Sample Topics design and research works on the course of geography:

6th grade

1. Does water age?
2. Is the amount of water on Earth a constant or a variable?

3. How did life originate among inanimate nature?

4. Why is it often cloudy but not always raining?

1. Does water age?
2. Where do rivers flow?
3. Why are some lakes fresh and others salty?
4. Are we saving the hydrosphere or ourselves?
5. If we drink the same water that dinosaurs splashed in, then why save it?
6. Can a volcano erupt in my yard?
7. How do land waters change in space and time?
8. What type of mountain is the best building site?
9. Are there rules of conduct in nature?

14. Where do the rivers of our region flow?

7th grade

1. Desert - regularity or anomaly on the face of the earth?
2. How did early exploration influence the development of America and their home countries?
3. What is an ecosystem and why should I care?
4. Why is Lake Chad, being endorheic, has fresh water?
5. How geographic map help doctors fight disease?
6. Do continents float?
7. Are there geographical closures?
8. How influence manifests itself natural conditions on the nature of human dwellings? (Including in our region)
9. How does the influence of natural conditions on the nature of human nutrition manifest itself? (including in Rostov region)
10. Are mountains ethnographic frontiers?
11. Creation of sea cities - a utopia or a vital project?
12. Should the rainforests be saved?
13. How did natural conditions affect human activities? (Including in our city).
14. How do people and animals live in rainforests and how can they best coexist?

8th grade

1. Does the mentality of the people depend on natural conditions?
2. Is there a need to create nature reserves in the tundra zone?
3. How to save the Sea of ​​Azov from the onslaught of man?
4. What's going on in Western Siberia- development or destruction?
5. The system of reservoirs on the Volga - a solution to the energy problem or the death of the river?
6. How to preserve the small peoples of the North with their unique culture and way of life?
7. How does the influence of natural conditions on the nature of human housing and food in our country manifest itself?
8. How does the weather affect me?
9. Why do the Urals and the Tien Shan have different heights, while their folds formed at the same time?
10. Are natural natural phenomena with human activities?
11. Assessment of the ecological state of school premises (sanitary and hygienic aspect: dustiness, illumination, noise level.)
12. Identification of priority pollutants and their impact on the quality of life of residents of the city of Semikarakorsk.
13. Environmental assessment of the state of air, water, soil in the school district.
14. Is there a relationship between the level of pollution environment and health of the population in the Semikarakorsk region.

Grade 9

1. Should Russia cut its army and military spending to US levels?
2. Do Russian industries need foreign investment?
3. Is there a real possibility of using alternative energy sources in Russia?
4. RoNPP - a nuclear sword or a panacea for the energy crisis?
5. The waters of the Siberian rivers Central Asia: utopia or vitally important project?
6. Does my city look like my grandmother's city?
7. How to improve the health and improve the standard of living of the population of the Semikarakorsk region?
8. Does nationality matter to a person?
9. The state territory of Russia - an evil, a curse of the country and people, or a blessing?
10. How to solve the problem of urban pollution by road transport?
11. How to solve the problem of settling down Russian settlers on the territory of Russia (Semikarakorsk region)?
12. How to change the structure of Russian exports?
13. How does a person change his environment by changing his environment?
14. Is a person zoned in customs, religion, in the whole worldly situation?
15. How does life expectancy depend on the environment and lifestyle?
16. Is it possible to manage migration processes?
17. Which is better: living on unemployment benefits or doing a job you hate?
18. How to adapt as a rural dweller in major city?
19. What can be a revival project rural settlements Central Russia?
20. Is there a need to eliminate the military-industrial complex?
21. How are the beauty of landscapes and the food problem interrelated?
22. Is it possible to produce organic food and still feed the entire population?
23. How to save the nature of the Urals and preserve the health of people?
24. Project for the creation of European resorts in the Kaliningrad region.
25. A project to create a world tourism center in the Caucasus.
26. The project of creating world resorts in the region of the Caucasian Mineral Waters.
27. Are we destroying the natural pantry, which should become the economic base of the future?
28. Why do businesses in our city need treatment facilities?
29. Monitoring changes in the health status of residents of Semikarakorsko

district.

1. Are there any anomalies heavy metals along the highways of our city? Their impact on our health.

10-11 grade

1. Could the 21st century be the age of population aging?

2. Could there be another way to explore the planet than the one chosen

humanity?

1. Could other regions of the globe, instead of Europe, fulfill the role of a discoverer of the world and unite it into a single whole?
2. In what direction should science develop in order to find an antidote to exhaustion natural resources?
3. Where should society's investments go to save the planet and civilization?
4. How legitimate is the implementation of demographic policy? Does it infringe on individual rights?
5. How do you see the demographic portrait of the planet by the end of the 21st century?
6. What are the opportunities for increasing food production? modern science?
7. What awaits us in the future? (Scenario of the third millennium)
8. Why exactly Atlantic Ocean became the "great way of world trade"?
9. Why Europe has been and remains the main area of ​​international tourism?
10. How to solve the problem of environmental pollution by road transport? (Including in our city.)

