The study of variable stars is the most effective way for the amateur astronomer to apply his creative powers. In order to understand well the physical processes that take place in stars, it is necessary to know how their brightness changes over long periods of time. The problem, however, is that thousands of luminaries in our Galaxy need such observations at the same time!
Professional astronomers have time and large instruments, but due to their scarcity, they are simply not able to track the behavior of all the objects of interest to them. On the other hand, a significant part of variable stars is available for research with small telescopes, and even with the naked eye. In addition, the main methods of their observation are based on fairly simple principles. That is why professional astronomers have long tried to attract to cooperation the broad masses of people who are interested in studying the Universe and who want to bring real benefit to real science.
One of the most energetic propagandists of the idea of such cooperation was the director of the observatory at Harvard University, Edward Pickering. In 1882, he organized a small group of volunteers who wished to make observations of variable stars. Soon the results of their observations began to be included in the official reports of the observatory.
Pickering's initiative was further developed in 1909 when he gave a public lecture during which he demonstrated the light curves of variable stars obtained by his group. Among his listeners was William Olcott, a Connecticut lawyer and amateur astronomer who had already published several popular notes on astronomy.
He got excited about the idea of giving all possible assistance to Pickering and his associates and put together the basic principles and tasks of a new amateur organization that could cooperate with professional astronomers in the study of variable stars. Olcott outlined his thoughts in a large policy article, which was published in the October 1911 issue of the American magazine Popular Astronomy.
By the next issue of the magazine, Pickering's group already had the name AAVSO (American Association of Variable Star Observers - American Association of Variable Star Observers) and united six people. This collective became the prototype of a unique cooperative organization of amateurs and professionals, which even now, after almost nine decades, still remains a clear example of how science amateurs and professional scientists can and should coexist and interact.
Today, the AAVSO has its own modern office, from where it coordinates the work of about 600 observers from 40 countries who study more than 5,000 variable stars. There is also an archive containing over 8 million observations! Today, all these data are fully systematized and available to any researcher, both professional and amateur, via the Internet. The benevolence and openness of the AAVSO allows absolutely everyone to join its activities, it is only important that your observations are carried out according to a standard methodology and formatted according to certain rules.
The outstanding results of such cooperation between professionals and amateurs led to the creation of several more similar organizations. This is one of the world's oldest section of the Variable Stars of the British Astronomical Association (has existed since the 90s of the last century), the French Association of Observers of Variable Stars (AFOEV), which was founded in 1921, then almost completely disintegrated during the Second World War, but it revived again in the late 60s and is now very active. Since the 1950s, the Berlin Working Group on Variable Stars (VAA) has gained fame and international recognition. Other interesting teams work in Holland, Hungary and the Scandinavian countries. In the southern hemisphere, the New Zealand group of observers is leading, working closely with the local Royal Astronomical Society. It can be argued that with the help of amateurs united in these structures, the science of variable stars receives more than 80 percent of the observational data.
But the undisputed leader is still AAVSO. Thanks to the international prestige of this organization, most amateurs who study variable stars duplicate their observational reports for it. As AAVSO director Janet Mattay says: "Today, more than half of the observations come from outside the United States, so it's becoming increasingly difficult to continue using the word American in the name of the association; if something is missing in astronomy, it's nationality. And our association is great for this. the confirmation". And, despite the rapid development of observational technology, the future of visual studies of variable stars is seen by her as very promising. According to her, the bottleneck in the entire program is the lack of funds for processing and coordinating observations, and not the number of stars or their observers in need of research. With the latter - there are no problems and are not expected ...
The first major AAVSO project was the study of long-period variables with large brightness variations (stars like Mira Ceti). But when it turned out that visual measurements made by different observers using a single technique achieve a sufficiently high accuracy - 0.1 magnitude, the programs were significantly expanded. In the 1970s, with the beginning of the study of the sky in the ultraviolet and X-ray regions of the spectrum, the main efforts were redirected to the study of flare variables. Theories of mechanisms responsible for flares in such stars became at that time one of the hottest topics in discussions among scientists and required substantiation in the form of observational material. Today, Mirad studies have again become important for understanding the processes of stellar and galactic evolution.
Among the numerous projects in which the AAVSO took part, there were those that were successful largely due to the operational patrol work of the members of the association. An example is the unique ultraviolet observations of the variable star YZ Cancer, made at the time of its outburst activity using the European IUE satellite. At about 1 am on March 5, 1987, a telephone rang at the satellite control station in Spain. It was an alarm from the AAVSO office, where reports of the activity of the star began to arrive. Thus, with the help of amateurs who discovered the beginning of the flare, astronomers managed to obtain a number of unique spectrograms that forced them to reconsider the theories that existed before that regarding the nature and forms of the stellar wind in binary systems containing a white dwarf. Another similar work was featured in the February 1997 issue of Astrologer.
