The photo is updated daily. Sometimes it is possible to turn off the cameras on the satellite.

The sun is at a wavelength of 171 angstroms (ultraviolet range), which corresponds to a temperature of about 1 million degrees.

The sun is at a wavelength of 171 angstroms (ultraviolet range), which corresponds to a temperature of about 1.5 million degrees.

The sun is at a wavelength of 171 angstroms (ultraviolet range), which corresponds to a temperature of about 2 million degrees.

The sun is at a wavelength of 304 angstroms (ultraviolet range), bright spots have a temperature of about 60-80 thousand degrees.

The SOHO satellite has a spectrometric coronagraph capable of taking photographs of the solar corona by blocking light coming directly from the star, obscuring it with a disk and creating an artificial eclipse in the instrument itself.The position of the solar disk is marked with a white circle.The most characteristic feature of the corona is the coronal rays - almost radial stripes that can be seen in photographs. INA coronal mass ejection can also be seen using a coronagraph.

Online solar wind image from SOHO satellite

Solar wind. The photo covers about 8.5 million kilometers

The image covers about 45 million kilometers. Many background stars are visible

SOHO Tools

One of the satellite's main instruments is EIT, which stands for Extreme ultraviolet Imaging Telescope.

It shows images of our star's atmosphere taken at wavelengths of 171, 195, 284 and 304 angstroms. The bright areas in the photograph taken at wavelength 304 have temperatures between 60,000 and 80,000 degrees Kelvin. 171 corresponds to temperatures of 1 million degrees, 195 corresponds to bright areas having a temperature of 1.5 million degrees, and finally, 284 corresponds to a temperature of 2 million degrees Kelvin.

Also installed on SOHO is an MDI device (Michelson Doppler Imager-Doppler shift meter). It allows you to shoot at a wavelength of 6768 angstroms, at this wavelength it is very good to observe Sunspots.

The MDI instrument also makes magnetograms showing the magnetic field in the solar photosphere. Black and white areas indicate opposite polarity.

Walk
Winter.
Observing the sun.
Goal: Continue acquaintance with natural phenomena. Clarify children's knowledge that in winter the sun shines and does not warm at all. Clouds often appear in the sky and hide the sun. It almost never appears in the sky. Give an idea of ​​the signs of winter. Encourage children to spend a long time in the fresh air, even when it is cold and frosty. Maintain a joyful mood.

Independent activity for children: bring out scoops, molds, buckets, spatulas for playing with snow. Invite children to make cakes and ice cream out of snow. Take out the sleds and ice cubes for skating along the paths and down the hills.

Research activities.

Goal: Show children that water in a bottle that is under the snow freezes more slowly than water in a bottle that is on the snow.

Educator: Guys, I have two bottles of water. We will put one bottle on the snow, and we will bury the other in the snow. Let's see where water freezes faster.

Observing the sun.

Questions:
1. What day is it today: sunny or cloudy?
2. How did you know that today is a clear day?
3. Look at the sky, guys. What do you see? (The sun is barely visible because of the clouds).
4. Where does the sun rise?
5. What kind of sun? (Round, pale, not very large).
6. What does the sun look like? (On the ball).
7. What is the weather today? (Cool).
8. How does the sun warm? (The sun is shining, but it’s not warm at all).

Artistic word:

The sun is clear, dress up,
Red sun, show yourself,
Put on the scarlet dress
Give us a red day!
A. Prokofiev.

Didactic game “Let's treat the sun to a cake”:

Goal: Continue teaching children how to make a cake out of snow using molds. Cultivate a friendly attitude towards others. Create a desire to please others.

Labor activity:

Clearing paths on site.

Goal: Continue to instill in children a desire to participate in work and provide assistance to adults. Teach to maintain cleanliness and order in the area, encourage. Teach children to work together, to receive joy from the work performed and its result.

Educator: Guys, our janitor is old and does not have time to remove the snow in the areas. It is very difficult for him to bend over and shovel snow with a large shovel, to clear paths of snow - look how much of it there is on our site. The weather did its best and piled up a lot of snow. Let's help the janitor clear the snow from the paths. You are strong and fast. We will pile the snow near the trees. Why do you think? Trees are cold in winter, their roots are poorly covered with snow. You already know that it is warmer under the snow. And if we cover the tree roots with snow, they will not freeze.

