Intelligent predictive methods have the power to reliably estimate water saturation (Sw) compared to conventional experimental methods commonly performed by petrphysicists. However, due to nonlinearity and uncertainty in the data set, the prediction might not be accurate. There exist new machine learning (ML) algorithms such as gradient boosting techniques that have shown significant success in other disciplines yet have not been examined for Sw prediction or other reservoir or rock properties in the petroleum industry. To bridge the literature gap, in this study, for the first time, a total of five ML code programs that belong to the family of Super Learner along with boosting algorithms: XGBoost, LightGBM, CatBoost, AdaBoost, are developed to predict water saturation without relying on the resistivity log data. This is important since conventional methods of water saturation prediction that rely on resistivity log can become problematic in particular formations such as shale or tight carbonates. Thus, to do so, two datasets were constructed by collecting several types of well logs (Gamma, density, neutron, sonic, PEF, and without PEF) to evaluate the robustness and accuracy of the models by comparing the results with laboratory-measured data. It was found that Super Learner and XGBoost produced the highest accurate output (R2: 0.999 and 0.993, respectively), and with considerable distance, Catboost and LightGBM were ranked third and fourth, respectively. Ultimately, both XGBoost and Super Learner produced negligible errors but the latest is considered as the best amongst all.

Проблема и цель. В статье представлено исследование по проблеме активизации учебнопознавательной деятельности студентов. Цель статьиобосновать эффективность применения информационно-коммуникационных технологий для активизации самостоятельной познавательной деятельности студентов при изучении математики на первых курсах обучения. Методология. Основными методами исследования являются анализ научной литературы, посвященной проблеме развития познавательной активности студентов, проблемам организации самостоятельной работы студентов и вопросам использования возможностей современных информационно-коммуникационных технологий в образовании; анализ и обобщение нормативной документации, связанной с учебным процессом в вузе; анализ практики и опыта в области преподавания математики в техническом вузе, экспериментальные методы с привлечением диагностического инструментария, статистической обработки и экспертных оценок. Результаты. В статье проведен анализ различных аспектов понятий познавательной активности и самостоятельной учебно-познавательной деятельности студентов. Авторами выявлен комплекс педагогических условий активизации самостоятельной познавательной деятельности студентов. Выделены уровни развития познавательной активности, предложены критерии для определения уровня сформированности познавательной активности студента. Выявлена тесная связь и взаимодействие всех рассмотренных педагогических условий. Результаты эксперимента подтвердили, что внедрение в практику заявленных нами условий обеспечивает формирование и развитие познавательной активности студентов уже на начальных этапах обучения в вузе. Обоснована необходимость включения в данный комплекс использования современных информационно-коммуникационных технологий в образовании. Заключение. Полученные авторами результаты свидетельствуют о том, что к важнейшим условиям активизации познавательной деятельности студентов технического вуза при изучении математики следует отнести вовлечение студентов в различные виды активной самостоятельной учебно-познавательной деятельности, а также использование в обучении специально разработанной системы развивающих и творческих заданий. Включение информационно-коммуникационных технологий в процесс обучения на всех его этапах повышает уровень Каменева Галина Анатольевнакандидат педагогических наук, доцент кафедры высшей математики, Магнитогорский государственный технический университет им. Г. И. Носова.

Food production specificity requires improvement of systems of automatic regulation of the processes in aggregates, apparatus, and facility. In creating an adaptive process control system for food production, based on the model of a control object, an additional analysis should be done to choose the identification algorithm of a real, fairly representative sample of input data and output measurement results. By now a lot of recurrent identification algorithms are development and in one or another extent investigated. The little part of these algorithms is implemented into software, such as Matlab, Unity Pro, and other similar ones. But the problem is that among all of these algorithms the best one for real conditions of identification is absent. And a practicing engineer, who takes up the implementation of an adaptive control system with an identifier, is faced with the problem of choosing a specific identification algorithm.In this research, by using simulation modelling, over 53 recurrent identification algorithms were analyzed, plus the main modifications of these algorithms, and a total of 47 possible estimation criteria for non-stationary multidimensional dynamic objects. Based on this analysis of the object class in question, several algorithms were recommended to engineering practice. Possibilities of a software package that has the most complete set of parametric identification algorithms today are discussed. For these specific conditions of the identification algorithms comparison into the package by identifying the stationary coefficients into object equation, the most effective were: Aizerman-1, Kachmazh, Nagumo-Noda, Rastrigin, Kalman Filter, Forgetting Factor, Tsypkin. With non-stationary coefficients of the object -Kachmazh, Nagumo-Noda, Kalman Filter. The best result was shown by the Nagumo-Noda identification algorithm.

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The article is devoted to the problems of using innovative technologies in the process of training future specialists in the field of applied physics and engineering. The necessity of development and implementation of innovative technologies in higher education is substantiated. The effectiveness of the proposed technologies is evaluated in terms of the formation of professional competencies of bachelors. The article considers innovative approaches and the corresponding educational technologies. The experience of the development and integration of innovative technologies in the educational process of a technical university is described on the example of teaching mathematical subjects for students. The article describes the experience of the effective use of electronic educational environment of the university to create original elements of electronic educational resources, considers the possibility of introducing students to VR \ AR technologies in the framework of project activities. The article discusses the results of a training experiment in which students of technical training areas participated.