One of the last grandiose projects of interaction between professionals and amateurs was the participation of AAVSO in the work of the European satellite Hipparchus. Designed to carry out ultra-precise astrometric work, this satellite needed information about the predicted brightness of variable stars in those regions of the sky in which the next observations were planned, for which all AAVSO resources were involved. On the other hand, repeated measurements of the brightness of stars, which were also part of the task of the spacecraft, made it possible to discover a large number of possible new variables awaiting their researchers.
In addition, the information on the magnitudes of comparison stars for most maps of the neighborhoods of variables produced by the AAVSO has been significantly refined, and formulas have been established for the transition from the stellar magnitude system of satellite instruments to visual stellar magnitudes. The latter seems to be very interesting for future similar experiments, because the agreement between observations from the Earth and from space turned out to be very convincing even for skeptics. Based on the results of this work, a special atlas of light curves will soon be published, which includes data from visual and satellite measurements. It is very likely that in the near future such parallel observations of the activity of variables from the Earth and from space will become regular.
Along with research tasks, the association does a great job of promoting its achievements, attracting new members to its ranks and teaching them the technique and methods of observation. For example, in the 1992-95 school years, a project was piloted in Massachusetts schools that attempted to continue connecting professional and amateur astronomy societies with school teachers, students, and their parents. As part of this educational program, special booklets and instructions were prepared for performing the simplest astronomical observations, including: determining the positions of the Moon and planets in the sky and plotting them on star maps; the study of constellations; registration of changes in the brightness of Cepheids.
For several years now, the AAVSO has been working with the US National Science Foundation on a program that includes the production of a series of printed instructions and videos, through which astronomy enthusiasts can get acquainted with the techniques and methods of real professional science and take part in real research projects. This program is also educational in nature, but more specialized and designed for active observers.
Most of the methodological materials prepared for both projects can be successfully applied and are being used in educational institutions of various levels in the lessons of physics, mathematics, programming and other subjects of the natural science cycle. In this regard, one can only regret that our domestic professional astronomers cannot organize such interaction with a fairly large and often highly educated army of Russian astronomy enthusiasts.
In our country, unfortunately, there are no organizations that would coordinate the activities of amateur astronomers, so we recommend variable star observers to contact the American Association of Variable Stars Observers at: American Association of Variable Stars Observers (AAVSO), 25 Birch St., Cambridge, MA 02138-1205 USA. And although membership in this organization is paid, it gladly accepts the results of observations from everyone. So your observations, even if you are not a member of the AAVSO, are really needed and you can be of real help to science!
Those with Internet access can use email to contact the AAVSO ( [email protected]) or try to connect directly to the main computer of this organization (http://www.aavso.org). It contains a wealth of information about variable stars, including maps of neighborhoods with comparison stars, sample instructions, registration and observational reporting forms, and of course hot news from the world of variable stars, as well as detailed information about ongoing scientific and educational projects.
Try your hand, because due to the vast extent of our country from west to east, your brightness estimates will be especially valuable in eliminating the forced gaps in observations caused by the absence of observers from Europe to Japan. And as an initial acquaintance with the technique and methods of observing variable stars, we strongly recommend that you find and read the book by V.P. Tsesevich "Variable stars and their observation" ("Science", 1980), as well as the article "
The world around us is changing so fast that sometimes we don't notice it at all.
But the changes are simply fantastic - modern architecture is trying to “make friends” with the historical heritage, wildlife is fighting technological progress, and every day one more sheet of the calendar goes to eternity ... But the activists from re. photos decided to pause the time, or rather, using only two photos as an example, to show us something that we didn’t notice. And believe me, what you see will take your breath away!
1. The first year of construction of the Eiffel Tower and the symbol of France today!
2. City Hall Hotel de Ville, which houses all the municipal authorities of Paris since 1357!
3. Monument to the reformer Martin Luther in the old part of Dresden.
4. Completed - North Cape on the island of Magerø in northern Norway!
5. And this is the Norwegian Hammerfest in 1889 and 115 years later!
6. Portobello, Scotland The moment when you want to turn back time!
7. Odda, Norway When nature shows who is more important...
8. One of the most famous beer restaurants in the world - Hofbräuhaus in Munich opened in 1607, and time has no power over it!
