Text: Alexey Kirillov | 2017-01-22 | Photo: | 1865

Under conditions of weightlessness, many physical processes proceed differently than we are accustomed to seeing them. Even reputable scientists cannot always accurately calculate how this or that space experiment will end. Therefore, such experiments contribute to a deeper understanding of fundamental physical laws, and the introduction of the so-called "space lessons" into the learning process is considered as one of the ways to increase the level of teaching in the natural sciences. We asked Igor Grigoriev, head of the Center for Aerospace Education at the Galaktika Educational Center, about the prospects for education that space opens up.

Igor Grigoriev

Head of the Aerospace Education Center of Lyceum No. 35 - educational center"Galaktika" (Kazan), chief expert of "Aerospace Engineering" JuniorSkills.

In contact with

classmates

- Igor Petrovich, tell me, what role can "space lessons" play in the educational process?

First, I would like to note a very important, in my opinion, point, namely, that cosmonautics today is informationally severely separated from people's lives. In fact, the only thing that our TV channels say about this topic is that someone once again flew into space or, conversely, returned to Earth. This is very similar to a public address message at a railway station. But why they fly there is completely incomprehensible to non-specialists. Can this attract young people to astronautics? Therefore, lessons from space and a demonstration of what is being done at space stations is one of the ways by which it is possible and necessary to restore interest in astronautics.

Now for the educational process. Space has really given us new opportunities that can be used in education, however, this process is just beginning, and much of it is not yet clear. I would highlight two main things. The first is a demonstration of experiments that are carried out in space. In this I see a solution to an extremely serious problem of education - bringing children to the forefront, breakthrough edge of science. After all, a modern textbook on physics is, in fact, the same textbook that was in the 19th century. Reading it, one gets the feeling that over the past 50 years, physics has not moved anywhere. It lacks everything modern and exciting, it does not have answers to the questions that children ask today. Find in such a textbook the answer to the question “how does an iPhone or quantum communication work?” will not work. Well-made lessons from the International Space Station (ISS) can also help bring children to this advanced level. This is just one of the advanced laboratories of mankind, and as many people as possible should know about what is happening there.

The second point is that today they are trying to make science education interactive. But the task here is not just to beautifully illustrate knowledge and put it into the student. It is necessary that knowledge awakens interest, fantasy, so that a person has ideas, so that he himself begins to do something, search for information, actively and creatively study the issues of interest to him. And space is able to arouse this interest, because it poses unexpected tasks - sometimes even for those people who know physics well.

True, with such "entertainment", I think you need to be extremely careful. Space awakens fantasy, but it must have its continuation. If earlier schoolchildren had the feeling that physics is a complex, boring science, now they often begin to perceive it only at the level of entertaining tricks and entertainment. But as soon as the matter begins to concern serious thoughts, they immediately give up and switch to other entertainment. A good learning experience must grab attention first unusual effect, and then awaken thought and fantasy with intrigue: “Why is this so?”. It is necessary to ensure that the student begins to enjoy this mental "aftertaste". Thus, in my opinion, the primary goal of lessons from space is to move away from memorizing dry paragraphs and create an unusual situation that can be studied and discussed with interest.

NASA/flickr

The first classes for schoolchildren from the orbit of the spacecraft began to be conducted by the Americans, for whom in those years the interest of the public was much more critical than for the Soviet cosmonautics. As part of the Space Flight Participant Program to include "civilian astronauts" in the shuttle crews, the "Teacher in Space" program was launched. On August 27, 1984, US President Ronald Reagan announced that a schoolteacher would fly into space in late 1985 or early 1986. As a result of a huge national competition, two teachers Christa McAuliffe (primary candidate) and Barbara Morgan (understudy) were selected from 10,463 people. On January 28, 1986, Christa McAuliffe died in the explosion of the shuttle Challenger. All flights of "civilian astronauts" were canceled. But NASA astronauts themselves often report for schoolchildren. In the USSR, the inclusion of schoolchildren in real astronautics began with vigorous activity cosmonaut Alexander Serebrov. In 1988, he organized and headed the All-Union Aerospace Society (All-Russian Youth Aerospace Society), which united more than 50 thousand children. During his fourth flight into space in 1993-94, as a flight engineer of the Soyuz TM-17 spacecraft and the Mir station, Serebrov made a series of films Lessons from Space. Gradually, China is also on the rise. On June 20, 2013, taikonaut Wang Yaping gave a weightless lecture to Chinese schoolchildren for the first time in Chinese history.

