What is the universe presentation. Is our Universe infinite? Life and Mind
All about the Universe
Astronomy page
Question: What is the Universe? The Universe is outer space filled with celestial bodies, gas and dust
This is interesting. The Universe is so huge that it is impossible to comprehend its size. Let's talk about the Universe: the part of it that is visible to us extends over 1.6 million million million million km - and no one knows how large it is beyond the visible. According to the most popular theory, 13 billion years ago it was born as a result of a giant explosion. Time, space, energy, matter - all this arose as a result of this phenomenal explosion. It’s pointless to say what happened before the so-called “big bang”, there was nothing before it
Historical page
Ancient Egyptians. Ancient Babylonians. Ancient Indians. Ancient people's idea of the universe
Connect the models of the Universe and their creators with lines.
Continuers of the idea of Copernicus Giordano Bruno Galileo Galilei
Literary page “Solar System”
This yellow star always warms us, illuminates all planets, and protects us from other stars.
Six sons and two daughters are running around the light, Years and days will flash by, But they will not meet.
The tiny planet is warmed by the First Sun, and is agile - the year on it is Eighty-eight days.
Only the Sun and Moon in the sky are brighter than her. And there is no hot planet in the solar system.
There are miracles on the planet: Oceans and forests, Oxygen is in the atmosphere, People and animals breathe it.
Kamenyuki Fear and Horror are circling over the red planet. There is no mountain anywhere in the world Higher than on that planet.
A heavyweight giant Throws lightning from the sky, He's striped like a cat, It's a pity he's losing weight little by little.
Lush gas giant Brother of Jupiter and dandy He loves to have Rings of ice and dust nearby.
He has been a Greek among his Roman brothers for many centuries, And rushes through the cosmos of melancholy, lying on his side.
On the planet blue, the wind is blowing very strong. The year on it is very long - winter lasts 40 years.
It takes five hours for the light to reach that planet, and therefore it is not visible in telescopes.
Map of the Solar System (compiled by Petya) Pluto Mercury Neptune Uranus Mars Venus Earth Saturn Jupiter
Cosmic physical exercise: Cosmic physical exercise
Astronomy page
Asteroids
Meteorites
THINK! Specify our Galaxy
Geographic page
Infinite:_________ Our Galaxy ____________________ Solar system Planet _____________ Continent _____________ ______________ region District _______________ District _______________ Village ________________ Infinite Universe and our address in it:
Infinite: Universe Our Galaxy Milky Way Solar System Planet Earth Continent Eurasia Tyumen Region Yamalo-Nenets Autonomous Okrug District Priuralsky Village Katrovozh Infinite Universe and our address in it.
Universe
Slides: 26 Words: 139 Sounds: 0 Effects: 56Universe. Celestial bodies: - stars; - planets; - satellites of the planets; - asteroids; - comets. Ideas about the structure of the Universe. Ptolemy. Aristotle. Copernicus. Solar system. Composition of the Solar System. Planets Stars Asteroids Comets Meteors and meteorites The Sun is the center of the Solar System. Planets. Terrestrial group Mercury Venus Earth Mars. Giant planets Jupiter Saturn Uranus Neptune. the smallest is Pluto. Jupiter. Saturn. Neptune. Uranus. Comet. Constellations. Assignments: What is the Universe? What is the Solar System? What two groups are planets divided into? What is the difference between a meteor and a meteorite? - Universe.ppt
universe space
Slides: 7 Words: 218 Sounds: 0 Effects: 0Space. The universe is the totality of everything that exists physically. The starry sky is a small part of the boundless space. What's next? Are there other creatures like us somewhere else? What to expect from space - good or evil? What is space? The first space photographs were taken in 1961 by German Titov. At the same time, visual observation of the earth's surface by spacecraft crews began. You can see the entire Dnieper - from source to mouth. - Universe space.ppt
Star Universe
Slides: 25 Words: 1386 Sounds: 0 Effects: 43Universe. Space. Ancient people. Centuries have passed. Stars. Sun. Different stars. Planets. Solar system. Mercury. Venus. Earth. Moon. Mars. Jupiter. Saturn. Uranus. Neptune. Pluto. Astronomical counting table. Asteroids. Check yourself. - Star Universe.pptx
Structure of the Universe
Slides: 47 Words: 1175 Sounds: 0 Effects: 0The structure of the Universe. Structural-scale “ladder”. Ladder. Structural-time “scale”. “Cellular” structure of the Metagalaxy. “Flat” structure of the Metagalaxy. Superclusters of Galaxies. Observatory. The largest structure in the Universe. Structure. Groups of Galaxies. Local group of galaxies. Galaxies. Milky Way. Star clusters. Planetary systems. Systems. Neighborhood. Solar system. System. Nemesis. Oort cloud. Asteroid belt. Largest asteroids. Asteroid belt "Inner". Asteroids. “Gravity” map in conventional colors. Crater. Snow. Quicksand. - Structure of the Universe.ppt
