How mountains are formed, methods of mountain formation. Interesting facts about mountains Why mountains age
Structure of the Earth. (10-12 min)
1. -Let's check the versions of the formation of the Earth.
Everyone knows that the Earth is a ball. The secret of mountain formation must be sought within the Earth.
The internal structure of the Earth resembles a chicken egg (show).
The core is the yolk.
The mantle is white.
Bark is a shell.
The teacher suggests creating a model of the Earth from plasticine, and during the work he comments, naming the main layers.
Core - represents hot molten metals at t=5000 °C.
The mantle (in fairy tales the cape of kings) is a molten mass, constantly flowing; heating up from the core, it rises, then falls down. It's like stone porridge is being cooked.
The earth's crust is a thin upper hard layer (comparable in thickness to a postage stamp stuck on a ball). The actual thickness is 100 km. (Cut the Earth model, repeat layers).
Whose picture is more correct?
2. Formation of mountains (2-3 min).
The crust consists of individual plates that float like ice floes during ice drift, only very slowly, at a speed of 1-2 cm per year. Let us depict the movement of plates, for example, Euro-Asian and Indo-European.
An outdoor game “Plate Movement”, during which the reasons for the formation of mountains are revealed.
3.
Earthquake, volcanic eruption (2-3 min).
As a result of the movement of plates, mountains are formed. But all movements are accompanied by earthquakes, volcanic eruptions and other disasters. The spectacle is stunning in beauty, but incredibly terrible in its destructive powers.
How fast is the lava speed of a volcano? Outdoor game “Escape from the volcano” (according to the principle of running a race).
It is unlikely that you will be able to escape from a volcano, because average speed the flow of lava was 50 km/h, and during the eruption of Mount Vesuvius in Pompeii, the lava flowed at a speed of 150 km/h.
The largest cataclysms in human history.
-
What major and destructive earthquakes of our time do you know about?
On March 11, 2011, a strong earthquake occurred in Japan. The resulting tsunami wave, several tens of meters high, partially destroyed the Fukushima-1 nuclear plant and damaged the cooling system. The accident caused radioactive contamination of the area and the discharge of radioactive water into Pacific Ocean. The earthquake claimed the lives of almost 16 thousand people.
And in 79 AD. The eruption of Mount Vesuvius wiped out several cities from the face of the Earth, including the flourishing city of Pompeii.
Working with textbook illustrations (p. 119)
What's happening in the picture?
What mood does it evoke?
What surprised you?
And only in the 19th century the city was accidentally discovered and after excavations, it appears practically unharmed before our contemporaries.
4. Mountains: old and young (5-7 min.)
Mountains are a symbol of inviolability and eternity. But the mountains are also aging and being destroyed.
Which picture shows old mountains and which shows young ones?
By what signs did you guess?
Why do mountains age and collapse? Find the answer to this question in the textbook on p. 117.
How do water, wind, plants destroy mountains?
Therefore, younger mountains are steep, with sharp peaks, while older ones are smooth, with gentle slopes.
Have we achieved any goal of the lesson? What goal remains to be achieved?
Class: 2
Goals and objectives.
Educational:
- introduce the characteristic features and nature of mountains, explain the reasons for their occurrence;
- teach how to find mountains on maps.
Educational:
- develop skills in working with maps and reference literature;
- develop skills and abilities of independent and group work.
Educators:
- contribute to the enrichment and development of students’ subjective ideas about nature.
Basic knowledge, abilities, skills.
- globe, map, symbols for them;
- parts of the world, continents;
- characteristic features of mountains, plains;
- main natural areas;
- about the change of natural zones on the Earth's surface.
- use laws and rules to make sense of their experiences;
- use the book to answer questions that arise;
- learn to read and use a map;
- master basic map reading techniques (identifying land and water, altitude, landforms, symbols);
- show continents on the map;
- identify plains and mountains on the map;
- show main geographical features on the physical map in different parts Sveta.
Equipment.
For students:
- textbook-notebook “Our planet Earth”, part 1;
- individual worksheets;
- textbook on geography “Our world. Mountains".
For the teacher:
- textbook – notebook “Our Planet Earth”, part 1;
- textbook on geography “Our world. Mountains";
- physical map of the hemispheres;
- tables “Plains”, “Mountains”;
- reproductions of paintings by M.Yu. Lermontov to his works about mountains.
During the classes
Teacher's activities. UUD ( in the table)
I. Organizational moment
Hello guys.
II. Updating basic knowledge. Motivation
What did we study in the last lesson? (The nature of the Earth, its surface)
What shape of the Earth's surface are you already familiar with? (Plains)
What can you tell us about the plains? (When answering, use the “Plains” table)
Do you think there are other surface shapes?