13. How to adapt to a provincial resident in a large city?

Cheburkov Dmitry Fedorovich,

geography teacher MBOU "School No. 106" Nizhny Novgorod

Project with 6th grade students on the topic "Atmosphere"

Creation of an analytical brochure "Recommendations for weather dependent people for adaptation to the weather and climate conditions of Nizhny Novgorod"

Stages of project activity.

1. Problem situation,

2. problem,

3. Purpose

4. Expected product with evaluation criteria,

5. Planning,

6. Implementation,

9. Evaluation of activities in the project.

They are trying to deduce the problem from the proposed situation. "How to adapt to weather changes using data on the state of the atmosphere."

2. Definition of the project product

Discusses with students what should help in solving this problem: the Internet, notebooks, rulers, pencils (2 colors), pens.

As a result of the discussion, they determine what the project product should be: recommendations for adaptation for the population to weather changes based on a weather diary, graphic materials on it and a sociological survey.

3. Purpose

Create an analytical brochure "Recommendations for weather dependent people to adapt to the weather and climate conditions of Nizhny Novgorod".

4. Expected product with evaluation criteria

Search for weather data on the siteGismeteo. en.

Graphs of the course of temperature and atmospheric pressure.

Conclusions about their relationships,

Building a wind rose for Nizhny Novgorod.

Preparation of a questionnaire on the topic "Weather and our health".

Processing materials of the opinion poll "Weather and our health"

Offer ways to create a product, including in it:

1) a graph of the course of temperatures;

2) graph of the course of atmospheric pressure;

3) registration of precipitation and cloudiness;

4) identification of relationships between air temperature, atmospheric pressure, precipitation and wind;

5) building a wind rose for Nizhny Novgorod.

6) a survey of relatives and friends on the topic "Weather and our health."

5. Planning

Planning activities in the project.

Together with the students, he makes a work plan:

1) equipment preparation,

2) working on a weather diary (data search on the siteGismeteo. en),

3) drawing graphs (determining the scale of graphs, drawing axes, determining points by the coordinates of graphs, drawing graphs),

4) analysis of graphs (mutual influence of air temperature, atmospheric pressure, precipitation),

5) identification of relationships between air temperature, atmospheric pressure, precipitation and wind;

6) Building a wind rose (chart scale, drawing axes, points on the graph, drawing a wind rose, conclusions);

7)sociological survey(determination of the composition of the questionnaire: age, the effect of weather on the cardiovascular, nervous systems and musculoskeletal apparatus, and the degree of this influence)

8) Processing of the questionnaire (summary of data, construction of diagrams for each question, conclusions).

Invites students to develop criteria for evaluating the final product.

Together with the teacher, they draw up and correct a work plan. They are divided into functional groups, each of which performs a separate segment of work.

1) registration of a weather diary;

2) construction of a graph of the course of temperatures;

3) plotting the course of atmospheric pressure;

4) registration of precipitation and cloudiness;

5) a survey of relatives and friends on the topic "Weather and health".

Select criteria for evaluating the final product:

Accuracy,

visibility,

data completeness,

The truth of the data

Timely execution.

6. Implementation

Performing group project work.

Controls the implementation of the plan point by point.

Perform work in accordance with the points of the plan.

Group 1: graph of the course of temperature and conclusions to it.

Group 2: graph of the course of atmospheric pressure and conclusions to it.

Group 3: wind rose and conclusions to it.

Group 4: processing of poll materials.

7. Product evaluation based on criteria

Determination of criteria for evaluating the project product.

Grade

8. Conclusion on the degree of achievement of the goal

Invites students to start drawing graphs.

Discuss the results of the survey with students.

Build graphs of temperature and atm. pressure.

Processing survey results.

9. Conclusion on the degree of achievement of the goal

Reflective-evaluative stage.

A conversation about the relationship between atmospheric pressure and wind. Analysis of the constructed graphs. Joint development of recommendations for rational adaptation to the weather and climatic conditions of the Nizhny Novgorod region.

10. Evaluation of activities in the project.

Invites students to develop criteria for evaluating their own work and conduct reflection.

Conduct a reflection of their activities at each stage of the project, according to the evaluation criteria.

conclusions

During the work on the project, we performed the following actions:

Collected data on the state of the atmosphere over Nizhny Novgorod. (according to sitegismeteo.ru);

Analyzed the weather diary;

A graph of the course of temperatures has been built;

A graph of the course of atmospheric pressure has been constructed;

Wind rose built;

A sociological survey was conducted on the topic “The influence of weather on your health”.

