Conclusion to the lab work on biology. Conclusion on laboratory work

After work

· Set the handles of the devices to their original position, turn off the unit, remove the plugs from the sockets.

· Hand over the received accessories to the laboratory assistant.

The student's activity in the lesson consists of the following actions:

1) admission to the lesson;

2) performance of work;

3) implementation of calculations, obtaining a result;

4) registration of a written reading.

The admission to work is to clarify the students' knowledge of theoretical material, understanding the purpose of the work, knowledge of the experimental setup. Preparing the student for the lesson is that he carefully reads everything that is written about this work in this manual. After that, it is necessary to refer to the literature indicated in the recommendations in order to get acquainted with the theory of the studied phenomenon in more detail and answer the control questions for work, the student prepares the answers to the control questions at home. The teacher makes an entry in his journal about the admission of a student to experimental work. After admission, the student receives the initial data from the teacher and proceeds to work. First of all, you need to make sure that you have all the accessories needed to complete it.

In the course of the student's work, the teacher supervises the student's experimental work, the production of measurements, the recording of their results and endorses the results obtained in the student's laboratory notebook. Then the obtained measurement results are processed mathematically: the average values are found, the desired physical quantity is calculated, the errors are calculated, the final result is recorded, which is shown to the teacher and evaluated by him.

To receive a credit, a student must have a written report on the work, which is drawn up in a laboratory notebook. The written count should contain all the items that are indicated in a single description of laboratory work (see below).

1. Title page according to the sample.

2. The purpose of the laboratory work.

3. Devices and accessories.

4. Diagram or drawing of the installation (with an inscription and explanation of all elements included in the diagram), as well as drawings explaining the conclusion of working formulas.

5. Basic calculation formulas, with the obligatory explanation of the values included in the formula.

6. Tables.

7. Examples of calculation.

8. If required according to the assignment - graphs and diagrams.

9. Conclusion on laboratory work is required.

Conclusions on laboratory work - briefly formulated results of processing the results of measurements - should be given in the section "Results of processing measurements and conclusions" of the synopsis for each task of the laboratory work. The following information should be displayed in the conclusions:

· What was measured and by what method;

What charts were built;

· What results were obtained.

Also, the conclusions should contain a discussion of the plotted graphs and the results obtained: whether the form of the experimental graphs coincides with theoretical predictions and whether the results of the experiment coincide with the theory. The recommended form for presenting the conclusions on the graphs and on the answer is given below.

Laboratory work No. 1

Variety of plant departments.

Target: explore the diversity of plant departments.

Lesson Objectives:
to acquaint students with taxonomy - the science of the diversity and classification of organisms;
to reveal the tasks and significance of taxonomy.
During the classes:
I. Knowledge update
Filling out the "Kingdom of Wildlife" scheme.

II. Learning new material
1. Expand the knowledge of students about the diversity of organisms that inhabit the Earth (teacher's story with elements of conversation).
2. To acquaint students with the concept of "taxonomy". A species is the initial unit in taxonomy (teacher's story).
3. K. Linnaeus is the founder of taxonomy. Double Latin names of species (teacher's story with a demonstration of plant and animal species on living objects, herbarium materials, collections).
4. The modern system of the organic world. The main systematic units (categories): species, genus, family, order (order), class, department (type), kingdom.
5. The importance of taxonomy.

Laboratory work No. 2

Ecological groups of terrestrial plants in relation to water

Work plan:

1. Read the description of the ecological groups of plants.

2. Determine which ecological group the given plant belongs to.

3. Name the signs of adaptation to the habitat of this plant.

4. Give examples of plants found in the Republic of Adygea that belong to this ecological group.

Ecological groups of plants.

Hydatophytes- these are aquatic plants completely or almost entirely submerged in water (elodea, pondweed, water buttercups, duckweed). Taken out of the water, they quickly die.

The leaves of hydatophytes are thin, often dissected; variegation (heterophyllia) is often expressed. The root system is strongly reduced or completely absent. Absorption of water and mineral salts occurs over the entire surface of the body. Pollination takes place above water (less often in water), and ripening of fruits - under water, since flowering shoots carry flowers above water and, after pollination, submerge again.

Hygrophytes- terrestrial plants growing in conditions of high air humidity and often on moist soils.