- When studying what disciplines can "lessons from space" help?

Speaking of space, first of all, we mean a certain environment in which, of course, one of the main forces acting on Earth is present, but not felt at all - gravity. At the very least, this allows us to observe forces that are masked by gravity on Earth. For example, the surface tension force of a liquid on Earth and in space is the same, but water on Earth spreads over the surface, and in orbit it gathers into a ball. In this experiment, this happens precisely for the reason that gravity plays a decisive role on Earth, while in space it is surface tension.

That is, the side of the spacecraft is a specific experimental space in which gravity is "turned off", or rather, neutralized. By the way, not only gravity, but also those physical processes that are associated with it - the Archimedes force, convection. And this makes it possible to see other forces and effects more clearly. Take two AA batteries and put them side by side - plus to plus, minus to minus. Absolutely nothing will happen to them, and the thought will not even arise that something can happen. But in space, such batteries suddenly began to unfold - minus to plus, and plus to minus. This is a clear demonstration of the fact that charges of the same name repel, and opposite charges attract. We practically cannot see the forces that arise between batteries on Earth, but in space these small interactions suddenly manifest themselves in an unexpected beautiful experience.

Another beautiful example is the burning of a candle in weightlessness. By the way, this experience has a very instructive and important history for our discussion. In 1974, at the Crimean Observatory, during a meeting of cosmonauts with schoolchildren, one of the girls unexpectedly asked: “Does a match burn in space? And will it ignite in weightlessness at all? None of the astronauts could answer. It never even occurred to anyone to conduct such an experiment. Was it possible to kindle a fire on a ship just for the sake of an experiment? After all, fires on spacecraft can be very dangerous. But, according to cosmonaut Vladimir Kovalenko, this question made him think, and in October 1977, when he went on a flight with Valery Ryumin, he secretly carried a box of matches aboard the Soyuz. When the opportunity arose, he lit one match - naturally, in compliance with all safety measures. According to the astronaut, the spectacle turned out to be amazing: in orbit, the hot air did not tend to rise, and the flame was not “elongated”, as on Earth, but rounded. This story was widely circulated in the media, but it is difficult to say now whether everything in it is reliable. Official information says that the first such experiment was carried out in 1992 in the SpaceLab orbital compartment aboard the shuttle, and in 1996 the experiment was repeated at the Mir station.

Nevertheless unexpected question, which, in principle, could not have occurred to professionals, laid the foundation for a whole line of experiments. According to some reports, more than 80 candles were burned in space alone - in order to understand the process in detail, in order to make visual videos. Quite unexpected effects were discovered. Yes, and there were many practical applications - from improving fire safety on spacecraft to improving the operation of internal combustion engines already on Earth.

But here it is important not to be limited to physics alone. It is necessary to focus on those areas where astronautics has long paid off and has practical applications. For example, remote sensing of the Earth makes it possible to formulate and solve a lot of practical problems in terms of geography and geology, ecology and meteorology. And only by presenting these tasks to schoolchildren within the framework of the relevant disciplines, we will be able to provide them with relevant knowledge. Moreover, some of the problems have not yet been resolved, which means that it is the younger generation that will have to unleash this potential, so teenagers should be included in this work today.

Another major area is biology, which in terms of the cosmos can be roughly divided into two components - botany and human physiology. The main question of botany here - what happens to the dynamics of plant growth? When we place a seed in the soil, it somehow orients itself in complete darkness: the root goes down, and the trunk goes up. But what happens if this happens in zero gravity? Oddly enough, but real experiments show that plants grow in zero gravity in much the same way. And it's amazing. But with reproduction they have big problems.

Interesting questions are connected with the study of the limits of life. For example, at what minimum pressure can living organisms exist? Or under what conditions can they, if not exist, then at least persist? So, in the course of the experiment, a mosquito larva was taken out into outer space. For three months she was in a vacuum, exposed to low temperatures and radiation. However, when the larva was returned to the station, it recovered and hatched into a live mosquito.

