominant, perhaps all, influence on the course of events; 3) answer to question– resignation of L.G. Kornilov could cause unrest in the army
Three answer elements are correct
Any two answer elements are correct
Any one element of the answer is correct. OR The answer is incorrect
Maximum score	2

Contents of the correct answer and instructions for assessment (other wording of the answer is allowed that does not distort its meaning)	Points
The correct answer must contain examples: 1) The Provisional Government was formed only after a meeting of the leaders of the Petrograd Soviet and representatives of the Provisional Committee of the State Duma, which took place on the night of February 28 to March 1, 1917, and as a result of this agreement; 2) On March 1, the Petrograd Soviet issued “Order No. 1,” which had negative consequences for maintaining discipline in the army, while the Provisional Government was unable to stop its distribution and action; 3) the Provisional Government showed its dependence on the Council in its first document - “Declaration of the Provisional Government on its composition and tasks” dated March 3, 1917, which included a clause on “non-disarmament and non-withdrawal from Petrograd of military units that took part in the revolutionary movement” ; 4) in April 1917, after the publication of the “Milyukov note,” a political crisis erupted, which led to the formation of a new composition of the Provisional Government, in the creation of which the Executive Committee of the Petrograd Soviet took an active part; 5) The Provisional Government tried to rely on the leadership of the Soviets, agreeing to their proposal to convene a Democratic Conference and create a Pre-Parliament in September - October 1917. Other examples can be indicated
Three examples are correct
Two examples are correct
Only one example is correct. OR The answer is incorrect
Maximum score	2

Example 1

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Example 2

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Example 3

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Control questions.

2. What should you pay special attention to when checking task 20?

3. Why does task 21, as a rule, have “closed” criteria?

4. What should the expert do if the graduate answered task 21 not with a quote from a source, but in his own words?

5. How should an expert evaluate the answer if a graduate, in answer to task 21, rewrote an entire paragraph from the source, including those provisions that are the correct answer?

6. How should an expert evaluate the answer to task 22 if the graduate formulated provisions in the answer that differ in meaning from the criteria for assessing the task? In what case is the answer accepted as correct? What provisions of the answer cannot be taken into account by the expert when assessing work on this task?

7. In what cases do historical inaccuracies lead to a decrease in score?

8. Should the expert accept the answer to task 20 as correct if the graduate does not write in the answer “A.N. Kosygin" (correct answer), and "N.A. Kosygin"?

Practical tasks.

From the memoirs of a contemporary

“Kutuzov represented to the sovereign that since Napoleon’s army had not yet all gathered and was much weaker than the Austro-Russian one, it should take advantage and attack immediately, but the sovereign said that he had given his word to the guard not to fight without it; when the guard joined, Napoleon’s army was already in superior strength, which is why Kutuzov imagined retreating to the suitable corps of Essen and Benningsen and, joining with them, then giving a battle.

The Emperor told him: “Apparently, this is not to hit the fleeing Turks and Poles,
and here your courage is dulled." “Sovereign,” said Kutuzov, “if you please arrange the attack yourself, and that I am not a coward, you yourself will deign to see that I will fight as a soldier, but as a general I refuse.”

On November 20 there was an unfortunate and shameful _________ battle, where our troops suffered a severe defeat... It can be attributed only to Napoleon’s policy that he did not completely defeat the Russians and gave them freedom to retreat.

On the 23rd, in the town of Galich, the following order was given:

“The exhausted forces of the [Austrian] court, the misfortunes that befell it, as well as the lack of food, despite the strong and brave reinforcement of the Russian troops, forced the [Austrian] emperor to conclude a convention with France these days, which should soon be followed by peace. His Imperial Majesty , having come to the aid of his ally, had no other goal than his own protection and aversion to the danger threatening his power; seeing in the present circumstances [the stay] of his troops within Austrian borders unnecessary, [I command], leaving them, to return to Russia."

The Emperor demanded from Kutuzov a report on the battle _________, but he replied: “You yourself disposed of the troops, I did not have the slightest part in that; I depend on the will of Your Majesty, but my honor is more valuable than life.”

What was the name of the battle whose name was missing twice in the text? Indicate the year it occurred. Name the Russian emperor mentioned in the passage.