Models of the Universe
Slides: 27 Words: 859 Sounds: 0 Effects: 29Models of the Universe. Anaximander. Questions. The structure of the Universe. Pythagoras of Samos. The system of the world of the Pythagorean Philolaus. Direct and retrograde motion of planets. Aristotle. Aristarchus of Samos. Claudius Ptolemy. Location of celestial bodies. Sun. Heliocentric system. Monument to Copernicus in Warsaw. Monument to Copernicus. Giordano Bruno. A number of guesses. Monument to Giordano Bruno. Galileo. Galileo decides to publicly renounce his faith. Telescope. Tombstone. Ancient people. At the center of the Universe is the Sun. Italian scientist. - Models of the Universe.ppt
Cosmological models
Slides: 89 Words: 2537 Sounds: 0 Effects: 4Introduction to cosmology. Cosmological models. Hubble's law. Removing all bodies does not mean the existence of an expansion center. Redshift. Wavelength shift. Reasons for changing wavelength. Doppler effect. Exact formula. Expansion of space. Integral formula. Redshift of the galaxy. The essence of the Hubble constant. Metagalaxy. Newtonian cosmology. Cosmological models. Newtonian cosmology. The coordinate changes according to the law. Laws of conservation of mass. Law of conservation of mechanical energy for an element at the edge of a ball. Let's write down the total mechanical energy. Dynamic properties of the cosmological model. - Cosmological models.ppt
Life and Mind
Slides: 26 Words: 1059 Sounds: 0 Effects: 72Life and intelligence in the Universe. UFO - unidentified flying object). What are all our great geographical discoveries worth compared to the upcoming expedition to Mars? Others argue that the universe is simply teeming with different forms of life. Often UFOs are seen on the road, but only when there is no one around. There is a lot of evidence of hostile behavior of UFOs. Let us list the main phenomena that cause reports of UFOs. Atmospheric. The Moon and Venus are often the culprits in UFO reports. Why are scientists skeptical of all kinds of reports about UFOs and aliens from other worlds? - Life and Mind.ppt
Life in the Universe
Slides: 33 Words: 1425 Sounds: 12 Effects: 25Life and intelligence in the Universe. Introduction. There is nothing more exciting than the search for life and intelligence in the Universe. Man will not rest until he solves the mystery of his origin. I want to learn about distant cosmic worlds, about the Universe. The emergence of the mind. Most likely no! Attempts have long been made to discover and establish contact with other civilizations. The emergence of life on Earth. Searches for life in the solar system. No traces of organic life have been found on the Moon. There is no atmosphere, and the surface temperature varies from –170 to 450? C. Unfortunately, due to its proximity to the Sun, Venus is not at all like Earth. - Life in the Universe.ppt
Extraterrestrial civilizations
Slides: 13 Words: 274 Sounds: 0 Effects: 2Searches for extraterrestrial civilizations. The 26-meter radio telescope of the US National Radio Astronomy Observatory in West Virginia. Techniques. Look for signals from extraterrestrial civilizations. Send the so-called “ready signal”. SAO RAS radio telescope RATAN-600 operating in the centimeter and decimeter ranges. Classification of civilizations. The first type of civilization uses energy on a planetary scale. Supercivilization. Our Galaxy. A black hole is a corridor to other worlds. The problem of paleocontacts. The Japanese dogu figurines bear a strong resemblance to some kind of clumsy spacesuit. UFO problem. - Extraterrestrial civilizations.ppt
Extraterrestrial life forms
Slides: 21 Words: 832 Sounds: 21 Effects: 88Search and study of extraterrestrial life forms. Criteria for the existence and search of living systems. A practical overview of the search and research of extraterrestrial life forms. Sergei Pavlovich Korolev. Yuri Gagarin. Direct interest in the problem of searching for intelligent life. Definition of life on other planets. Our ideas about the essence of life. About the chemical basis of life. General dynamic properties of living systems. The role of light in maintaining life. Methods for detecting extraterrestrial life. Discovery of life forms similar to terrestrial animals. Moon. Venus. Mars. Meteorites. Search for extraterrestrial civilizations. -
Description of the presentation by individual slides:
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Universe Developer: Nurgaliev Rustem Mudarisovich, physics teacher at SAPOU "Sabinsky Agrarian College"