TsPK named after Yu.A. Gagarin

One of the most common misconceptions about space is that there is no gravity outside of the atmosphere. In fact, no matter how far any two bodies move away from each other, their mutual attraction will never become zero, although it can be arbitrarily small. This follows from both Newton's law of universal gravitation and Einstein's general theory of relativity. This means that space is literally "saturated" with gravity. For example, a person is simultaneously affected by the gravity of the Earth, and the gravity of the Sun, and even the gravity of any of the planets of the galaxy most distant from the Milky Way. As the distance between objects increases, their mutual attraction quickly weakens, however, since the height of the ISS orbit is less than 10% of the earth's radius, astronauts are affected by almost the same gravity as people on Earth. So why are astronauts on the ISS in a state of weightlessness? The thing is that the station, together with the people on it, makes two simultaneous movements - under the influence of gravity it falls to the Earth and quickly moves along its surface. For example, the speed of a ship flying in low orbit is about 8 km/s. In the same second, the ship approaches the Earth by 5 meters. If the planet were flat, then the station would fall on it quickly enough. But the planet is round, and every 8 km its surface drops by the same 5 meters. It turns out that the ISS is continuously falling to the Earth, but cannot fall, since the surface of the planet falls under the ship at the same distance as it approaches it, due to which the station is always at the same height. It is this fall that causes the appearance of the effect of weightlessness.

And how realistic is it today that students not only watch videos with space experiments, but also participate in them in some way, for example, suggest ideas for conducting such experiments?

Yes, such opportunities are now provided. Space is much closer than you think. For example, our eighth graders and I grew and sent Batavia lettuce aboard the ISS. The plant, planted in cotton wool soaked in a nutrient solution, was observed by cosmonaut Oleg Germanovich Artemyev and regularly informed schoolchildren about how it develops under weightless conditions.

The ISS conducts scientific and educational experiments. Educational projects do not have a scientific purpose - they are created to interest children, to illustrate the laws. But sometimes, as in the case of our students, educational projects can have scientific value. Russian developers are proud to have made a space greenhouse with automatic watering - unlike the Americans, who water their plants manually. But at the same time, in any case, water is wasted, which is scarce on the ship. Subsequently, the plants evaporate it into the volume of the station, thereby putting an additional load on the air drying system. We at school have developed a system that does not require watering at all. The plant grows in a closed volume, it evaporates moisture, this moisture condenses and is again used by the plant. It turns out a closed cycle. And this is important for future long-term space missions, when astronauts will not be able to get food from Earth.

Some problems in astronautics, for some reason, are not solved at all, or they are solved for very large sums of money. This is the problem of the inefficiency of the existing system, which must be urgently addressed in the coming years. Rather, it is for those whom we are now teaching. Once in "Orlyonok" we conducted a project shift "camp", and next to us another camp, but also space, was conducted by young guys - engineers from NPO Energia, who are developing a new Russian spaceship"Federation". They came to us and posted a list of tasks with the question: “Can your students do something for us from this list?” To the counter question “why did you contact us with this?” we received a simply wonderful answer: “We want to show our superiors that schoolchildren can develop these things in a year for a penny, and not research institutes for millions of rubles over five years.” And after all, there really were tasks that could have been quite solved with schoolchildren in a year.

In general, I really like the slogan: "Space is much closer than we think." Just a hundred kilometers away. 8 times less than the distance between Moscow and Kazan. It may seem: who am I to contact the astronauts directly? But in reality, it's not that hard to do. There are programs that allow you to conduct a radio communication session and talk with an astronaut who is currently in orbit; experiments can be developed and proposed to be carried out in space. The problem is a little different, and this is a common disease of astronautics: within the framework of security, everything has become overgrown with such bureaucracy that processes take an unacceptably long time.

- But you nevertheless managed to realize your project ...

We are lucky with this. It took three weeks from the decision that our experiment should be implemented in space to the launch into orbit, although it usually takes 2.5-3 years. For a student, such a period is critical: elementary school students are not yet ready to do such projects, and high school students will have already left school during this time.

In our case, the political factor had a strong influence. Our Center for Aerospace Education was opened at the suggestion of the former head of Roscosmos, Oleg Nikolayevich Ostapenko, and the former head of the Cosmonaut Training Center, Sergei Konstantinovich Krikalev. After the opening of the center, they came to us, looked at the project, and Ostapenko said: "Send to the ISS in the near future." The experiment turned out to be successful in many respects precisely because no one began to understand the nuances, but they could have arranged a long microbiological examination with an assessment of all the flora that would fly to the station, and the like. But in this case decided: “OK, the jar is airtight, we will process it from the outside, and everything that is inside should remain there.” This allowed the project to be completed within a month. Very unexpected for us.