9. Take us back to 1900 Paris!
10. Rystad, Norway. Is it really impressive?
11. The Reichstag building immediately after the end of the war and after almost 70 years!
12. Palace of Sultan Abdul-Samad in Malaysia - when the past met the future!
15. Main railway station Osnabrück (Germany).
16. Unique shots - lunch on top of a skyscraper in New York in 1932 and London in 2011.
17. Has 107 years passed on the market square in Frankfurt? We didn't notice!
18. Carriage and steam locomotive near Mont Saint-Michel (France) 100 years ago and today ...
20. And here is the famous Moulin Rouge cabaret ...
21. Corner of Ratajczak and St. Martin streets in Poznan, Poland. Time cures…
22. San Francisco. Can you find 10 differences?
23. At the entrance to Notre Dame Cathedral. No comment…
24. Well, here is another memory of the most romantic capital of the world, which we will not see again!
25. Park "Grosser Garten" in Dresden!
26. Cheney Glacier (USA) in 1911 and 2005. And you did not believe that they are melting ...
30. Look closely - in this photo you will make more than one discovery for yourself!
Nicolaus Copernicus (1473–1543), Polish astronomer, creator of the heliocentric system of the world.
Copernican model of the solar system. He believed that the planets revolve around the sun.
In ancient times, people believed that the center of the universe is the Earth, and the Sun, Moon and other planets revolve around it. True, ordinary people - hunters and farmers - did not know anything about other planets. During the day they saw only the Sun, and in the evenings - the Moon and the sky strewn with bright stars. It was easy for them to make mistakes. In the morning, when they got up, the sun was just rising, then it rose higher and higher, and set in the evening. So they deduced their ideas about how the world works from what they saw: the Earth is motionless, and the Sun revolves around it. But astronomers who studied the sky and celestial bodies thought the same way. They also considered the Earth to be fixed and flat, although they assumed that it was not the only one in space. There are also other planets that, like the Sun and the Moon, revolve around the Earth.
But already in the 4th century BC, the famous ancient Greek scientist Pythagoras suggested that the Earth is not flat, but has the shape of a ball. Following him, another scientist, Aristarchus, who lived in the 3rd century BC, without denying that the Earth is spherical, developed the Pythagorean theory and suggested that the Earth rotates around its axis and simultaneously rotates around the fixed Sun. Some scientists agreed with this theory, others rejected it and continued to prove their own. A hundred years later, in the 2nd century BC, the ancient Greek scholar Ptolemy wrote a book called Almagest. In it, he outlined his idea of the structure of the sky and again returned to the fact that it is not the Earth that revolves around the Sun, but, on the contrary, the Sun revolves around the Earth.
Planetary map of Copernicus.
It was a mistake, but it was difficult to understand how things really happen in space. After all, then there were no telescopes or other instruments with which you can observe the movement of celestial bodies.
And only in 1543, when powerful telescopes had already appeared, the Polish scientist Nicolaus Copernicus was able to convincingly prove that the Earth rotates around its axis during the day, just like a top rotates, only very slowly, and people do not even notice this rotation. At the same time, the Earth also slowly revolves around the Sun, making one complete revolution during the year.
Copernicus also proved that not only the Earth revolves around the Sun, but also other planets. This is how the correct idea appeared about the existence of the whole solar system, in the center of which is the Sun, therefore this system is called the solar system. And all other celestial bodies: planets, asteroids and comets - move around the Sun in a certain order and do not scatter in different directions, because the Sun attracts them with its gravity.
Project participants:
- children of the preparatory speech therapy group;
- senior teacher,
- educators,
- teacher speech therapist,
- music director,
- parents.
Relevance:
“A person is a unique world of cultures, interacting with other personalities – cultures,
creating itself in the process of such interaction and influencing others"
M.M. Bakhtin
The problem of multicultural education of preschoolers in the modern conditions of the development of a multicultural society is of particular relevance. Introducing the child to the world of human values ensures the formation of tolerance, the child's awareness of his belonging to world cultural values.
Obviously, a multicultural society is in need of a new worldview aimed at the integration of cultures and peoples with the aim of their further rapprochement and spiritual enrichment. All this substantiates the importance of multicultural education, the purpose of which is the formation of a person of culture, a creative personality capable of an active and productive life in a multicultural environment.
For preschoolers, familiarization with the culture of different peoples is a world of things unknown to him and vivid impressions. If this world becomes close and understandable from childhood, then the child will develop a need for knowledge of historical information, high cognitive activity, a desire to appreciate the merits of the cultures of other peoples, which, undoubtedly, will be an integral feature of his spiritual formation, social development.