Outdoor game: “Give a snowball to the sun.”

Goal: To teach the rules of turn in the game, requiring the same actions with one common object. Develop accuracy. Learn to hit the target.

Take out the basket and make snowballs. Throwing snowballs into a basket. Who will give the sun the most snowballs?

Outdoor game: “Sunny Bunnies”.

Goal: Develop dexterity. Encourage independent, active actions. Inspire joy in completed actions.

Educator: Guys, look how beautiful the sunbeams are. They want to play with you.

The teacher makes sunbeams with a mirror.

Educator:
The runners are jumping -
Sunny bunnies.
We call them, they don’t come,
They were here - and they are not here.
Jump, jump around the corners...
Where are the bunnies? Gone.
Haven't you found them anywhere?
A. Brodsky

Beckon with your finger
And catch bunnies.

Children try to catch "bunnies".

Objectives of the priority educational area:
“Cognitive development” – development of children’s interests, curiosity and cognitive motivation; the formation of cognitive actions and primary ideas about objects of the surrounding world, their properties and relationships (winter and its signs; properties of snow and ice); development of cognitive and research activities through experimentation.
Educational objectives in the integration of educational areas:
“Speech development” - enrichment of active vocabulary (snow is crispy, creaky, fluffy, sparkling, shiny, white, cold; ice is slippery, smooth; invitation); development of coherent, grammatically correct speech.
“Physical development” - gaining experience in motor activity aimed at developing coordination of movements, gross and fine motor skills of the hands, performing basic movements; formation of useful habits (self-care skills).
“Cognitive development” - the formation of primary ideas about the objects of the surrounding world, their properties and relationships: enrichment and systematization of children’s ideas about the properties of ice and snow; generalization of children’s ideas about the signs of winter (it snows in winter; the sun shines, but does not warm; trees stand without leaves; it’s cold outside; people are dressed warmly; there is ice in winter; ice is frozen water); development of children's interests, curiosity and cognitive motivation.



Summary of the lesson "About goldfish and the diversity of aquarium fish" for children of primary preschool age
Purpose: to give children a general idea of ​​goldfish and the variety of aquarium fish; clarify and consolidate their knowledge about the external characteristics of fish, use models, consolidate knowledge of models, and the ability to use them when making comparisons; teach to distinguish crucian carp from goldfish by characteristic features (color, size); activate children's vocabulary: aquarium, fins, floats, grabs food.


Direct educational activities in
second junior group “The Snowman came to visit us”
Integration of educational areas:
Cognition: encourage research interest, expand understanding of the characteristic features of winter nature (cold, snowing).
Communication: help children, communicate kindly with each other, continue to expand and activate children's vocabulary.
Socialization: create situations that promote the formation of an attentive, caring attitude towards others.
Labor: develop a caring attitude towards your own crafts and the crafts of your peers; encourage people to talk about them.
Safety: develop the idea of ​​dressing appropriately for the weather. Continue to introduce children to the basic rules of behavior in kindergarten.


Lesson summary "Water - the beginning of all beginnings"
Goal: to summarize children’s knowledge about water: the states and properties of water, the water cycle in nature, its importance in the life of plants, animals and humans.



Walk
Spring.
Observing the sun.
Goal: Continue to teach children to notice and name the state of the weather: the sun is shining. Clarify children's knowledge that in the spring the sun shines brightly and begins to get hot. Learn to establish a cause-and-effect relationship: the sun is shining - it’s getting warmer. Maintain a joyful, gracious, good mood. Encourage children to spend long periods of time outdoors.
Observing the sun.


Summary of the walk Observing the sun in autumn
Walk
Autumn.
Observing the sun.
Goal: To clarify children’s knowledge that in the fall the sun shines, but hardly warms. Clouds often appear in the sky and hide the sun. Encourage children to spend long periods of time outdoors, even when it is cloudy. Maintain a joyful mood.
Independent activity for children: bring out scoops, molds, buckets, spatulas for playing with sand. Invite the children to make cakes out of sand.