Shadow hygrophytes- these are plants of the lower tiers of damp forests (touch-me-not, garden thistle, many tropical herbs). Their leaves are most often thin, shady. High water content of the tissues of these plants (80% or more). They die even during a short and mild drought.

Light hygrophytes are plants of open habitats growing on constantly moist soils and in humid air (papyrus, rice, cores, marsh bedstraw, sundew).

Mesophytes - can tolerate a short and not very severe drought. They grow with average moisture, moderately warm conditions and a good supply of mineral nutrition. This is the largest and most heterogeneous group in terms of its composition. This includes trees, shrubs and grasses of various zones, many weeds and most cultivated plants.

Xerophytes- grow in places with insufficient moisture. They are able to regulate water exchange, therefore they remain active during a short drought. These are plants of deserts, steppes, sand dunes and dry, highly heated slopes.

Xerophytes are classified into two main types: succulents and sclerophytes.

Succulents- succulent plants with highly developed water-storing parenchyma in different organs: stem plants (cacti, cactus milkweed); leafy (aloe, agave); root (oxalis).

Sclerophytes - outwardly dry, often with narrow and small leaves, sometimes curled into a tube. Sclerophytes can be divided into two groups: euxerophytes and stipaxerophytes.

Euxerophytes- these are many steppe plants with rosette semi-rosette, strongly pubescent shoots (shrubs, some cereals, cold wormwood, edelweiss edelweiss).

Stipaxerophytes- these are narrow-leaved turf grasses (feather grass, fine-footed fescue), whose leaves rolled into a tube have a moist chamber inside.

Laboratory work No. 3

The device of magnifying devices.

Purpose of work: learn how to properly handle optical instruments (magnifier, light microscope); preparation method.

Equipment and materials: microscope, magnifier.

Working process:

Consider a handheld magnifier. What parts does it have? What is their significance?

Examine the microscope device. Find the tube, eyepiece, lens, stage with stage, mirror, screws.

Familiarize yourself with the rules for working with a microscope.

2. Adjusting screws

4. Lens

5. Subject table

7. Mirror

Laboratory work No. 4

Preparation of onion skin micropreparation

Purpose: to study the structure of a plant cell.

Equipment: hand-held magnifier, microscope, pipette, glass slide, bandage; part of the onion
WORKING PROCESS.

1. Prepare the onion skin preparation. To do this, separate the onion scales with tweezers from the bottom surface and remove the transparent skin.
2. Place the preparation on a glass slide. Examine under a microscope.
3. View the cell at high magnification.

4. Sketch the structure of the cell in a notebook and sign its parts.

5. Make a conclusion.

Conclusion: The cell is an integral biological system. The cell is the basic structural unit of a living organism.

Laboratory work No. 5

Plant cell composition

Target: study the composition of plant cells.

Equipment: onion, microscope, slides and coverslips, dissecting needle, textbook

Working process:

Prepare slide, wipe it with gauze.

Apply 1-2 drops of water on the glass.

Dissecting needle peel the inside of the onion scales.

Put a piece of skin in a drop of water and straighten with the tip of a needle.

Cover the skin with a cover slip.

Consider prepared preparation under a microscope.

Sketch in a notebook and label: cell, cell wall, cytoplasm, nucleus.

Sketch the diagram of the structure of the plant cell and designate: nucleus, cell wall, cytoplasm, chloroplasts, vacuole.

Conclusion: A cell is the simplest structural unit of a living organism. The green color of the plant is given by chlorophyll in the composition of chloroplasts.

Laboratory work No. 6

Cell structure of elodea leaf

Target: to study the structure of the cell of the leaf of Elodea.

Equipment: elodea leaf, microscope, slides and coverslips, dissecting needle, textbook.

Working process:

Prepare a micropreparation of elodea leaf.

■ Place a sheet of elodea in a drop of water on a slide, flatten it with a dissecting needle and cover with a cover slip.

■ Examine the specimen under a microscope. Pay attention to the shape and color of the cells. There are nuclei in living cells of Elodea, but usually they cannot be seen.

Conclusion. nuclei and chlorophyll grains are clearly visible in cells (at higher magnification). The lower layer of smaller cells is clearly visible, the intercellular spaces and outlines of the cells of the upper layer are visible.

Laboratory work No. 7

The structure of the animal cell.

Purpose: to compare the structure of plant and animal cells, and find out what their similarities indicate.