NASA

NASA

Two simple but spectacular experiments: burning a candle on Earth and on a space station, and the behavior of a liquid in zero gravity.

A large number of science fiction films are being shot now, the action of which is somehow connected with space. Attempts to make them as spectacular as possible often lead to the distortion of facts and the formation of all sorts of myths. One of the most famous is that a person who finds himself in outer space without a spacesuit can simply explode. How do you feel about such things?

I was once asked how I feel about the mistakes in The Martian. I'm doing great! Because if they took off right movie, we would have nothing to discuss with the children. But when they show us how the entrance to the Martian habitation module with a diameter of two meters is closed with a plastic film on adhesive tape, then this is a good reason to speculate a little. Even seventh graders can already calculate the pressure that the air will create inside the module, compare it with the pressure that the film can withstand, and thereby understand the stupidity of the idea shown in the film.

Erroneous films about space can also be good in that they will prompt specialists to create the “correct” videos. For example, the fact that the tears of the heroine in the film "Gravity" flow down her cheeks does not stand up to criticism. But on the other hand, this was the reason that the American astronaut Chris Hadfield made a video where he showed that tears in space would accumulate in the eyes, gradually filling them.

However, there is one good exception - the movie "Interstellar". Here, in my opinion, a certain breakthrough has been made. There are films that filmmakers make to the best of their own understanding. And there are films for which they invite consultants. The task of the consultant is to identify gross errors. One of the authors of Interstellar was a theoretical physicist, the creator of one of the most breakthrough theories in science, Kip Thorne. That is, he was involved not even at the level of a consultant, but at the level of a co-author of the film script! And this has never happened before - it's the same as Einstein would become one of the authors of the film script.

By the way, after the release of the film "Interstellar" excellent methodological developments for teachers were posted on the Internet. They described how clips of the film could be used in lessons, in project activities, in school discussions, and not only on the topic of physics, but also on philosophical and moral topics. There is a lot to learn here!

frame from the movie "Gravity"

Canadian Space Agency

Tears in space as imagined by a Hollywood director (on the face of the heroine of the film "Gravity") and in reality (on the face of American astronaut Chris Hadfield). You can clearly see how Hadfield's tears accumulate, filling first the eye itself, and then the space around it. But with Sandra Bullock, they flow down her cheeks, and then, in the form of small droplets, fly away into space (the droplets are visible under the heroine's left eye). In fairness, it should be noted that most of the "blunders" in science fiction films are done intentionally - to increase the entertainment of films.

- What do you think, will "education from space" develop in the future and in what direction?

I have not yet seen a single teacher who would successfully use all the opportunities that open up thanks to space exploration. So far it's mostly used as a surprise thing. This information practically does not reach teachers, and almost no methodological developments how to use it in class.

I think that in the future we should focus on two points.

The first interesting direction is the format of video problem books. For example, cosmonaut Alexander Serebrov recorded a video in which you can see how, being in weightlessness, he pushes away a 150 kg battery. Here we can formulate the following problem: having a video, determine the mass of cosmonaut Serebrov. From the frames, you can see the speed with which the astronaut and the battery fly apart, and therefore, find the ratio of speeds and mass. Having a whole set of such videos, we can create an archive of not only interesting, but also live, practice-related tasks.

The second direction is related to the fact that modern society there is a demand for people who are not so much able to solve problems as they are able to formulate them. The main problem is to come up with a task. Unfortunately, conventional school education does not encourage this. But interaction with astronauts allows them to learn to generate new ideas. It is fundamentally new thing which is almost non-existent in schools.

Space day.

Entertaining lessons

for students in grades 1-2

Target:development of independence, cognitive and creative activity, creation of opportunities for self-realization of children.

Tasks:

Expansion of knowledge about space;

Activation of cognitive interests;

Development of imagination, fantasy, creative activity;

Development of initial skills in working with educational literature;

Formation of communication skills through work in groups;

Extension vocabulary on the topic "Space".

Lesson I

Before class, the teacher distributes stars cut out of sheets of paper so that the children can make a short note on them.

1. Conversation

Teacher. Who among you dreams of going to space? What do you think space is?

The students try to answer the questions.

Teacher. As you can see, everyone has a different idea of ​​space. Today we are going to space trip. After listening to short messages from teachers about the universe, stars, planets and spaceships, you can write on your asterisk the name of the topic that interests you the most and answer the question: “What else would I like (a) to know about space?”