What was the original plan proposed by M.I. Kutuzov to the Emperor? Why did the emperor refuse to implement it? What did M.I. answer? Kutuzov’s response to the emperor’s demand to write a report on the battle?

Contents of the correct answer and instructions for assessment (other wording of the answer is allowed that does not distort its meaning)	Points
The correct answer must contain the following elements: 1) answer to the first question: attack Napoleon’s army immediately, since it has not all gathered yet; 2) answer to the second question: the emperor gave his word to the guard not to fight without her; 3) answer to the third question:“You yourself disposed of the troops, I did not have the slightest participation in that; I depend on the will of Your Majesty, but my honor is more valuable than life.”
Three questions answered correctly
Two questions answered correctly
One question has been answered correctly. OR The answer is incorrect
Maximum score	2

Indicate at least three results (consequences) of Russia’s defeat in the battle in question that are not indicated in the passage.

Contents of the correct answer and instructions for assessment (other wording of the answer is allowed that does not distort its meaning)	Points
The following may be specified results (consequences), for example: 1) huge losses of the Russian army (21 thousand people); 2) the defeat had a negative impact on the morale of the Russian troops; 3) M.I.’s long fall from grace Kutuzova; 4) Austria’s withdrawal from the war and the collapse of the third Anti-French coalition of European powers; 5) Napoleon’s authority as a military leader increased significantly. Other results (consequences) may be indicated
Three results (consequences) are correctly indicated
Two results (consequences) are correctly indicated
Only one result (consequence) is specified correctly. OR The answer is incorrect
Maximum score	2

Answer 1.

Answer 2

Answer 3

Answer 4

Answer 5

Answer 6

Answer 7

From a letter from a politician

“This is the essence and main meaning of that slogan, that course for the industrialization of the country, which was proclaimed by the XIV Party Congress
and which is now being implemented.

Some comrades think that industrialization generally represents the development of any industry. There are even eccentrics who believe that Ivan the Terrible, who once created some embryonic industry, was an industrialist. If you follow this path, then Peter the Great should be called the first industrialist. This is, of course, not true. Not all industrial development constitutes industrialization. The center of industrialization, its basis lies in the development of heavy industry, in the development, ultimately, of the production of means of production... Industrialization has as its task not only to lead our national economy as a whole to an increase in the share of industry in it, but it also has the task , in order to ensure in this development for our country, surrounded by capitalist states, economic independence, to protect it from becoming an appendage of world capitalism. A country of the dictatorship of the proletariat, located in a capitalist environment, cannot remain economically independent if it itself does not produce tools and means of production at home, if it is stuck at that stage of development where it has to keep the national economy on a leash.
in capitalistically developed countries that produce and export weapons
and means of production. To be stuck at this stage means to submit oneself to the subordination of world capital.

...It follows from this that the industrialization of our country cannot be limited to the development of any industry, the development of, say, light industry, although light industry and its development are absolutely necessary for us. It follows from this that industrialization should be understood primarily as the development of heavy industry in our country.
and especially as the development of our own mechanical engineering, this main nerve of the industry in general. Without this, there is nothing to talk about ensuring the economic independence of our country.”

Indicate the decade when the course discussed in this letter was proclaimed in the USSR. Name the leader of the USSR during this period. Indicate the name of the socio-economic policy of the Bolsheviks that immediately preceded the course discussed in the letter.

Indicate the period for which plans for the development of the national economy were drawn up during the course discussed in this letter. List at least two industrial facilities built during the implementation of this course.

Contents of the correct answer and instructions for assessment (other wording of the answer is allowed that does not distort its meaning)	Points
The correct answer must contain the following elements: 1) period- five years; 2) objects, for example: – Turkestan-Siberian Railway; – Dneproges; – Stalingrad Tractor Plant; – Kharkov Tractor Plant; – Chelyabinsk Tractor Plant; – Gorky Automobile Plant; – combine harvester plant “Rostselmash”; – Kuznetsk Metallurgical Plant; – White Sea-Baltic Canal; - Uralmashplant. Other objects may be specified
The period and two objects are correctly specified
The period and one object are specified correctly. OR Only two objects are correct
Only the period is correct. OR Only one object is specified correctly. OR The answer is incorrect
Maximum score	2

Answer 8

Answer 9

Answer 10

Expert assessments

Answer no.	Task 20	Task 21	Task 22








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