Despite progress, despite the constant receipt of new information about our planet and outer space, all this knowledge does not always find a grateful listener. Until now, many of us firmly believe in some myths, for which there is simply no real basis for their existence. It’s good, at least the Earth is recognized as round (or geoid) by the overwhelming majority of educated people, otherwise they would still consider it flat. In general, let's look at the list of the most popular “astronomical” myths and read their refutation.
Crime and phases of the moon. You can often hear that when the phases of the moon change, the crime rate decreases or increases. Even quite serious publications write about this, not to mention mentioning this fact on TV and in newspapers. It turns out that this is a myth that began to travel around the world, originating in New Zealand. There is a Green Party in this country, whose representatives, for some reason, launched the myth “into the people.” In fact, there are no statistical data confirming the synchronous change in crime rates depending on the phases of the moon.
Multi-million dollar development of a “space” pen. In fact, NASA has never invested millions of dollars into developing a pen for astronauts. At first, American cosmonauts, just like the Russians, used pencils. Then a man came along who invented a pen that could write in space and in the ocean. NASA bought 400 of these pens from him for $6 each. The inventor's name was Paul Fischer, and his pens were also used in the USSR.
The stars are visible during the day from the well. I don’t know why, but this myth is very popular. He was even mentioned in one of the Soviet video productions of some fairy tale. In fact, the myth has existed for a very long time, it was mentioned by Aristotle. But no stars can be seen from the well during the day, because the deeper we go underground, the brighter the opening of the mine or well above us seems to us. And no stars can be seen.
Face on Mars. This photo was published everywhere, and everyone commented on it. In fact, this is not a creation of the Martians, it is just a play of light and shadow. The myth was refuted very quickly - it was enough to take a picture of the surface of Mars with sufficient magnification to understand that there was no mask on the surface of Mars. The photo above can serve as evidence of this. As you can see, this rock has little in common with a human face.
Mercury is the hottest planet in the solar system. In fact, Mercury is the closest planet to the Sun, but it is not at all as hot as is commonly thought. Venus is the hottest planet in the solar system, if the temperature is measured at the surface. As you know, the same greenhouse effect that scientists talk about today takes place on this planet.
Galileo was not the first inventor of the telescope. In fact, the earliest known telescope was created in 1608 by Hans Lippershey. Galileo Galilei actually simply used a telescope design that had long been known before him, but it was he who made many astronomical discoveries.
Copernicus. This scientist, who did a lot to transform the ossified Middle Ages into what we have now, was still not the first person to propose that the Earth revolves around the Sun. Before him, such assumptions were made by ancient scientists, in addition, such an assumption was found in ancient Indian documents in Sanskrit.
The dark side of the moon. The fact that the Moon does not rotate is a myth like all the others. It rotates, but very slowly, and in such a way that to an observer from Earth it seems that the Moon always faces the same side. This is all a myth that astronomers debunked quite a long time ago - tell everyone that the Moon does rotate.
Gas giants. Despite popular belief, Jupiter is not just a ball of gas. The gas giants of the solar system, such as Jupiter, Saturn, Uranus and Neptune, have a very dense atmosphere, which, as it approaches the center, first transforms into a liquid and then into a solid state. For example, the core of Jupiter is believed to consist of metallic hydrogen.
Alpha Centauri. This star system is indeed closest to our solar system. However, neither Alpha Centauri A nor Alpha Centauri B are the closest stars to us. The closest star is Proxima Centauri.
The Great Wall of China. Tourists who are planning to visit China are often told that the Great Wall of China is such a large object that it can be seen from space. In fact, this is not true. But some other man-made objects are visible from space - for example, bridges and dams.
Another plus three planets in the solar system June 18th, 2016
We have already discussed that the existence has been practically proven, but new calculations carried out by astronomers indicate that there may be not one, but three unknown planets in the Solar System
Observations of the trajectories of objects in the belt and far beyond the Kuiper belt allowed astronomers from the California Institute of Technology to hypothesize the existence of a ninth planet in the solar system. The ninth planet, Planet X, is believed to be ten times more massive than Earth and to orbit with an orbital period of 10,000 to 20,000 years. This assumption at one time created a real sensation in the astronomical community and many scientists turned their attention to this issue. As a result of this interest, another unexpected theory emerged, supported by the results of mathematical calculations.