2. Theatrical performances of teachers:

Topic: “The Universe. Galaxy"

The teacher appears in a Galaxy costume, wearing a black cloak with silver stars of various sizes.

Teacher. A person always strives to comprehend the world in which he lives, to answer the questions: “What is the Universe? What is space made of?

The vast mass of stars is called the Galaxy. The universe is made up of different galaxies. With our eyes, we can see a cluster of stars in the form of a plume - this is Milky Way. But we can't see everything with our eyes.

Teacher . What do people use to see the stars better and know more about them?

Students . They launch spacecraft, orbital stations; use telescopes; fly into space (approximate answers).

Teacher. What did a man see - an astronaut, who was the first to go into outer space, into the Universe?

Tells.

Theme: "Stars"

A teacher appears dressed as an astrologer, wearing a pointed cap with stars on his head.

Teacher. Guys, I have a very ancient and interesting program in scientific astronomy. I study the stars.

The stars are very far from the Earth, so they do not warm and seem very small. There are a lot of stars in the sky, and in order to understand them, people have combined the stars into groups - constellations. The brightest constellations were given names.

Which of them do you know?

Students. Cancer, Aquarius, Taurus, Ursa Major and Ursa Minor, etc.

Teacher. I will tell you the legend of Ursa Major and Ursa Minor.

Tells a legend.

Teacher continues the story.

The stars are so far away that their rays reach the Earth almost 4.5 years after radiation. If the stars farthest from the Earth go out, then earthlings will know about it only after 500 years.

Teacher talks about the star atlas (compass).

If you are lost, then the stars will help you find the North, South, West, East. Do you want to learn how to determine the sides of the horizon? To do this, you need to find out all the names of the constellations and the place in which they are located in the night sky. There are about 6 thousand stars in the sky. You can learn to find unknown constellations with me. How do you think ancient astronomers discovered the signs of the zodiac? This is just one of many interesting questions to which astronomy provides the answer.

For example, from which constellation does the Sun begin its journey through the zodiac circle? Where are the twins in the sky? Who is the star Sagittarius aiming at? Where does Capricorn jump or where does Aquarius pour water? There may be many such questions.

You and I could:

study the stars, their constellations (names and history);

make a star atlas;

write short essays on astronomy;

make a mathematical problem book on the stars.

Theme: "Sun"

The teacher comes out in the costume of the Sun God - in a yellow or orange cloak.

Teacher. The sun is one of the countless stars in the universe. The sun is the source of life on earth. This was well understood by ancient people. Our ancestors, the Slavs, worshiped the God of the Sun - Yarila, the Egyptians - Ra, the Greeks - Helios. The sun has its planets. Do other stars have planets? Unfortunately, even the closest stars to us, Centaurus and Alpha Centauri, cannot yet see planets, because our modern telescopes, even the most powerful ones, cannot yet detect other planetary systems.

So, in the Universe, our solar system (the Sun and the planets revolving around it) is our "cosmic home".

Do you know:

How is our "space house" arranged?

How many planets revolve around the sun? What are their names?

Is it far from the sun?

What is the Sun and other planets made of? solar system?

Why doesn't the Earth fall into the Sun?

How are planets different from stars?

How does the planets move?

If you are interested in our solar system and some question on this topic, then choose the crew of Our Space Home.

Topic: "Space exploration"

The teacher brings an album about space with photos.

Teacher. Mysterious since ancient times space world attracted people's attention. Why are people interested in space? (Ask students a question.)

Students (sample answers). Need knowledge about the surrounding world; interesting.

Teacher. How to get to space?

Begins a story.

October 4, 1957 is considered the beginning of the space age. On this day, the first spacecraft, AES, was launched. He circled the Earth and collected the first information about the various layers of the atmosphere. Following him, the second satellite was launched with the dog Laika and the third with a device for studying the Earth's atmosphere. On April 12, 1961, the Vostok spacecraft with a man on board took off from the Baikonur Cosmodrome. Yu.A. Gagarin first saw the Earth through a porthole. In 108 minutes, he circled the globe and landed in a given area. March 18, 1965 A.A. Leonov was the first to go into outer space. On July 21, 1969, Neil Armstrong and Edwin Aldrin set foot on the moon for the first time in history. They went to the surface of the moon, collected samples of lunar rocks, installed scientific instruments.