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The Universe is the entire existing material world, limitless in time and space and infinitely diverse in the forms that matter takes in the process of its development. The part of the Universe covered by astronomical observations is called the Metagalaxy, or our Universe. The dimensions of the metagalaxy are very large: the radius of the cosmological horizon is 15-20 billion light years
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The origin of the Universe - the concept of the Big Bang The idea of the development of the Universe naturally led to the formulation of the problem of the beginning of the evolution (birth) of the Universe and its end (death). Currently, there are several cosmological models that explain certain aspects of the emergence of matter in the Universe, but they do not explain the causes and process of the birth of the Universe itself. Of the entire set of modern cosmological theories, only the Big Bang theory of G. Gamow has been able to satisfactorily explain almost all the facts related to this problem to date.
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To try to explain how the Universe began, how it changes over time, and what will happen to it in the future, astronomers develop hypotheses called cosmological models. The most important observational fact that any model must explain is the shift of the wavelengths of light from distant galaxies to the red end of the spectrum. This phenomenon is called cosmological redshift. Removing galaxies from the Milky Way Galaxy
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Hubble's Law The universe is expanding, and the speed at which galaxies move away from each other is proportional to the distance between them. Age of the Universe Hubble's law allows us to estimate the time of expansion of the most distant Galaxies, or the time of expansion of the Universe: This time approximately characterizes the age of the Universe.
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The “Beginning” of the Universe The main idea of the Big Bang concept is that the Universe in the early stages of its emergence had an unstable vacuum-like state with a high energy density. This energy originated from quantum radiation, i.e. as if out of nowhere. The fact is that in a physical vacuum there are no fixed particles, fields and waves, but it is not a lifeless void. In a vacuum there are virtual particles that are born, have a fleeting existence and immediately disappear. Therefore, the vacuum “boils” with virtual particles and is saturated with complex interactions between them.
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Early stage of the evolution of the Universe Immediately after the Big Bang, the Universe was a plasma of elementary particles of all types and their antiparticles in a state of thermodynamic equilibrium at a temperature of 1027 K, which freely transformed into each other. In this clot there were only gravitational and large (Great) interactions. Then the Universe began to expand, and at the same time its density and temperature decreased. The further evolution of the Universe occurred in stages and was accompanied, on the one hand, by differentiation, and on the other, by the complication of its structures. The stages of the evolution of the Universe differ in the characteristics of the interaction of elementary particles and are called eras. The most important changes took less than three minutes.
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The hadron era lasted 10 s, the temperature of the Universe was 10 K. The main components: elementary particles, between which there is a strong interaction. The Universe is a heated plasma. -7 32
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Lepton era Lasted until 1 s after the start. The temperature of the Universe dropped to 1010 K. Its main elements were leptons, which participated in the mutual transformations of protons and neutrons. At the end of this era, matter became transparent to neutrinos, they stopped interacting with matter and have since survived to this day.
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The era of radiation (photon era) lasted 1 million years. During this time, the temperature of the Universe decreased from 10 billion K to 3000 K. During this stage, the most important processes of primary nucleosynthesis for the further evolution of the Universe took place - the combination of protons and neutrons (there were about 8 times fewer of them than protons) into atomic nuclei. By the end of this process, the matter of the Universe consisted of 75% protons (hydrogen nuclei), about 25% were helium nuclei, hundredths of a percent were deuterium, lithium and other light elements, after which the Universe became transparent to photons, since the radiation was separated from substances and formed what in our era is called relict radiation.