And, according to this new theory, everything that is observed beyond the orbit of Pluto is best explained by the presence of not one, but three planets still unknown to science.
As a result of these new calculations, which were based on a numerical (N-body) simulation, the actual orbit of Planet Nine should be slightly different from the one calculated by Konstantin Batygin and Mike Brown. Only under these conditions can the situation beyond the orbit of Pluto remain stable for a long period of time. But this new theory does not answer one of the main questions: are ETNO objects (extreme trans-Neptunian objects) really unstable and their behavior is determined by certain external factors? Or are they stable in themselves and moving in stable orbits?
“If ETNO objects are unstable, then they should constantly arrive from a point located at a distance of a thousand astronomical units, i.e. from the Oort cloud,” says astronomer Carlos de la Fuente Marcos. "But if they are stable objects, then there should be a great many such objects in similar orbits, which we do not currently see."
However, the stable motion of many ETNO objects can be explained by the complex influence of gravity of at least two, and possibly more, planets of the Solar System, which are not yet known to scientists. The analysis was based on data on the trajectories of large objects, such as (90377) Sedna, 2012 VP113, 2004 VN112, 2007 TG422 and 2013 RF98, and many other smaller objects. “We found that the presence of a ninth planet is a good predictor of the orbital stability of some of the large ETNO objects.
Some other objects must move in unstable orbits and after some time they can and should be “expelled” from the Solar System,” the researchers write. “Our calculations show that to ensure the stability of the trajectories of some objects, the ninth planet, Planet X, must itself to move along a trajectory slightly different from the one that was calculated earlier. And the fact that the motion of other objects is stable can only be explained by the presence of at least two more planets, which, like the ninth planet, are still unknown to modern science."
sources
Venus is the second planet from the Sun and closest to Earth. But before the start of space flights, quite little was known about Venus: the entire surface of the planet was covered with thick clouds that did not allow it to be explored. These clouds consist of sulfuric acid, which largely reflect light.
Therefore, it is impossible to view the surface of Venus in visible light. The atmosphere of Venus is 100 times denser than Earth's and consists of carbon dioxide. Venus is illuminated by the Sun no more than the Earth is illuminated by the Moon on a cloudless night.
However, the Sun heats the planet's atmosphere so much that it is always very hot - the temperature rises to 500 degrees. The reason for such strong heating is the greenhouse effect created by the atmosphere of carbon dioxide. The atmosphere on Venus was discovered by the great Russian scientist M.V. Lomonosov on June 6, 1761, when the passage of Venus across the disk of the Sun could be observed through a telescope. This cosmic phenomenon was calculated in advance and was eagerly awaited by astronomers around the world. But only Lomonosov drew attention to the fact that when Venus came into contact with the disk of the Sun, a “hair-thin radiance” arose around the planet.
Lomonosov gave the correct scientific explanation for this phenomenon: he considered it the result of refraction of solar rays in the atmosphere of Venus. “The planet Venus,” he wrote, “is surrounded by a noble air atmosphere, such (if only not more) than that which surrounds our globe.”
The pressure reaches 92 earth atmospheres. This means that for every square centimeter a column of gas weighing 92 kilograms presses. The diameter of Venus is only 600 kilometers smaller than that of Earth, and the gravity is almost the same as on our planet. A kilogram weight on Venus will weigh 850 grams. Thus, Venus is very similar to Earth in size, gravity and composition, which is why it is called an “Earth-like” planet, or “sister Earth.” Venus rotates on its axis in the opposite direction to the other planets in the solar system - from east to west. Only one other planet in our system behaves this way - Uranus. One revolution around its axis takes 243 Earth days. But the Venusian year is only 224.7 Earth days. It turns out that a day on Venus lasts more than a year! On Venus there is a change of day and night, but there is no change of seasons.
Nowadays, the surface of Venus is explored both with the help of spacecraft and with the help of radio emission. Thus, it was discovered that most of the surface of Venus is occupied by hilly plains. The ground and sky above it are orange. The surface of the planet is pitted with many craters caused by the impacts of giant meteorites. The diameter of these craters reaches 270 km! We also learned that there are tens of thousands of volcanoes on Venus. Recent studies have shown that some of them are active. Venus has no natural satellites.