Senior group
September
Walk 1
Monitoring seasonal changes
Goals: - consolidate knowledge about the relationship between living and inanimate nature;
- learn to identify changes in the life of plants and animals in autumn;
- form an idea of ​​the autumn months. Progress of observation
The teacher asks the children questions.
♦ What time of year is it now?
♦ How did you guess that it’s autumn?
♦ List the characteristic signs of autumn.
♦ Why did it become colder in autumn?
♦ What does a person do in the fall?
♦ How do different animals adapt to life in the cold season?
The sun does not shine so brightly in autumn, and it often rains. There are frosts in the morning. Birds gather in flocks and fly south.
Labor activity
Cleaning the kindergarten area from fallen leaves....

Goals: - develop the idea that when the sun is shining, it’s warm outside;

Maintain a joyful mood.

Progress of observation: On a sunny day, invite the children to look out the window. The sun is looking out the window, looking into our room. We will clap our hands, We are very happy about the sun. When going out to the site, draw the children’s attention to the warm weather. (Today the sun is shining - it’s warm.) The sun is huge, hot. Heats the entire earth, sending it rays. Take a small mirror outside and say that the sun sent its ray to the children so that they could play with it. Point the beam at the wall. Sunny bunnies are playing on the wall, lure them with your finger - let them run to you. Here it is, a bright circle, here, there, to the left, to the left - it ran up to the ceiling. At the command “Catch the bunny!” the children are trying to catch him.

Labor activity: Collecting stones on the site.

Target: - continue to cultivate the desire to participate in work.

Outdoor games : "Mice in the pantry."

Target: - learn to run easily, without bumping into each other, move in accordance with the text, quickly change the direction of movement.

There is also a game "Fox."

Goals:- learn to act quickly on a signal, navigate in space;

Develop dexterity.

Remote material: Sandbags, balls, hoops, small toys, molds, signets, pencils, buckets, scoops.

Abstract analysis.

Positive aspects.

1. Goal analysis: The program content is quite easily implemented during its implementation.

2. Analysis of the structure and organization of the event: The choice of the type of lesson was well thought out, its structure, logical sequence and interconnection of stages, the plot was very well chosen.

3. Content analysis: Completeness, reliability, accessibility of information.

4. Organization of independent work for children: All children were actively involved in the lesson.

5. Analysis of the event methodology: Intensive didactic visual material, in this lesson the children were very active, everyone was interested.

6. Analysis of the work and behavior of children at the event: The children showed great interest, activity and performance at different stages.

Negative aspects. There were no negative aspects during this event.

Thus: the event reflects all the assigned tasks, they correspond to the age of the children, the relationship between the degree of complexity of the program tasks and the content of the material; the connection between the program objectives of this event and the material covered, the specificity of the wording of the program material. The selection of didactic material corresponds to the topic. The teacher competently, clearly gives instructions and explanations, and is able to organize the practical, independent activities of children; knows how to activate the mental activity of children; activate children's speech (specificity, accuracy of questions, variety of their wording); lead children to generalizations.

Events:

1. Reading: J. Marcinkevičius “The Sun is Resting.”
2. Watching the sun while walking.
3. Outdoor game: “Sunshine and rain.”

Poem "The Sun is Resting"

The sun rose before anyone else in the world,
And once it got up, it got to work:
went around the whole earth
And tired.
Rest behind the dark forest in the village.
If you suddenly find him in the forest,
Where there is fog and dampness on the grass,
Don't wake me up
The sun sleeps for minutes,
Don't make noise
It worked all day.
(J. Marcinkevičius)

Outdoor game “Sun and Rain”

Goal: to teach children to walk and run in all directions, without bumping into each other, to teach them to act on a signal.

Progress of the game:

Children sit on benches. The teacher says: “Sunny.” Children walk and run all over the playground. After the words “Rain. Hurry home! they run to their places.

Watching the sun while walking

Goal: to draw children's attention to the sun, that it is difficult to look at it, it is so bright, it gives so much light; pay attention to the phenomenon: “light - shadow”; form the idea that when the sun is shining, it’s warm outside; maintain a joyful mood.

Progress of observation:

Before going for a walk on a sunny day, invite children to look out the window. Recall the poem with the children.

The sun looks out the window,
He looks into our room.
We will clap our hands
We are very happy about the sun.

When you go out to the site, draw the children’s attention to the warm weather: the sun means warmth. The sun is huge and hot. Heats the entire earth, sending it rays.