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Structural self-organization of the Universe After the Big Bang, the resulting matter and the electromagnetic field were scattered and represented a cloud of gas and dust and an electromagnetic background. 1 billion years after the formation of the Universe began, galaxies and stars began to appear. By this time, the matter had already cooled, and stable density fluctuations began to appear in it, uniformly filling space. In the formed material environment, random compactions of matter appeared and developed. The gravitational forces inside such compactions manifest themselves more noticeably than outside their boundaries. Therefore, despite the general expansion of the Universe, the matter in the densities slows down, and its density begins to gradually increase.
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The birth and evolution of galaxies So, the first condition for the appearance of galaxies in the Universe was the appearance of random clusters and concentrations of matter in a homogeneous Universe. For the first time such an idea was expressed by I. Newton, who argued that if matter were uniformly scattered throughout infinite space, it would never have gathered into a single mass. It would gather in parts in different places in infinite space. This idea of Newton became one of the cornerstones of modern cosmogony.
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Further complication of matter in the Universe Although the appearance of large-scale structures in the Universe led to the formation of many varieties of galaxies and stars, among which there are completely unique objects, from the point of view of the further evolution of the Universe, the appearance of red giant stars was of particular importance. It was in these stars that most of the elements of the periodic table appeared during the processes of stellar nucleosynthesis. This opened up the possibility of new complications of the substance. First of all, the possibility arose of the formation of planets and the emergence of life and, possibly, intelligence on some of them. Therefore, the formation of planets became the next stage in the evolution of the Universe.
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Further evolution of the Universe According to the Big Bang theory, further evolution depends on an experimentally measurable parameter - the average density of matter in the modern Universe. If the density does not exceed a certain (known from theory) critical value, the Universe will expand forever, but if the density is greater than the critical value, then the expansion process will someday stop and the reverse phase of compression will begin, returning to the original singular state. Modern experimental data regarding the average density are not yet reliable enough to make a clear choice between two options for the future of the Universe. There are a number of questions that the Big Bang theory cannot yet answer, but its main provisions are substantiated by reliable experimental data, and the modern level of theoretical physics makes it possible to quite reliably describe the evolution of such a system in time, with the exception of the very initial stage - about a hundredth of a second from “ the beginning of the world." It is important for the theory that this uncertainty at the initial stage actually turns out to be insignificant, since the state of the Universe formed after passing this stage and its subsequent evolution can be described quite reliably
Zera Yakubova
Topic: “Our Universe.”
Theme “Our Universe”.
Target: introduce children to the concept of “ Universe” is a huge space that is filled with stars, planets, galaxies, and black holes. All these components interact and form a whole system - Universe.
Educational objectives:
1. Teach children to answer questions.
2. Find the right answer yourself.
3. Give an idea of the Sun as the brightest star.
4. Introduce children to planet Earth.
5. Learn to carry out experimental work.
Developmental tasks:
1. Develop children's speech.
2. Develop skills in learning activities.
Educational tasks:
1. Foster love for planet Earth.
Material: planar image of the Sun and Earth; yellow circles with a diameter of 5 cm for each child; night sky map; flashlight; Sunglasses; candle; tennis ball; globe.
Progress of the lesson:
A flat image of the sun hangs on the board.
Educator: What do you see on the board?
Children: This is the sun.
Educator: Why do they say “You can’t catch the sun in a bag”?
(children's answers)
Educator: What is the sun?
Children: This is a hot ball.
Educator: Where do we see the sun?
Children: We see the sun in the sky.
Educator: At what part of the day can we see the sun?
Children: We see the sun during the day.
Educator: Where is the sun at night? At night the sun shines on the other side of the planet.
Educator: What else happens in the sky?
Children: There is still the Moon and stars in the sky.
Educator: When do we see the Moon and stars?
Children: We see them at night.
Educator: Why don’t we see them during the day? Because the light of the sun is much stronger and the light of the stars is not visible.
Educator: You answered everything correctly. The Sun is a big, big, simply huge star that is far from us. But the sun is not the only star in the sky. Here's a look at the star map. See how many stars there are on it. But the brightest star is the Sun. Because other stars are even further away from us than the sun.