Target: the formation of a creative personality through the study of different cultures, the characteristics of human interaction with nature in different cultures and the formation of the beginnings of tolerance, respect for foreign culture.
Tasks:
1. To acquaint children with the nature and climate of the country under study, to give an idea of the beauty and diversity of flora and fauna.
2. To give an idea about the features of human life in these natural conditions, to acquaint with the appearance, housing, clothing and life of the representatives of the era under study, to acquaint with the traditional occupations of this people.
3. Promote the use of acquired knowledge in a variety of activities.
4. To teach to be kind to people around, to cultivate a culture of behavior in kindergarten, at home, at a party, on the street.
5. Familiarize yourself with various sources of information.
6. To form the intellectual and personal qualities of preschoolers in the course of mastering all educational areas ("Physical culture", "Health", "Safety", "Socialization", "Labor", "Cognition", "Communication", "Reading fiction", "Artistic creativity", "Music") along with tasks that reflect the specifics of each educational area, with mandatory psychological support.
7. Develop independence, communication skills, memory, thinking, creative imagination, musical abilities.
Estimated results of implementation:
1. The presence of initial ideas about various world cultures, the features of human interaction with nature in different countries.
2. Creation of a knowledge system of joint activities "child - teacher", "Child - parent".
3. Equipping the subject-developing environment.
4. The formation of a sustainable interest in various sources of information.
5. Interaction with society (visiting museums, exhibitions, libraries).
6. Introduction to the elementary generally accepted norms and rules of relationships with peers and adults (including moral ones).
Stage 1: collection of information, materials for the implementation of the project
1. Statement of the problem, determination of the goal and objectives of consistent work.
2. Collection of information for the implementation of the project.
3. Determining the level of knowledge and ideas in this area, methods of pedagogical diagnostics..
4. Creation of a subject-developing environment that reflects the specifics of the ongoing work on multicultural education.
5. Studying the best practices of kindergartens of Russian Railways.
6. Selection of methodological literature and information material.
Pedagogical diagnostics
Levels of knowledge formation of children:
High level(13-15 points)
- Knows the name of his city, the capital of Russia; names the continents and recognizes (by illustration) sights; knows and recognizes the flag, coat of arms of Russia, can explain the symbolism of the coat of arms; names the natural resources of his native land and other countries of the world,
- conveys his attitude to the national characteristics of culture and traditions of the peoples of other countries.
Average level(8-12 points)
- Knows the name of the city, his home address, the coat of arms of Russia; finds it difficult to name the continents, sights (does this after the explanations of the adult); finds it difficult to name the flora and fauna of other countries, their national characteristics. Answers are given without reasoning and explanations, speech with a limited vocabulary, do not operate with subject terms.
Low level(5-7 points)
- The child finds it difficult to answer the questions, knows the names of the city, cannot explain the symbolism of Russia, does not name the continents, does not know the peculiarities of the culture of different peoples. The help of the teacher and auxiliary questions do not have a significant impact on the answers, the children often remain silent. The speech is monosyllabic, with a limited vocabulary, do not use subject terms.
Stage II:
1. Mastering elementary basic knowledge about the culture of different peoples and the peculiarities of human interaction with nature in different countries.
2. Development of speech, outlook, memory, thinking, communicative qualities, creative imagination, musical abilities of pupils.
3. Involving parents in the upcoming creative work.
For work in the project "The World Around Us" - we have chosen lexical topics:
1. My neighborhood.
2. My city.
3. My homeland is Russia.
4. Plants of our forests.
5. Wild animals of Russia.
6. Our country on the world map.
7-9. Continents. Their similarities and differences.
10. Travel. Seas and oceans.
11. Plants of different continents.
12. Animals of hot countries.
13. Animals of cold countries.
14. Marine life.
15-18. countries and peoples of the world.
19. Schools of the peoples of the world.
Lexical theme: Continents. Their similarities and differences.
Socialization
* Didactic game "Guess by description"
* Role-playing game "We are travelers"
* Role-playing game "On the way to India"
* Role-playing game "In the Northern Seas"
Cognition
*Consideration of illustrative material.
*Study of reference and encyclopedic literature.
* Conversations about the continents.
*View videos about the continents.
*Viewing the cartoon "Around the World with Lyolik and Bolik".
* Viewing the m / f "Stories of the famous sailor."
*Working with an interactive whiteboard.
*Speech therapy classes of the cognitive cycle.
* GCD for each continent "Hello, new land!"
Development of speech and communication
*Compilation of stories from pictures.
* Compilation of stories from personal experience.