Venus is the third brightest object in our sky. Venus is called the Morning Star, and also the Evening Star, because from Earth it looks brightest shortly before sunrise and sunset (in ancient times it was believed that morning and evening Venus were different stars). Venus is the only planet in the solar system that received its name in honor of a female deity - the remaining planets are named after male gods.
Ekaterina Kostina
Project “I want to know everything about space”
Passport project.
No. O project Contents
1 Name project« I want to know everything about space!»
2 Purpose project Formation of children's ideas about space, outer space. Promote the development of children's cognitive and intellectual abilities.
3 Tasks project For children:
Systematize ideas about the Universe, the Solar system and its planets
Expand children's knowledge about public holidays, introduce them to significant dates that are important for our country - Day Cosmonautics
Form a concept of yourself as an inhabitant of planet Earth
Development of cognitive and intellectual abilities
Fostering a sense of pride in the achievements of domestic scientists and astronauts;
Fostering a caring attitude towards what is on our planet;
Developing communication skills, friendships, and teamwork skills.
Develop the ability to listen to each other.
For parents:
Involve parents in the problem of development of the child’s cognitive sphere, using questionnaires, creating homemade books, newspapers and other forms of work
Stimulate the creative activity of parents through participation in children’s leisure time
Promote the establishment of partnerships between parents and teachers in matters of upbringing and education of children
Involving parents in joint activities with children and teachers to celebrate the Day astronautics
For teachers:
Ensure the implementation of educational, developmental and training tasks through children’s mastery of educational areas;
Create conditions for independent and joint activities of children with adults within the framework of the implemented project;
Replenishment and enrichment of methodological, didactic and visual material on the topic « Space» .
4 Participants project Children of the preparatory group of GBDOU No. 74, teachers, parents
6 Responsible for implementation project Educators: Pashchenko A. A., Travyanikova E. O.
Implementation stages project.
Stage I. Analytical
Creating a problematic situation. Conversation, drawing, quiz game. 1. Find out what children know about space, O cosmic bodies, about the profession astronaut, O space discoveries. 1 week Teachers, children
Design of a parent's corner on the topic project. Creation of a newspaper, registration of consultations and moving folders. 1. Provide parents with information about the start project« I want to know everything about space!» , about the topics of classes, about the forms of work within project
Selection of visual and didactic aids on the topic, demonstration material, games and tasks. Contribute to the organization of joint search and information activities of children and adults 1. Select visual and didactic aids on the topic project in accordance with the age characteristics of children in the preparatory group.
2. Draw the attention of parents to the topic being studied.
3. Promote the development of the relationship between children and parents during communication on the topic project.
1 week Teachers, deputy head according to UVR
Conversation with parents Consultation 1. Involve parents in working together with children within project.
2. Ask to show children films about space, books, go with the children to the planetarium, museums, talk about space. 1 week Teachers, parents
Stage II. Organizational.
Drawing up a long-term plan for working with children Round table 1. Planning and forecasting upcoming work within project. 1 week Teachers, deputy head according to UVR
Development of lesson notes, visual aids, presentations. Round table of teachers 1. Make lesson plans, write detailed notes.
2. Think over topics and layouts for presentations. 1 week Teachers
Production of materials needed for classes. Master class 1. Enrichment of the subject-development environment.
2. Make the necessary visual aids for classes.
3. Involvement of parents. 1 week Teachers, parents
Stage III. Practical.
What about we know in space? Review of books, encyclopedias, illustrations on the topic. Conversations.
Drawing "As I imagine space» .
Game "Right and Wrong".
Going to the planetarium with your parents. 1. Show children the importance of illustrations in the formation of ideas about space and astronauts.
2. Activate spoken language.
3. Give children the opportunity to express their ideas about space on paper in the form of drawings.
4. Find out during the game the amount of children’s knowledge about space. 1 week Teachers, children, parents
And we are in space gathered! Joint design of an exhibition of books about space and astronauts.
Creating a newspaper for the parents' corner. 1. Provide parents with information about project.
2. Teach children to work together.
3. Learn to arrange material according to importance.
4. Learn how to design newspapers. 1 week Teachers, children
What are stars and galaxies?
What makes our Earth unique?
Who is astronaut? Reading articles about space, stars, planets. Looking at illustrations. Demonstration of presentations. Conversation.