(look at the star map)
Educator: Look, I have a flashlight. Come closer to me, I will turn on the flashlight. What kind of light does the flashlight have - bright or not?
(children's answers)
Educator: Now move further away, to the very end of the group and see what kind of light there will be from our flashlight.
(the children move away and notice that the light of the flashlight is almost invisible)
Educator: So the light of the stars is not visible during the day, because the sunlight is very bright.
A flat image of the Earth is hung on the board and a globe is inserted.
Educator: Children, what do you think this is?
Children: This our Earth.
Educator: Right. Our Planet Earth is a huge, enormous ball. So big that it takes many, many days, even months, to travel around it. Think and tell me why our Earth is blue?
(children's answers)
Educator: It was difficult for you to guess. I'll give you a hint. There is a lot of water on our Earth. It was she who gave this color to our planet.
Educator: The earth rotates around the sun and at the same time around itself. As a result of this, seasons and parts of the day change on Earth.
Let's do an experiment with a globe and a candle. We determine where it will be day and where it will be night.
Light a real candle. This is the Sun. We rotate a tennis ball around the candle. This is a model of the Earth. We determine which side will be winter, which side will be summer, which side will be autumn and spring.
We draw the attention of children to the fact that when the rays from the “sun” fall directly, then it is warm on Earth, and it is summer. If the sun's rays fall at an angle, then it is autumn or spring on Earth. The further we move the ball from the candle, the less light falls on it.
Children perform the experiment themselves under the supervision of a teacher.
Physical education minute
Children stand in a circle. The teacher stands in the center. Children depict planet Earth. The teacher is the sun. Children turn around themselves and spin in a circle. At the teacher's signal, the children stop. Educator asks: “Who is it summer now?”, “Who is it daytime now?”, “Who is it night now?”, “Who is it winter now?”.
Children determine their position in relation to the teacher and answer the question.
Educator: Guys, you said that the sun is a hot ball. Why did you decide so? How can you prove this?
Children: When the sun is shining, it is warm outside.
Educator: Go to the window and look how beautiful, bright the sun is today.
(children squint, it’s difficult for them to look at the sun)
Educator: So we proved it. The sun is so hot that it is impossible to look at it without special instruments. What do you need to have to look at the sun?
Children: You can wear sunglasses.
Educator: That's right, but you can look through a special telescope, you can just look into colored, dark glass.
(children put on glasses and look at the sun)
Educator: What do we get from the sun?
Children: We receive light and heat from the sun.
Educator: What would happen if there was no sun?
(children's answers)
Educator: If there were no sun, then there would always be night on Earth. Trees would not grow because they cannot grow without light. Only those animals, birds and insects that live without light would live on Earth. A person would build closed cities, where there would be only artificial lighting. Without the sun it would be very bad for everyone.
Educator: Guess the riddle.
The field is not measured (sky)
Sheep are not counted (stars)
And the shepherd is horned (month)
Educator: Why is the sky compared to a field?
Children: Because it's as big as a field.
Educator: Why are stars compared to sheep?
Children: Because there are as many of them as there are white sheep that are scattered throughout the field.
Educator: Why is the month compared to a shepherd, and a horned one at that? There is always one shepherd, and there is only one month in heaven. When the month is not full, it seems that it has horns.
Educator: Guys, if you were offered to fly from planet Earth to another planet now, would you agree?
Children: We wouldn’t leave anywhere, because our home is on Earth. Our family and friends live here.
Educator: You did a good job today, and the sun is giving you little sunshine.
Publications on the topic:
The theater is from the hanger, the kindergarten is from the gate, and we begin our lives from the reception! I would like to introduce YOU, dear colleagues, to our reception. She is at.
Collective work of children from the preparatory school group "Our Universe". Participants in the work: teacher, children, parents. Goal: formation.
Abstract of the GCD for children of the preparatory school group “Space. Stars. Universe." Abstract of the GCD for children of the preparatory school group “Space. Stars. Universe." Integration of educational areas: “Speech development”,.
Notes on the OO “Cognition” “The World Around us” for children of middle preschool age (4–5 years old) Topic: “Our Motherland. Ulyanovsk" Notes on the NGO “Cognition” “The World around us” Topic: “Our Motherland. Ulyanovsk" for children of middle preschool age (4-5 years old) Programmatic.