* Solving riddles.
*Communication with guests who have visited different continents (Eurasia: China, India, Czech Republic; Africa; Antarctica).
*Communicate with each other while drawing and making maps of the continents.
* Making riddles, word creation (writing by children).
* Sound analysis of words.
Reading fiction
*Semantic reading of the atlas "World and Man".
*Work with the atlas of the world.
* Acquaintance with the map of the continents.
* Reading stories "Geography for kids."
* Oleg Tikhomirov "How Columbus Discovered America" magazine "Murzilka" 1 - 2005
* Oleg Tikhomirov "Discovery of Antarctica" magazine "Murzilka" 6 - 2002
productive activity
* Volumetric design "Map of the World".
*Collective application.
* Creation of an album of drawings "We travel the world."
*Together with parents creating a photo album "Travel yourself, travel with us!".
*Exhibition of drawings "Hello, new land!".
* Volumetric design "Animals of hot countries".
Artistic and aesthetic activity
*Audition: Song of Friends (Merry Travelers).
* Learning songs: "A song about six continents."
*Music. Chinese dragon game.
Physical culture and health work
*Learning the complex of morning exercises "On the Northern Seas".
*Finger gymnastics "Africa".
*Outdoor games.
*Physical leisure "In Antarctica" (methods of movement of animals of Antarctica).
life safety fundamentals
Conversation with children “Journey. How to behave on the road
Using the created algorithm ( Attachment 1), work on each country is unique.
Peoples of the World: China
*Descriptive story about China.
*Collage "China".
*Consideration of Chinese characters.
*Traditional Chinese tea.
*Sculpting Chinese dragons from salt dough.
*Coloring dragons from dough.
* Musical game "Chinese Dragon".
Peoples of the World: India
*Learning Indian national dance.
* Compilation of a collage "India".
* Retelling of the story “How the elephant saved the owner ».
*Activation of touch and smell when trying different varieties of Indian tea.
* Cognitive speech therapy lesson "National Indian costume".
*Video presentation of "Countries of the World".
Peoples of the World: America
*Handmade: Indian national headdress (North American Indian ornament embroidery on headbands).
*Watch the video "Undiscovered America".
*Collage "North America".
*Sports "American football".
*Learning the dance of Texas cowboys.
* Cognitive speech therapy lesson "Visiting the Indian people."
Stage III:
- Generalization of experience, determination of the result of practical activity, development of an algorithm for subsequent pedagogical work in this area.
- Presentation of project results to parents.
Productive results of the project
1. The subject-developing environment has been transformed:
- corners for multicultural education are equipped, which make it possible to carry out individual and subgroup work with pupils according to their interests and preferences;
- equipment and didactic material carries certain information about different world cultures, features of human interaction with nature in different countries;
- updated materials for parents.
2. As a result of the project implementation:
- children have formed the beginnings of tolerance and respect for a foreign culture;
– preschoolers have developed a steady interest in studying the cultures of different countries;
- pupils have developed creative, speech, musical, linguistic abilities;
– a positive respect for representatives of other nationalities has been formed;
- the ability to navigate in the information space has been formed;
- children enjoy playing role-playing games with multicultural themes, independently developing and complicating the plot of games;
- cooperation and co-creation as equal partners are traced, dialogic interaction is ensured, the possibility of self-realization of each.
3. The level of parental activity in organizing joint activities for the multicultural education of preschoolers has increased.
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THIS MYSTERIOUS WORLD Starry sky (northern hemisphere of the sky) ... 8-9 Solar system. . ............. 12 Sun and planets. ,………………... 13 Starry sky (southern hemisphere of the sky) ..10 11 Space exploration in the USSR .......... 14-15 Space exploration (international cooperation) ..... . 16 17 EARTH ON THE GLOBE AND ON THE MAP Earth is the planet on which we live....... 20 21 Daily movement of the Earth. . . ……..22 Movement of the Earth around the Sun…… 23 Globe. Physical map of the hemispheres ………………..24 25 Forms of the earth’s surface………. 26—27 Oceans of the Earth……………………… 28 29 Climate of the Earth……………………. 30 31 Natural zones of the Earth ……………. 32 33 THE EARTH AND ITS DIVISIONS Europe. . . …………………………. . 36-41 Asia............. 42-49 Africa. . ............ . . ... 50-57 North America………………… . 58, 60 62 South America.…………………. 59, 63 65 Australia and Oceania ………………… 66- 68 Antarctica ……………………………….. 69 Fauna of the oceans …………….. . 70 71 Table of contents……………………… ... 72