Justify your opinion.
“I saw piles of dark rocks,
When the stream separated them...
I have seen mountain ranges,
Bizarre, like dreams...
In the distance I saw through the fog
In the snow, burning like a diamond,
The gray, unshakable Caucasus.”
M.Yu. Lermontov
(Demonstration of reproductions of sketches by M.Yu. Lermontov)
What the great Russian poet M.Yu. wrote so enthusiastically about. Lermontov? (About the mountains)
But he also made illustrations for his works.
(Demonstration of reproductions)
What struck him and led him to such admiration?
What will we talk about in class today?
What can we call our lesson?
I propose to take a line from V. Vysotsky’s song “Only mountains can be better than mountains...”
(Write the topic on the board)
III. Formulation of the problem. Goal setting
What would you like to learn about in class today?
What questions would you like answered on this topic?
IV. Discovery of new knowledge
What are they called mountains?
What shape do mountains have?
How are mountains formed?
What do you think about it?
(Working with illustrations, explanatory dictionary)
Have the proposals been confirmed?
Prove using the textbook text.
Conclusion.
Mountains are elevations on the earth's surface, most often associated with the activity of the underground forces of the Earth.
What forces take part in creating the appearance of the planet?
What is weathering called?
Weathering is the destructive activity of water, wind and other natural forces.
Summarize your knowledge.
Let's make a diagram:
Look carefully at the “Mountains” table.
What conclusion can be drawn?
In what form can it be written?
Why are they called that?
How do mountains “age”? Try to explain.
- pp. 12-13 – volcanoes;
- pp. 14-15 - plate collision;
- pp. 18-19 – erosion.
Using the knowledge you have gained, find young and old mountains in the pictures. Justify your choice.
(Compare the Caucasus and Ural mountains)
Physical education minute
First I will be a plain,
I'll press myself to my knees.
Then I will turn into a mountain,
I can immediately reach the sky.
(Squat down, hug your knees with your hands. Stand on your toes, stretch your arms up)
V. Inclusion in the knowledge system
Workshop on independent application and use of acquired knowledge.
Read the assignment on the sheets carefully:
Using “ Physical card hemispheres” connect the names of the rivers with the names of the mountains in which their sources are located .
What knowledge do you think is necessary to complete this task? Do we have all the knowledge necessary to complete the task?
Show each geographic pair on a map.
(Work with a map at the board. Check using a sample)
m. South America-> Andes city -> r. Amazon
m. North America -> Cordillera city -> r. Missouri
Europe -> Alps -> r. Danube
m. Eurasia
Asia -> Himalayas -> r. Ganges
Physical education minute: eye exercises “Butterfly”, “Owl”.
Inclusion in the knowledge system and repetition.
Think about what the nature of the mountains will be like?
Explain how you understand what altitudinal zonation is.
Let's check ourselves. Find the definition in a dictionary.
Altitudinal zones are ecosystems that replace each other as you climb the mountains.
Why does nature change the higher we climb into the mountains?
Working with the textbook on geography “Our World. Mountains”, Volgograd cooperative “Book”. 1995
Page 22 – weather and climate in the mountains depend on altitude,
Page 24 – 25 – flora (using the example of the vegetation of the Himalayas),
Page 26 - 27 – fauna (using the example of the animal world of the Himalayas).
VI. Homework
Optionally.
Plants and animals of the mountains. (Drawings, applique, etc.)
- “People and Mountains”
Think about whether people can live in the mountains. What will they be able to do?
Do mountains need protection? Prove your assumptions.
If so, what can you suggest to protect them?
VII. Lesson summary. Reflection
What goals did you set for yourself at the beginning of the lesson?
How did you obtain knowledge?
What new did you learn?
(Mountains are characterized by a number of properties: elevated surface, pointed shape, etc. Mountains arise as a result of the action of underground forces and are destroyed by weathering. Volcanic eruptions and earthquakes can occur in the mountains)
What was interesting about the lesson?
What was the main thing in the lesson?
What happened? What else needs work?
What else would you like to know?
The nature of the Earth is majestic and unique. Mysterious depths of the seas and oceans. The submissive muttering of lowland rivers and the indignant roar of mountain rivers. Endless plains beckoning into the distance. Mighty, awe-inspiring mountains... All this is powerful, but at the same time fragile, and therefore requires care and careful treatment.
Thank you for your work in class and for your activity.
Goodbye! Wish you luck!
Literature
- Educational system “School 2100”. Pedagogy common sense. Collection of materials / Scientifically edited by A.A. Leontyev. - M.: “Ballas”, RAO Publishing House, 2003.