Why do you think it is impossible to fly to different cities on a rocket? Why can this only be done on airplanes? An airplane needs air to support itself or it won't fly. The rocket does not need air, it is repelled from its fuel, gases and flies into the airspace, constantly discarding combustion products.

S.P. Korolev is the general designer of spaceships. New space stations, moon rovers and spacecraft have already been built. They tell a lot of interesting things about the Earth, the Moon, planets, stars. Our crew can find out:

How is a rocket built?

how she flies;

What is the suit made of?

how astronauts are prepared for flight and much more.

If you have any questions, write them down on your stars.

3. Formation of crews

Teacher. You already know about the star road, which is called the Milky Way. Let's make our "Milky Way" out of your questions - stars.

Star crews are formed from the stars.

Lesson II

1. Children come up with names for their crews.

Teacher. So, the crews are ready. Let's check the readiness of your spaceship - the rocket.

Each crew is given a crossword puzzle on sheets in the form of a rocket. To do this, you need to answer the questions of the crossword puzzle that the rocket consists of. Which crew will be the first to report the readiness of the rocket?

Teacher. Listen carefully to the questions:

Who was the first to go into space? (Gagarin).

What was the name of his ship? ("East").

Who was the first to go into outer space? (Leonov).

Many times you've heard it: All the words you know:

Cosmonaut, space suit, rocket. Satellite, engine, orbit...

Know these names: Twenty words in the crossword are hidden!

Mars, Venus and Moon. You will think for yourself

You watch in order. You put them in their places.

Start, docking and landing.

Here is Voskhod, Soyuz, Vostok -

For a turn another turn

They make ships

Launched from Earth

From the launch site - from the spaceport ...

2. Rocket launch.

Teacher. Everything is ready to fly. It remains to launch our rockets. Crews, hold hands, close your eyes. 5, 4, 3, 2, 1 - start! (the melody of the band "Space" sounds).

Imagine that you are flying. Around weightlessness, all around you see the radiance of the stars. Your ship is going into orbit.

3. Discussion of the progress of further work.

Teacher. Guys, when you look for answers to your questions, you can use the literature that we have selected for you. But it may so happen that this literature will not be sufficient. Therefore - homework: bring books about space, look in advance for answers to our questions, ask parents, friends, acquaintances. You can submit your work as:

task book;

Crosswords;

Abstract;

Poster;

Questionnaire;

baby books;

Poems - riddles, drawings;

Models, etc.

The crews confer, are determined in the choice of type homework- the final educational product.

Lesson III

Design of the study room with materials, paintings, drawings on the theme "Space".

The first stage - "Implementation"

1. Choice of partners within the group.

2. Choice of methods and planning of activities.

3. Implementation of the work plan.

4. General analysis of the project implementation.

The second stage "Final"

Protection of works and presentation of final educational products. Protection can result in a holiday "Space Day".

The final educational products were:

1. Volumetric model of the solar system, made on plasticine cardboard in compliance with the proportions of the planets.

2. Poster "Sun", representing the structure of the sun (in section).

3. Poster "The structure of the planet Earth" (in section).

4. Schemes that visually represent the ratio of the masses of the Earth and the Sun, some planets.

5. Small abstracts of the guys, crossword puzzles on the topic "Space".

6. Task book.

7. Model of the spacecraft (with separating steps).

The project was organized outside school hours. In the course of the work, mixed (both grades 1 and 2) groups were formed. The project brought together teachers primary school, teachers of natural sciences, teachers of fine arts and labor, parents participated.

The start of the project was given in February, the project ended with a holiday on Cosmonautics Day.

State budgetary educational institution

Medium comprehensive school No. 695 "Rainbow"

Pushkinsky district of the city of St. Petersburg

Space day.

Entertaining lessons

for students in grades 1-2

Kobets Marina Nikolaevna

St. Petersburg

2017

On the eve of Cosmonautics Day, Russian schoolchildren will watch an educational film that will show how cosmonauts and astronauts demonstrate physical laws in zero gravity. The creators of this film also plan to release educational films on geography, biology, astronomy.

The film "A Lesson from Space" was recommended by the Ministry of Education for viewing in all educational institutions on the eve of Cosmonautics Day. This day in Russia is April 12 - the day of the first historical space flight. The first film is called "Our Home is the Earth" and it was filmed back in 2012. The third film is planned to be filmed by the beginning of the next one. school year, and the fourth will be published on the anniversary of the launch of the 1st artificial Earth satellite.