The cell is the main structural, functional and reproductive element of a living organism, its elementary biological system. Depending on the structure and set of organelles, cells, all organisms are divided into kingdoms - prokaryotes and eukaryotes. The cells of plants and animals are referred to the kingdom of eukaryotes. They have a number of similarities and differences.

Common signs:

1) membrane structure of organelles;
2) the presence of a formed nucleus containing a chromosome set;
3) a similar set of organelles characteristic of all eukaryotes;
4) the similarity of the chemical composition of cells;
5) the similarity of the processes of indirect cell division (mitosis);
6) the similarity of functional properties (protein biosynthesis), the use of energy conversion;
7) participation in the breeding process.

Conclusion: the similarity in the structural and functional organization of plant and animal cells indicates their common origin and their belonging to eukaryotes. Their differences are associated with a different way of feeding: plants are autotrophs, and animals are heterotrophs.

Laboratory work No. 8

The structure of the integumentary and synthesizing tissue of plants

Target: to get acquainted with the types of tissues of a plant organism, the peculiarities of their structure in connection with the function performed.

Equipment: micropreparations "Longitudinal section of corn stalk", "Cross section of pumpkin root", "Root structure"; microscopes; tables "Cellular structure of the root", "Root and its zones", "Internal structure of the leaf".

Instructional card

1. Consider the micropreparation "Root structure" (Fig. 1). Find educational fabric. US. Read 30 of the textbook about the location of the educational tissue, the features of its structure in connection with the performed function. Enter the data into the table.

Rice. 1. Internal structure of the root: 1 - the root cap (integumentary tissue) protects the area of dividing cells; 2 - the zone of dividing cells (educational tissue) carries out the growth of the root in length

2. Consider a root cap. Determine the type of fabric that forms it. US. Read 30 tutorials about this kind of fabric. Enter the data into the table.

Table. Plant tissues

Type of fabric	Location	Structural features	Functions
Educational
Covering
Mechanical
Conductive
The main

3. On the micropreparation "Longitudinal section of the corn stalk" examine the mechanical tissue of the stalk. Please note that the cells of this tissue have thickened lignified membranes, and there is no living content. Read about this fabric on p. 30 textbook. Enter the data into the table.

4. Review the drawing of conductive tissue in the textbook on p. 31. Compare it with what was seen under a microscope (Fig. 2), read the information about this tissue. Enter the data into the table.

Rice. 2. Conductive tissues of the stem: 1 - sieve tubes of the bast (carrying organic matter from the leaves to all organs); 2 - vessels of wood (carrying minerals dissolved in water from the root to all organs)

5. To study the main tissue of the sheet, consider the slides prepared by the teacher (Fig. 3, 4). This is a thin cross-section of a tradescantia leaf. Pay attention to the peculiarity of the structure of this tissue - the presence of chloroplasts, which contain the pigment chlorophyll. It gives the plants a green color. Read about the function of this fabric on p. 31 textbooks. Enter the data into the table.

Rice. 3. Internal structure of the leaf: 1 - leaf skin (leaf protection, integumentary); 2 - basic tissue (photosynthesis, cells contain chloroplasts); 3 - conductive beam (conduction of substances, strengthening of veins, mechanical tissue); 4 - stomata (water evaporation, gas exchange)

Rice. 4. The skin of the leaf. 1 - leaf skin (integumentary tissue): cells adhere tightly to each other, protecting the leaf from damage

6. Make a conclusion about the presence of tissues, their different structure and answer the questions:

- How is the structure of the tissue related to the function performed?
- Why are the cells of the integumentary tissue closely adjacent to each other?
- How to distinguish the main tissue from the integumentary tissue?

Laboratory work No. 9

The structure of the connective tissues of animals.

Target:

Equipment: micropreparations "Epithelial tissue", "Loose connective tissue", microscopes, table "Scheme of the structure of an animal cell".

Working process:

Rice. 1. Types of tissues of an animal organism:
A - epithelial tissue; And - loose connective tissue

1. Consider the micropreparation "Epithelial tissue" (Fig. 1, BUT). Find the cells of the epithelium, pay attention to the peculiarities of their structure (the cells are tightly adjacent to each other, there is no intercellular substance). Sketch the preparation. Review the picture, read the information you need. Enter the data into the table.

2. Consider the micropreparation "Loose connective tissue" (Fig. 1, AND). Pay attention to the structural features of the tissue (the presence of a large amount of intercellular substance). Sketch the preparation.

