Differential UV spectroscopy is employed to investigate the interaction of poly-U with Mg2+, Ca2+, Mn2+ and Cu2+ ions in aqueous solution. Mg2+ and Mn2+ ions are observed to bind only to the polynucleotide phosphates, while Cu2+ and Ca2+ also interact with the poly-U bases. The most probable coordination sites are O(4) and also N(3) for Cu2+ ions. N(3) is a coordination site of Cu2+ ions in UMP and uridine. The rest of the ions do not interact with the bases of the free monomers. Unlike the non-cooperative Cu2+-UMP binding, the ion interaction (including Ca2+) with the poly-U bases is characterized by a positive cooperativity. The association constant of Ca2+ (45 1. mol-I) is 45 times lower than that of Cu2+.

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The article considers the feasibility of integrating artificial intelligence technologies into school education and identifies a problem in identifying didactic elements in the field of artificial intelligence, which must be mastered in a school informatics course. The purpose of the article is to propose variant of the content of teaching the elements of artificial intelligence for the general education of schoolchildren as part of the curricular and extracurricular activities in informatics. An analysis of the psychological, pedagogical and scientific-methodical literature in the field of artificial intelligence made it possible to identify the appropriateness of teaching schoolchildren the elements of artificial intelligence in the framework of a comprehensive informatics course, as the theoretical foundations of modern information technologies. Summarizing and systematizing the learning experience of schoolchildren in the field of artificial intelligence made it possible to form variant of the content of teaching the elements of artificial intelligence, which can be implemented in a compulsory informatics course for 9th grade, as well as in elective classes. The results of the study are the theoretical basis for the further development of the components of the methodological system of teaching the elements of artificial intelligence in a school informatics course. The research materials may be useful to specialists in the field of teaching informatics and to informatics teachers.

Problem and goal. The problem of insufficient substantive and methodological support for the training of basic school pupils in the field of artificial intelligence (AI) is considered. The aim is to identify the features of the application of the system-activity approach to teaching basic school pupils in the field of artificial intelligence, to describe the principles of teaching school pupils the basics of artificial intelligence and the conditions for their implementation, to highlight the types of school pupils activities in the context of the system-activity approach. Methodology. A set of methods was used: analysis of regulatory documents that determine the priority tasks of our country; analysis of research and scientific and methodological publications in the field of teaching AI for basic school pupils in the domestic and foreign education system; reflection of the content of the knowledge gained; identification of methodological approaches; search for principles, conditions and opportunities for teaching elements of AI to basic school pupils; local pedagogical experiment. Results. A comparative analysis of the methodological experience of predecessor teachers made it possible to identify the possibility and effectiveness of the application of the system-activity approach to teaching basic school pupils in the field of AI. The revealed approach made it possible to determine the fundamental principles of teaching the elements of artificial intelligence, the conditions for their implementation, as well as the most appropriate types of activities for basic school pupils. Conclusion. Today AI technologies are actively developing information technologies and possession of them has a positive effect on the level of information culture of a school pupils, which, in accordance with the requirements of the information society, must be formed, at least, in basic school. The results of the study made it possible to substantiate the possibility and expediency of applying the system-activity approach to teaching the elements of artificial intelligence to basic school pupils, starting from grade 5.