Take a small mirror out for a walk and say that the sun sent its ray to the children so that they. We played with him. Point the beam at the wall. Sunny bunnies play on the wall. Bend them with your finger, let them run to you. Here it is, a bright circle, here, here, to the left, to the left. He ran to the ceiling. At the command “Catch the bunny!” the children are trying to catch him. Invite children to stand in the shade with their eyes closed, then in the sun, feel the difference, and talk about their feelings.

Solar observation devices

Special instruments called solar telescopes are used to observe the Sun. The power of radiation coming from the Sun is hundreds of billions of times greater than from the brightest stars, so solar telescopes use lenses with diameters of no more than a meter, but even in this case, the large amount of light makes it possible to use high magnification and thus work with images of the Sun with a diameter of up to 1 m. For this, the telescope must be long-focus. The largest solar telescopes have focal lengths of up to hundreds of meters. Such long instruments cannot be mounted on parallax installations and are usually made immobile. To direct the rays of the Sun into a stationary solar telescope, they use a system of two mirrors, one of which is stationary, and the second, called a coelostat, rotates so as to compensate for the apparent daily movement of the Sun across the sky. The telescope itself is positioned either vertically (tower solar telescope) or horizontally (horizontal solar telescope). The convenience of a fixed location of the telescope also lies in the fact that you can use large instruments for analyzing solar radiation (spectrographs, magnifying cameras, various types of filters).

In addition to tower and horizontal telescopes, ordinary small telescopes with a lens diameter of no more than 20-40 cm can be used to observe the Sun. They must be equipped with special magnifying systems, light filters and cameras with shutters that provide short exposures.

To observe the solar corona, a coronagraph is used, which makes it possible to isolate the weak radiation of the corona against the background of a bright circumsolar halo caused by the scattering of photospheric light in the earth's atmosphere. At its core, this is a conventional refractor in which scattered light is greatly attenuated thanks to the careful selection of high-quality glass types, the high class of their processing, a special optical design that eliminates most of the scattered light, and the use of narrow-band filters.

To study the solar spectrum, in addition to conventional spectrographs, special instruments are widely used - spectroheliographs and spectrohelioscopes, which make it possible to obtain a monochromatic image of the Sun at any wavelength.

Solar radiation and its effect on the Earth

Of the total amount of energy emitted by the Sun into interplanetary space, only 1/2000000000 reaches the boundaries of the earth's atmosphere. About a third of the solar radiation falling on the Earth is reflected by it and scattered in interplanetary space. A lot of solar energy goes into heating the earth's atmosphere, oceans and land. But the remaining Share also ensures the existence of life on Earth.

In the future, people will definitely learn to directly convert solar energy into other types of energy. The simplest solar power plants are already used in the national economy: various types of solar greenhouses, greenhouses, desalination plants, water heaters, dryers. The sun's rays, collected at the focus of a concave mirror, melt the most refractory metals. Work is underway to create solar power plants, to use solar energy for heating homes and desalinating sea water. Practical applications are found in semiconductor solar cells that directly convert the sun's energy into electrical energy. Along with chemical power sources, solar batteries are used, for example, on artificial Earth satellites and space rockets. All these are just the first successes of solar technology.

Ultraviolet and X-rays come mainly from the upper layers of the chromosphere and corona. This was proven by launching rockets with instruments during solar eclipses. The very hot solar atmosphere is always a source of invisible short-wave radiation, but it is especially powerful during the years of maximum solar activity. At this time, ultraviolet radiation increases approximately twofold, and X-ray radiation increases tens and even hundreds of times compared to radiation during the minimum years. The intensity of short-wave radiation also varies from day to day, increasing sharply when flares occur in the solar chromosphere.

Short-wave radiation from the Sun influences processes occurring in the Earth's atmosphere. For example, ultraviolet and X-rays partially ionize layers of air, forming a layer of the earth's atmosphere - the ionosphere. The ionosphere plays an important role in long-distance radio communications: radio waves coming from the radio transmitter are reflected many times from the ionosphere and from the Earth's surface before reaching the receiver antenna. The state of the ionosphere changes depending on the conditions of its illumination by the Sun and the phenomena occurring on the Sun. Therefore, to ensure stable radio communication, it is necessary to take into account the time of day, time of year and the state of solar activity. During the most powerful solar flares, the number of ionized atoms in the ionosphere increases and radio waves are partially or completely absorbed by it. This leads to deterioration or even temporary interruption of radio communications.