3. Complete the table.

Fabric name	Location	Structural features	Functions performed
Connecting A) bone B) cartilaginous		Dense intercellular substance loose intercellular substance	1. Support 2. Supporting and protective
B) fatty	Fat layers		3. Protective
	Blood vessels	liquid intercellular substance. General: The cells are distant from each other; there is a lot of intercellular substance.	4. Transport

Conclusion: Connective tissue consists of the main substance - cells and intercellular substance - collagen, elastic and reticular fibers. It performs supporting, protective and nutritional (trophic) functions.

Laboratory work No. 10

The structure of the muscle and nervous tissues of animals.

Target: to get acquainted with the tissues of the animal organism, the peculiarities of their structure, depending on the function performed.

Equipment: "Smooth muscle tissue", "Nervous tissue", microscopes, table "Scheme of the structure of an animal cell."

Working process:

1. Consider the micropreparation "Muscle tissue" (Fig. B). Pay attention to the structural features of muscle cells (these are fusiform mononuclear cells). Sketch the preparation. Consider the drawing, read information about the types, properties of muscle tissue and its function. Enter the data into the table.

2. Consider the micropreparation "Nerve tissue" (Fig. D). Pay attention to the structural features of nerve cells (they consist of a body and numerous processes of two types). Sketch the preparation. Look at the picture, read information about the properties of nerve tissue and its function. Enter the data into the table.

Fabric name	Structure	Functions	Examples of
Muscular	Smooth muscle, consists of elongated cells with rod-shaped nuclei. Cross-striped muscle tissue consists of long, multinucleated fibers with a clearly visible transverse striation.	gives shape to the body, supports, protects internal organs.	The movement of animals, the ability to respond to irritation (amoeba).
	Cells (neurons) are stellate with long and short processes	perceives irritation and transmits excitement to muscles, skin, other tissues, organs; ensure the coordinated work of the body.	forms the nervous system, is part of the nerve nodes, spinal cord and brain.

Conclusion: Nervous - to entrances (neurons) have a stellate shape with long and short processes. The function transfers stimulation to muscles, skin, and other tissues. Muscular gives shape to the body, supports, protects internal organs.

Practical work No. 1

The effect of light on the growth and development of plants.

Tasks:

Observe the progress of seed germination and plant development under different conditions.

Apply the results obtained in biology lessons and in life.

Seedling growth and nutrition. The cells of the root, stalk and buds of the embryo, feeding, divide, grow, and the embryo turns into a seedling. When the seed germinates, the root appears first. While developing, it outstrips other organs of the embryo, quickly consolidates in the soil and begins to absorb water with minerals from it.

Until the seedling reaches the soil surface, organic matter stored in the seed is used for its growth and development. But if they run out before the process of photosynthesis begins, the seedling may die. Therefore, to increase the yield of cultivated plants, strict adherence to the terms and rules for sowing is of great importance.

"The influence of light on the development of plants."

Different conditions were created for radish sprouts. Some were grown in the light, others in a dark place. The photo shows that the plants, placed in a dark place, began to lag behind in development, became weak, turned yellow, and then completely died. The picture shows before and after the experiment.

From the experience I have conducted, I have concluded that plants develop well only in the light.

Conclusion: For seed germination, conditions are necessary: heat, air and water. And for the normal growth and development of plants after germination, light is also needed.

Practical work number 2

The similarities and differences of cells of plants, animals and fungi.

Target: to study the similarities and differences of cells of plants, animals and fungi.

All three main groups of organisms -

animals,

plants

They are eukaryotes. However, the structure of their cells is not the same. These differences, along with the dietary habits, formed the basis for the division of the eukaryotic super kingdom into three kingdoms.

Animal cage does not have a dense cell wall. It lacks vacuoles characteristic of plants and some fungi. The polysaccharide glycogen is usually accumulated as a reserve energy substance.

Majority plant and fungal cells, like prokaryotic cells, it is surrounded by a hard cell membrane, or wall. However, their chemical composition is different. While the backbone of the wall plant cell is a polysaccharide cellulose, mushroom the cell is surrounded by a wall, largely consisting of a nitrogen-containing polymer of chitin.

Plant cells always contain plastids, while animals and mushrooms no plastids. The reserve substance for the majority plants serves as a polysaccharide starch, and in the bulk mushrooms like in animals,- glycogen.