The script of the film was developed by teachers, scientists, as well as members of the ISS crew. The actors of the film in the episodes in outer space are astronauts. Everything is done in constant communication with the astronauts, together we prepare texts and paint mise-en-scenes ... This is a very complex project. It's easier to make even a full-fledged feature films . - said Alexander Ostrovsky, head of the Roscosmos television studio.

In future this project According to the organizers, it will be international in nature. All films in this series will have English subtitles. Thus, foreign students will also get acquainted with educational films.

The first artificial Earth satellite, the first spacecraft, was launched into orbit in the USSR on October 4, 1957.

Code designation of the satellite PS-1. The launch was carried out from the 5th research site of the USSR Ministry of Defense Tyura-Tam on a Sputnik launch vehicle. The launch date is considered the beginning of the space age of mankind, and in Russia it is celebrated as a memorable day for the Space Forces.

A boring physics lesson becomes much more interesting and exciting if it is taught by astronauts in orbit. Research lab assistant Wang Yaping led an unusual class for schoolchildren from the Shenzhou-10 spacecraft in the orbital module.

The lesson lasted 40 minutes, during which the space explorers conducted five basic physical experiments related to the characteristics of the movement of an object in weightlessness. Also teachers from space spoke about the surface tension of a liquid, and explained in detail the concepts of mass and weight, referring to Newton's law.

After experimenting with weight measurement, pendulum motion, gyroscopic motion, and demonstration of the properties of a water film and a ball, everyone could ask questions. The lesson was broadcast from space in almost all educational institutions China.

Space pedagogy is far from being an innovation. In 2007, the first lesson from space was conducted by Barbara Morgan, although before her the first attempts at this kind of activity were made by the American Christa McAuliffe in 1986.

Perhaps in the near future aliens from other galaxies will teach a lesson in physics. I wonder how strict and harmful they are.

Sources: www.vesti.ru, easyen.ru, www.fnv-site.ru, www.dvinainform.ru, xvatit.com

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I have collected here a lot of developmental and creative tasks from various resources in which the kid could show his artistic qualities, study celestial objects a little and train his hand for writing. All pictures are ready for printing - download and play!

==1==

Cards for children "Space"

Print out a sheet of cards and either laminate it or stick it on cardboard. Then cut along the gray lines. To make the game with cards educational, show the baby the cards and tell what is shown on them, describe these objects, what is special about them. Show only 1 card at a time.

==2==

Lotto "Solar System"

Round small cards with planets, sun and moon. The planets of the solar system are not named to save space, but you can easily label them with reverse side cards.

The order is: Sun, Moon, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.

*To download the image in its original size, press the right mouse button and select "save image as ..."

How to play loto?

• Tell your child what is on the cards.
• Show how to overlay cards on the same items on the playing field.
• Ask him to lay out the cards on the field himself.
• Try each time to tell something new about the depicted subject.
• If the baby already knows how to speak, then let him name the object with which he picked up the card.

==3==

Space coloring pages: Earth and Moon, Rocket, Saturn, flying saucer.

*To download the image in its original size, press the right mouse button and select "save image as ..."

==4==

Task for preparing the hand for the letter “To the start! Attention! March!".

Have your toddler help the rocket take off by drawing a line from the ground to the rocket. If you hide this printout in a file corner and give your baby a dry erase marker (whiteboard marker), you can do the task many times.

*To download the image in its original size, press the right mouse button and select "save image as ..."

==5==

Find identical rockets and match them.

This game is about attention. The child needs to find the same rockets among many similar ones. This difficult task, so do not worry if the baby does not immediately cope with it. Hide the sheet in the file corner, like the previous task, and the next day invite the baby to play this game again.

*To download the image in its original size, press the right mouse button and select "save image as ..."

==6==

Draw half.

This task prepares the hand for writing and develops imaginative thinking. If the child is still small and it is difficult for him to complete this task on his own, try to draw with him hand in hand.

*To download the image in its original size, press the right mouse button and select "save image as ..."

==7==

Draw wings and tails for the rockets.

This game develops creative thinking, because, you see, it is quite difficult to come up with different beautiful wings for all rockets

*To download the image in its original size, press the right mouse button and select "save image as ..."