Construction "Starry Sky" (teamwork).
Writing a descriptive story.
Story. 1. Maintain children's interest in literary words.
2. To promote children’s visual perception of illustrations on the topic space.
3. Help broaden children's horizons.
4. Learn coherent and grammatically correct speech.
5. Improve skills in working with colored paper, scissors, and glue.
6. Develop children's imagination.
7. Learn to work in a team, together, together.
Week 2 Teachers, children, parents
“Yuri Alekseevich Gagarin is the first astronaut.»
"If I were astronaut.»
« Spacecraft.» Story, conversation.
Compiling a story.
Modeling « Astronaut» .
Drawing "Portrait of Yu. Gagarin".
Conversation on the topic "Development space» . Preliminary consultation for parents on this topic. 1. Develop children’s interest in the profession astronaut.
2. Introduce the personality of Yu. A. Gagarin.
3. Development of skills in composing a coherent story.
4. Develop skills in perceiving visual information.
5. Increase knowledge about space, spaceships.
6. Development of fine motor skills during the modeling process.
7. Improving the skills of drawing a portrait of a person.
8. Enrich children’s knowledge about public holidays of the Russian Federation (Day astronautics) Week 3 Teachers, children, parents
"IN space rocket» .
"Is there life on Mars?" Conversation.
Game "IN space rocket» .
Modeling "Rocket".
Drawing "Galaxy".
Game by stations "Researchers space» .
Drawing "Animal from Another Planet".
1. Enrich children's knowledge about spaceships.
2. Development of fine motor skills during the modeling process.
3. Development of imagination.
4. Learn to apply the acquired knowledge in practice.
5. Learn to create an image of a galaxy on paper.
6. Develop imagination, skills in using paints and brushes.
7. Teach teamwork, together.
8. Tell the children what the station game is. Play it.
9. Introduce children to research space, talk about famous scientists, astronauts.
10. Show short educational films about space, O space discoveries. Week 4 Teachers, children, parents
“What is our sun?”
“What makes our planet unique?” Conversation.
Modeling "Solar System" (teamwork).
Drawing "Solar System".
Writing a descriptive story about our planet.
Quiz game « Connoisseurs» 1. Develop the ability to listen carefully.
2. Develop fine motor skills during the modeling process.
3. Improve your skills in drawing the planets of the solar system.
4. Develop skills of coherent and grammatically correct speech, the ability to listen to others.
5. Determine the level of mastery of the material.
6. Improve teamwork skills.
Week 5 Teachers, parents, children
« Space crossword» Creating a crossword puzzle. 1. Development of teamwork skills.
2. Development of imagination.
3. Development of coherent speech, logic and thinking. Week 5 Teachers, children, parents
"ABOUT space!» Listening to songs and poems about space. 1. Development of listening skills for coherent, expressive speech.
2. Show the expression of feelings and moods with the help of music and poetry. Week 5 Teachers, children, parents
« Space crafts» Making crafts and models. 1. Support the creative activity of children and parents, the ability to negotiate and unite. 5 week
Stage IV. Final, diagnostic.
Exhibition of drawings, models, handicrafts of all participants project. The work of tour guides. Exhibition design. 1. Create a joyful emotional mood.
2. Teach to enjoy the results of creativity.
3. Develop speech, the ability to talk about the process preceding the exhibition. Week 5 Teachers, children, parents
“What did we get?” Conducting a survey among parents about the progress project and project results. 1. Find out the significance of the past project.
2. Ask for an assessment project and its results.
3. Find out whether everything is project Was it enough or was there something missing? Week 5 Teachers, parents
List of used literature:
1. Education and training program in kindergarten. Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, M. "Mosaic-Synthesis", 2005.
2. G. Yurmin, A. Dietrich. Because. Fun encyclopedia. - Moscow, 1999.
3. Kalashnikov V. About stars and planets.
4. Space. Children's encyclopedia. -Moscow, 2000.
5. Leonov A. I’m going out to space. - Moscow, 1985.
6. Levitan E. P. Kids about stars and planets. - Moscow, 1981.
7. Why. Ed. A. Aleksina. - Moscow, 1992.
8. Skorolupova O. A. Conquest space. – 2nd ed., Moscow, 2007.