Handout

Practical and laboratory work is carried out in biology according to the calendar and thematic planning, in accordance with the requirements of the curriculum in biology.

The teacher informs the students in advance about the schedule for these works.

A grade for laboratory work is given to each student who was present at the lesson when this work was carried out.

Practical and laboratory work can be carried out both individually and for a couple or group of students.

Download:

Preview:

Municipal budgetary educational institution

"Torbeevskaya secondary school number 1"

Performance:

"Exchange of experience in the assessment of laboratory work of students in biology"

Prepared by: teacher of biology Mishina E.A.

rp Torbeevo 2014

Practical and laboratory work is carried out in biology in accordance with the calendar-thematic planning, in accordance with the requirements of the curriculum in biology.

The teacher informs the students in advance about the schedule for these works.

A grade for laboratory work is given to each student who was present at the lesson when this work was carried out.

Practical and laboratory work can be carried out both individually and for a couple or a group of students.

Execution reports preparationlaboratory work is carried out in a biology workbook.
3-4 cells retreat from the previous work and write down the date. In the middle of the next line, write the number of the laboratory work.Further, each time, on a new line, they write down the topic and purpose of the work, list the equipment used. After the line “work progress”, the work is briefly described in stages.
If in the course of work a question is asked, then the answer is recorded, if it is required to draw up a picture, fill in a table, then a drawing is drawn accordingly or a table is filled.
Drawings must be sizednot less than 6 × 6 cm.it is not necessary to draw everything that can be seen through the microscope, it is enough to sketch a small fragment. All figures must be marked with component parts. Otherwise, the score is lowered.
Figures should be located on the left side of the notebook sheet, captions for figures - at the bottom.
The tables are filled out clearly and accurately. The table should occupy the entire width of the notebook page.
The diagrams should be large and clear, executed with a simple pencil (the use of colored pencils is allowed), contain only the main, most characteristic features and details.
Answers to questions should be reasoned and stated in your own words; answers like “yes” or “no” will not be accepted.

At the end of each labmust be recorded conclusion based on the results of the work performed (the conclusion is formulated based on the purpose of the work).

Lab work without inference may not be appreciated.

When assessing the effectiveness of the implementation of practical and laboratory work, the teacher uses the following criteria:

the student's ability to apply theoretical knowledge when performing work;
the ability to use devices, tools, independence when completing a task;
the pace and rhythm of work, clarity and consistency of the task;
achieving the required results;
formulation of a conclusion about the results of the study and registration of the results of work.

1) correctly defined the purpose of the experiment;

2) completed the work in full, observing the required sequence of experiments and measurements;

3) independently and rationally chose and prepared the necessary equipment for the experiment, conducted all the experiments in conditions and modes that ensure the receipt of results and conclusions with the greatest accuracy;

4) scientifically competently, logically described the observations and formulated conclusions from the experience. In the presented report, he correctly and accurately completed all records, tables, figures, drawings, graphs, calculations and made conclusions;

5) correctly performed the error analysis (grades 9-11).

6) demonstrates organizational and labor skills (maintains a clean workplace and order on the table, economically uses consumables).

7) the experiment is carried out according to the plan, taking into account safety measures and the rules for working with materials and equipment.

Grade "4" is given if the student has fulfilled the requirements for grade "5", but:

1.the experiment was carried out under conditions that do not provide sufficient measurement accuracy;

2. or two or three shortcomings were made;

3.or no more than one blunder and one defect,

4. or the experiment is incomplete;

5. or made inaccuracies in the description of observations from experience, made incomplete conclusions.

1. correctly defined the purpose of the experiment; the work is performed correctly at least half, however, the volume of the completed part is such that it allows obtaining the correct results and conclusions on the main, fundamentally important tasks of the work;

2. or the selection of equipment, objects, materials, as well as work on the beginning of the experience was carried out with the help of a teacher; or in the course of the experiment and measurements, mistakes were made in the description of observations, in the formulation of conclusions;

3. the experiment was carried out in irrational conditions, which led to obtaining results with a greater error; or in the report, a total of no more than two errors were made (in the records of units, measurements, in calculations, graphs, tables, diagrams, analysis of errors, etc.) of a nature not fundamental for this work, but influencing the result of the execution; either the error analysis is not performed at all or is performed incorrectly (grades 9-11);

4. makes a gross error during the experiment (in the explanation, in the design of the work, in the observance of safety rules when working with materials and equipment), which is corrected at the request of the teacher.