- Educational system “School 2100”. Our planet Earth. 2nd grade. Methodological recommendations for teachers on the course of the surrounding world “The World and Man”. A.A. Vakhrushev, O.V. Bursky, A.S. Rautian. – M.: “Balass”, 2002.
- Educational system “School 2100”. The world. Textbook-notebook for 2nd grade “Our Planet Earth”. In 4 parts. Part 2. / Team of authors under the leadership of A.A. Vakhrusheva. – M.: “Balass”, 2004
- Educational system “School 2100”. The world. Textbook-notebook for 2nd grade “Our Planet Earth”. In 4 parts. Part 4. / Team of authors under the leadership of A.A. Vakhrusheva. – M.: “Balass”, 2004
- Mountains. Tutorial on geography for schoolchildren: Translation from English, revised and expanded. / Edited by T. Ronina. – Volgograd: cooperative “Book”, “International Center for Education Weiland - Volgograd”, 1995.
Scientists have once again become convinced that Albert Einstein’s theory of relativity works. Experiments using a new generation of ultra-precise atomic clocks have demonstrated that by climbing the ladder one step, a person ages faster. Vladimir Kostromin, candidate of physical and mathematical sciences, told Pravda.Ru in more detail about the phenomenon.
At the beginning of the last century, Albert Einstein, within the framework of the theory of relativity, suggested that gravity affects the passage of time - either speeds it up or slows it down. American physicists from the National Institute of Standards and Technology (Colorado) recently became convinced that the principles of relativity of space and time, developed by the brilliant scientist, are also true on the scales of physical quantities familiar to humans.
One of the experiments that helped to find out this included a comparison of the progress of ultra-precise atomic clocks of the new generation (the error is a second per 3.7 billion years), one of which was installed on Earth, and the second was sent into near-Earth space using a rocket and then returned to Earth. The difference in time for such clocks, located in gravitational fields of different strengths, amounted to 400 trillionths of a second at a maximum distance from the Earth of 10 thousand kilometers.
"When the effect of space travel was replicated, the atomic clock began to run slower, as dictated by the theory of relativity," the researchers report in a paper published in the journal Science.
Using atomic clocks, scientists also confirmed the "twin paradox" - Einstein's conditional experiment, which states that a twin traveling in space will age more slowly than his brother remaining on Earth.
Although the detected difference in flow speed is expressed in only a few femtoseconds (fractions of a second, making up millionths of billionths), its reliably established presence serves as further confirmation that Einstein was right.
Then scientist James Chin-Wen Chou and his colleagues from the National Institute of Standards and Technology took two models of the most accurate atomic clocks, synchronized them and spread them across the floors of the skyscraper. By observing two clocks that were only one foot apart in height above sea level, scientists discovered that the higher the clock, the faster time passed. Literally every floor accelerated him. What floor? Each step took 90 billionths of a second from life.
According to James Chin-Wen Chow, a person living on the 102nd floor of, say, the Empire State Building, over the course of 79 years of life, will be 104 millionths of a second older than his twin brother living on the first floor.
Thus, the experiment showed that the life of a person living on the second floor of a multi-story building, due to the effect of reduced gravity, flows a little faster than for someone living on the first floor. Similarly, a person who rushes to work in the morning by transport, due to the difference in speed, ages more slowly than his colleague who prefers to walk.
It turns out that by climbing the ladder just one step, you will age faster, comments the scientists’ findings Marcus Chown, author of the popular science bestseller “We Need to Talk About Kelvin.” \"The experiment showed the following: if you want to live longer, buy a one-story house,\" says Chown.
The head of the research department of the State Scientific Center of Metrology, Candidate of Physical and Mathematical Sciences Vladimir Kostromin spoke in more detail about the phenomenon:
\"The general theory of relativity differs from other metric theories of gravity by using Einstein's equations to relate the curvature of space-time to the matter present in it. It is also worth noting that the theory of relativity has already been proven to be the most successful theory. It is also well confirmed by the observations of astrophysicists.
With a sufficiently deep study of physics, all the labyrinths of the complex edifice of the theory of relativity become completely clear. But, as we know, getting into them was far from easy.
This required a brilliant guess: it was necessary to be able to draw the correct conclusions from experiments - to discover the relativity of time with all the ensuing consequences. Thus, humanity, in its eternal quest to understand the world more widely and deeply, won one of its greatest victories. It owes it to the genius of Albert Einstein."
Mount Kailash (Kangrinboche) is surrounded by many myths and all due to the fact that no human has yet set foot on it; the peak remains unconquered even in the 21st century. Mount Kailash has great religious significance in Hinduism, Buddhism, Jainism, and the Tibetan Bon tradition.
