Compulsory Course 1 of High School Geography in China Graphics Edition

"The Cosmic Environment of the Earth" The Earth in the Universe PPT (The Earth's Cosmic Environment in the First Lesson)

Part One: Strengthening the Implementation of Basic Knowledge

[Self-reading textbook·Fill in key points]

1. Universe

1. The universe is the unity of _____ and _____, and is the general term for all things.

2. celestial body

(1) Concept: _____ that make up the different forms of the universe.

(2) Common types: nebulae, _____, planets, satellites, comets, meteoroids, interstellar matter, etc.

3． Celestial system

(1) Concept: Neighboring celestial bodies _____ each other, forming a celestial body "group" with a large celestial body as the center and other celestial bodies rotating around this center.

(2) Level: Common celestial systems are divided into four levels.

2. Solar System

1. Composition: The central body of the solar system is _____, and the celestial bodies orbiting the sun include planets and their satellites, _____, comets, meteoroids, and interplanetary matter.

2. Eight planet classifications

3． Movement characteristics

[Special Reminder]

(1) The rotation direction of Venus is opposite to that of other planets. From Venus, the sun rises in the west and sets in the east.

(2) Halley’s Comet rotates in the opposite direction to the eight planets. The comet's tail faces away from the sun, and the closer it is to the sun, the longer it becomes.

(3) Isotropy means that the revolution directions of the eight planets are consistent, not that the revolution directions are consistent with the rotation directions.

3. Earth

1. An ordinary planet in the solar system

As far as _____ and _____ are concerned, they are not prominent in the solar system.

2. planets with life

(1) The special characteristics of the earth: it is the only celestial body with living things, especially advanced intelligent creatures.

(2) Two major conditions

① Safe cosmic environment: Planets big and small go their own way without interfering with each other.

②Self-conditions

Suitable _____ conditions

_____ conditions suitable for living things to survive

There is liquid water

PPT on the cosmic environment where the earth is located, part 2: attaching importance to problem-based teaching

Question 1: How to accurately identify celestial bodies and celestial body systems. Basic test points

Research point (1) Determination of celestial bodies

[Explore] In the above two pictures, the celestial body is ____________. What is the basis for judgment?

Tip: The "Shenzhou 11" flying around the earth is independent of the outside of the atmosphere and is a celestial body; the meteor shower is a luminous phenomenon caused by meteors entering the atmosphere and friction with the atmosphere, and is not a celestial body.

Research point (2) Hierarchy of celestial systems and their determination

[Thinking and exploring]

The sun is big, the earth is small, and the earth runs around the sun; the earth is big, the moon is small, and the moon runs around the earth.

[Explore] How many levels of celestial body systems are reflected in the materials? What are the differences?

Tip: Two levels. Solar system and Earth-Moon system.

[System Cognition]

How to judge celestial systems

In order for celestial bodies to form a celestial body system, two conditions must be met at the same time, namely the "two requirements": first, they must attract each other, and second, they must revolve around each other. Only attraction without rotation cannot constitute a celestial system. For example, the moon orbits the earth and forms the earth-moon system. However, if the stars of the Big Dipper do not revolve around each other, they cannot form a celestial system.

[Training to pass the test]

"Twinkle and twinkle, the sky is full of little stars, hanging in the sky and shining brightly, like many little eyes..." is a nursery rhyme that everyone is familiar with. Answer questions 1-2 accordingly.

1. Most of the stars mentioned in nursery rhymes belong to ()

A. Planet B. star

C. Meteor D. nebula

2. Which of the following are the types of celestial bodies mentioned in the above question ()

A. sun b. Moon

C. Jupiter D. meteorite

Question 2: What are the conditions for the existence of life? Important and difficult test points

[Thinking and exploring]

In 2015, NASA's research team gave us a better understanding of Mars: In July, it was discovered that there are hydrated salts on Mars, confirming the existence of liquid water on Mars, and liquid water is the key to the existence of life. In October, it was discovered that there may have been a lake that lasted for tens of thousands of years before Mars. In November, the Martian atmosphere blown away by the solar wind was discovered.

[Problem Design]

1. Use "comprehensive thinking" to analyze whether life may exist on Mars? Why?

Hint: Possibly. Because there is liquid water on Mars, liquid water is key evidence for the existence of life.

Or impossible. Because what was found was hydrated salts, not real liquid water. At the same time, there were no atmospheric conditions suitable for biological breathing, and the temperature was relatively low.

2. From the perspective of "geographical practicality", let's explore what external conditions the planet should have if extraterrestrial civilization exists?

Tips: Safe cosmic environment and stable lighting.

PPT on the cosmic environment where the earth is located, part three: carrying out structural evaluation of thinking

Structural evaluation of thinking—humanity’s exploration of extraterrestrial civilizations

With the continuous advancement and development of human science and technology, humans have stepped out of the earth and begun to explore the vast universe. They are also doing their best to find a "second earth" suitable for human habitation. During this process, scientists have been focusing their research on the exploration of Mars. Why is this?

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