1. did not define independently the purpose of the experiment; did not complete the work completely, did not prepare the necessary equipment and the volume of the completed part of the work does not allow making the correct conclusions;

2. or experiments, measurements, calculations, observations were made incorrectly;

3. or in the course of work and in the report, all the deficiencies noted in the requirements for rating "3" were discovered in the aggregate;

4. makes two (or more) gross mistakes in the course of the experiment, in the explanation, in the design of the work, in the observance of safety rules when working with substances and equipment, which cannot be corrected even at the request of the teacher.

1. completely failed to start and formalize the experience; does not do the job; shows the lack of experimental skills; did not comply or grossly violated labor safety requirements.

Assessment of observation skills.

Grade "5" is given if the student:

2. highlighted the essential features of the observed object (process);

3. logically, scientifically competently formalized the results of observations and conclusions.

Grade "4" is given if the student:

1. correctly conducted the observation as instructed by the teacher;

2. when identifying essential features of the observed object (process), named minor ones;

3) allowed negligence in the execution of observations and conclusions.

Grade "3" is given if the student:

1. made inaccuracies and 1-2 mistakes in conducting observations on the instructions of the teacher;

2. when identifying essential features of the observed object (process), selected only a few;

3) made 1-2 mistakes in the design of observations and conclusions.

Grade "2" is given if the student:

1. made 3 - 4 mistakes in conducting observations on the instructions of the teacher;

2. incorrectly identified the signs of the observed object (process);

3. omitted 3 - 4 errors in the design of observations and conclusions.

Grade "1" is given if the student:

Does not possess the ability to conduct surveillance.

As a rule, during practical and laboratory work, tasks are not differentiated by levels, therefore, the assessment of the results of the completed task is carried out by the teacher on the basis of the proposed criteria.

what was measured and by what method;

what charts were drawn;

what results were obtained.

OUTPUT BY SCHEDULE (template):

Experimentally obtained dependence graph function name in words from argument name has the form of a straight line (parabola, hyperbola, smooth curve) and qualitatively coincides with the theoretical dependence of these characteristics, which has the form formula(if the type of dependence is unknown, then it is not necessary to give it).

OUTPUT BY ANSWER (pattern):

The experimentally obtained value of the quantity full name of the physical characteristic equal to symbol = (average ± mistake) ·10 degree unit(δ = ___%), within the error limits coincides (does not coincide) with the tabular (theoretical) value of this quantity, equal to number, unit.

Plotting

1. Graphs are made in pencil on graph paper or on a sheet of paper with a size of at least ½ of a notebook sheet.

2. A rectangular coordinate system with UNIFORM axis marking. Argument values are plotted along the X-axis, and function values are plotted along the Y-axis.

3. The scale and origin of coordinates are chosen so that the experimental points are located over the entire area of the drawing.

4. The scale unit must be a multiple of 1 × 10 n, 2 × 10 n 3 × 10 n etc., where n= …-2, -1, 0, 1, 2, ….

5. Next to the axis, the letter designation, order and dimension of the physical quantity are given.

6. Under the chart - the full name of the chart WORDS.

7. No lines and marks, explaining the construction of points on the graph, can be drawn.

Examples:

RIGHT

WRONG

Cover page decoration

Report

for laboratory work No.

«__________________________________________________________ __________________________________________________________»

Completed Art. group

____________________________

Lecturer (academic, title)

____________________________

EXAMPLE OF LABORATORY REPORT

State autonomous educational institution of the Astrakhan region of higher professional education

"Astrakhan Civil Engineering Institute"

TOafedra Physics and mathematics, information technology

Report

for laboratory work No. 1.2.

STUDY OF ERRORS OF ACCELERATION MEASUREMENT

FREE FALL WITH THE HELP OF A MATHEMATICAL PENDULUM "

(name of laboratory work)

Completed Art. PGS groups - 11-10

Ivanov Ivan Ivanovich

Lecturer: Ph.D., Assoc.

_____Petrov Sergei Ivanovich

1.09.11 Petrov

5.09.11 Petrov

Purpose of work: 1) studying the oscillations of a mathematical pendulum: measuring the period of its oscillations and determining the acceleration of gravity;

2) assessment of random and instrumental measurement errors; study of the dependence of the width of the confidence interval on the number of experiments and confidence probability.

Experimental setup diagram