So, for a long time there was an article on the site written by the author, “Marisa263”, in the comments you can see the indignation of visitors pointing out many inaccuracies and frankly fictitious facts. I decided that simply rewriting the article was not very interesting; it was better to go through each point and refute or confirm them. Under each point, I added the facts I found and my thoughts on this matter.
1 Mount Kailash and its height
Statement No. 1. “Mount Kailash is one of the mysterious places in the world, the height of which is 6666 meters.”
Wikipedia gives a different figure of 6638 meters with a link to Peakbagger.com. It is also said that scientists disagree between 6638 and 6890 meters, depending on the method of measurement.
2 On the opposite side of the Earth is the skeleton of Easter
Statement No. 2. On the opposite side of the Earth from Mount Kailash is the Easter Island, which is famous for its stone idols.
Probably everyone remembers from the geometry course that two points on a sphere can be connected by a segment; this segment is called a chord. So the chord connecting Easter Island and Mount Kailash really runs close to the center of the Earth,
It’s difficult to say exactly through the center, but it can be argued that the Easter skeleton is on the opposite side of the Earth.
3 People age faster near Kailash
Statement No. 3. that near Kailash people age faster (12 hours passes in approximately 2 weeks), this is evidenced by the growth of hair and nails.
In fact, it is a fact known to science that the growth of nails and hair slows down in the cold, which probably explains the observation.
4 Mount Kailash remains unconquered
Statement No. 4. She has not yet allowed a single climber to reach her peak, those who tried to “throw off” the mountain. The religious texts of Buddhism and Hinduism say the following about Kailasa: “No mortal dares to climb the mountain where the gods live; he who sees the faces of the gods must die.”
In fact, in 2000, a Spanish expedition received permission to conquer Kailash from Chinese authorities. The team set up a base camp at the foot, but they never managed to set foot on the mountain. Thousands of pilgrims blocked the expedition's path. The Dalai Lama, the UN, a number of major international organizations, millions of believers around the world protested the conquest of Kailash, and the Spaniards had to retreat
Statement No. 5. Near the mountain there are two lakes: Manasarovar (living and clean water) and Rakshas Tal (in Tibetan, Lhanag Tso, “Lake of the Demon”). In Lake Manasarovar (fresh), which is located at an altitude of 4560 m above sea level, you can swim, drink water, it is considered sacred, and it is calm at any time of the year in any weather.
Rakshasa (), 4515m above sea level. Counts dead lake water that you can’t not only drink, but also touch, and there is a storm on this lake at any time of the year and in any weather.
Perhaps, according to beliefs local population this is true, but on the Internet there are photos of tourists not only touching, but also swimming in Lake Rakshas Tal.
6 Kailash and the image of the swastika
Statement No. 6. Mount Kailash is broken by two huge ridges - cracks, which, especially in the evening hours, with the help of the shadows from the rock ledges, form a huge image of a swastika.
I added a photo in the evening hours, I added a photo where there is less snow, what can I say, the slope is riddled with cracks, the cross is visible, well, there is no swastika, but if you want, you can probably find a swastika in the abundance of cracks.
7 Kailash is a pyramid
Statement No. 7. The fact that Mount Kailash is a pyramid (which, like other pyramids, is clearly oriented to the cardinal points) is no longer an innovation. All scientists who have visited Kailash have no doubt about its pyramidal nature.
I am attaching a screenshot from google maps, with a compass needle and axes marked, everything is obvious here. Like the Pyramid of the Sun in Bosnia, the mountain is a natural geological formation known as a flatiron.
8 Mount Kailash - an artificial formation
Statement No. 8. Many scientists consider this mountain to be an artificial formation, with some voids inside (at the level of the middle and at the foot), which was built by someone, for something and with a specific purpose.
This is as difficult to prove as it is difficult to refute without special research, so I will express my opinion - this is a mountain, a natural formation.
9 From Mount Kailash to the Stonehenge monument (England) – 6666 km.
Statement No. 9. From Mount Kailash to the Stonehenge monument (England) – 6666 km. To the North Pole – 6666 km. From the mountain to south pole twice for 6666 km.
The photo speaks for itself.
10 Sarcophagus of Nandu
Statement No. 10. Sarcophagus of Nandu, a structure adjacent to Mount Kailash. After some research, scientists have proven that this sarcophagus also has cavities inside. Where, according to the ancient legends of China, all the teachers of the world are in a state of samadhi (deep meditation): Jesus, Buddha, Krishna, Zarathustra, Confucius and other sages that were ever sent to the world. And they stay there in order to serve as a continuation of the gene pool of humanity in the event of the collapse of civilization.
The research data are not given, which means it is impossible to verify them, just like point 8.