Systematic research into radio emission from the Sun began only after the Second World War, when it became clear that the Sun is a powerful source of radio emission. Radio waves penetrate into interplanetary space, which are emitted by the chromosphere (centimeter waves) and the corona (decimeter and meter waves) - they reach the Earth.

The radio emission of the Sun has two components - constant, almost unchanged, and variable, sporadic (bursts, “noise storms”). The radio emission of the “quiet” Sun is explained by the fact that hot solar plasma always emits radio waves along with electromagnetic oscillations of other wavelengths (thermal radio emission). During large chromospheric flares, the radio emission of the Sun increases thousands and even millions of times compared to the radio emission of the quiet Sun. This radio emission, generated by fast-flowing non-stationary processes, is of a non-thermal nature.

A number of geophysical phenomena (magnetic storms, i.e. short-term changes in the Earth's magnetic field, auroras, etc.) are caused by solar activity. But these phenomena occur no earlier than a day after solar flares. They are caused not by electromagnetic radiation, which reaches the Earth after 8.3 minutes, but by erupted corpuscles that penetrate into near-Earth space with a delay.

Corpuscles are emitted by the Sun even when there are no flares or spots on it. The continuously expanding corona creates a solar wind that envelops planets and comets moving near the Sun. The flares are accompanied by “gusts” of solar wind. Experiments on space rockets and artificial Earth satellites made it possible to directly detect solar corpuscles in interplanetary space.

During flares, not only corpuscles penetrate into interplanetary space, but also a magnetic field - all this determines the “situation” in near-Earth space. For example, the solar wind deforms the geomagnetic field, compresses it and localizes it in space; corpuscles fill the radiation belt. Polar lights are associated with the penetration of corpuscles into the earth's atmosphere. After solar flares, magnetic storms occur on Earth. Thus, after the flare on August 4, 1972, a strong magnetic storm occurred, disrupting radio communications on short waves, polar lights and a sharp decrease in the level of cosmic rays were observed, which came to us from the depths of the Galaxy and which were blocked by plasma streams erupted by the Sun (Forbush effect).

The “Sun-Earth” problem, which connects solar activity with its impact on the Earth, is at the intersection of several sciences that are most important for humanity - astronomy, geophysics, biology, medicine.

Some parts of this complex problem have been studied for several decades, such as ionospheric manifestations of solar activity. Here it was possible not only to accumulate a lot of facts, but also to discover patterns that are of great importance for the implementation of uninterrupted radio communications (selection of operating radio frequencies and forecasts of radio communication conditions).

It has long been known that oscillations of the magnetic needle during a magnetic storm are especially noticeable during the daytime and have the greatest amplitude, sometimes reaching several degrees, during periods of maximum solar activity. It is also well known that magnetic storms are usually accompanied by a glow in the upper layers of the atmosphere. These auroras are one of the most beautiful natural phenomena. The extraordinary play of colors, the sudden change from a calm glow to the rapid movement of arcs, stripes and rays, forming either giant tents or majestic curtains, has long attracted people. Auroras are usually observed in the polar regions of the globe. But sometimes during the years of maximum solar activity they can be observed in mid-latitudes. There are two predominant colors in auroras: green and red. The color of auroras is caused by the emission of oxygen atoms. There is a connection between phenomena on the Sun and processes in the lower layers of the earth's atmosphere. Solar radiation affects the troposphere. Clarification of the mechanism of this effect is necessary for meteorology.

Recently, increasing attention of scientists has been attracted by various phenomena in the biosphere, which, as observations show, are associated with solar activity. Thus, biologists note that during the 11-year cycle of solar activity, changes occur in the growth of forest plantations and the living conditions of certain species of animals, birds, and insects. Doctors have noticed that during the years of maximum solar activity, some cardiovascular diseases and nervous diseases become noticeably worse. This, in particular, is associated with the discovered influence of the geomagnetic field on various colloidal systems, including human blood. The study of such solar-terrestrial connections is just beginning.

In order to comprehensively study the phenomena occurring on the Sun, systematic observations of the Sun are carried out at numerous observatories. Studying the impact of the Sun on the Earth requires the combined efforts of scientists from many countries.