We have found that the climate of Nizhny Novgorod is characterized by significant differences in temperature and atmospheric pressure, but does not create significant obstacles for economic activity of people.

Almost half of the survey participants noted the absence of a relationship between weather and well-being. 57% of respondents indicated that they have some degree of meteorological dependence.

For weather-dependent citizens, the following recommendations have been developed:

Tracking the meteorological situation in the city according to weather forecasts;

Identification of the relationship between atmospheric pressure, temperature and the state of one's own health;

Early intake of drugs that reduce the negative effect of weather changes;

Rejection of bad habits;

Physical activity appropriate for age and health status;

Preventive examination in hospitals.

Appendix. Table of criteria for evaluating the project activities of students at the reflective-evaluative stage

Group _____________________ Evaluation criteria

0 - the criterion is not presented, 1 - the criterion is partially presented, 2 - the criterion is presented in full.

Sections: Geography

The purpose of the lesson: in the process of working on the project, students should become familiar with the main types of waves in the oceans and the causes of their occurrence; consolidate skills in working with a map of the oceans; develop skills in group work and work with a personal computer; learn how to present your work.

The teacher prepares templates for booklets for groups in advance (use Microsoft Office Publisher layouts), creates a folder of photographs “Waves in the Ocean” and a text file “Earth Records. Waves. Students can use these blanks to compile their booklet. But if you have more than one lesson to study this material, then you can complicate the tasks for students and ask them to independently find photos and record-breaking material for their topic on the Internet.

Before group work, students should be told that each group is studying their material, preparing a booklet on it, then defending their work. During the defense, other groups should ask questions on the topic of the group for clarification and understanding of the material. Since at the end of the lesson there is a test task for all types of waves for understanding the topic for evaluation.

The work in the lesson should be organized in several stages.

1. Preparatory stage.

Topic update:

1. Who was at sea and watched the waves? Tell about them.
2. Remember the sensations while swimming and on the boat?
3. Can the water in the oceans be calm, like in a pan?
4. What causes the water in the sea (ocean) to move?
5. How do these movements manifest themselves?

Divide the class into 3 groups, distribute task cards.

2. Group work to study the topic. Work on task cards.

Card for group 1. "Study of wind waves"

Tasks
1. Conduct an experiment: "Pour water into a deep plate and blow slowly at first, then strongly"	1. Formulate the cause of wind waves. 2. Write down the concept of "wind waves" in your notebook
2. What is the structure of the “wind wave”?	1. Study fig.49 and the text of the textbook on page 76 2. Draw a wave diagram in a notebook, sign the main parts
3. Discuss the properties of a wind wave. Answer the questions	1. What determines the wave height in the oceans? 2. Is it possible to feel the excitement of the ocean at a depth of 200 meters? Why?

Card for group 2. "Tsunami Study"

Tasks	Guidance for the assimilation of educational material
1. Carefully review the frames of the video film “Tsunami”	1. Formulate the cause of the tsunami 2. Write down the concept of "Tsunami" in your notebook
2. Study the text of the textbook on pages 77-78.	Fill in the missing words in the text, complete the sentences. 1. The cause of the tsunami- 2. The propagation speed of these waves is ………….. km/h. 3. Wave height in the ocean ……………….m. 4. The height of the tsunami near the coast is …………and is …………. m.
3. Discuss the properties of a tsunami. Answer the question	1. Why are tsunamis not dangerous in the open ocean, but dangerous on the coast?

Card for group 3. "The Study of the Ebb and Flow"

Tasks	Guidance for the assimilation of educational material
1. Think About what kind of movement of waters in the oceans in question in an excerpt from a poem by I. Bunin? "Boulders in boiling foam, The wave, shining, came - She is already pulling, pulling force Moon rising beyond the sea."	1. Formulate the cause of hot flashes 2. Write down the concept of "Ebb and flow" in your notebook
2. Work with the Oceans map. How are tides shown on a map of the oceans? Find where the highest tides are observed on Earth?	1. Analyze the symbols of the map of the Oceans in the atlas p.18-19. 2. Apply to contour map hot flashes: Bay of Fundy (east coast of North America.) Gulf of Saint-Malo (northern France) Penzhinsky Bay (Sea of ​​Okhotsk, Russia)
3. Discuss the properties of ebbs and flows. Answer the questions	1. How can you use the power of the tides? 2. What level of water at high or low tides marks the coastline?

3. The stage of designing a mini-booklet according to your assignment.

Students fill out a 4-page booklet template prepared by the teacher. On page 1, students enter the topic of the booklet (“Wind waves” or “Tsunami” or “Ebb and flow”) and insert a picture on their topic, selected from the “Waves” photo folder.

2 page - "Causes of occurrence ...". 3 page "Features", using the material of the text file "Earth Records. Waves” (choose the appropriate one for this type of wave). 4 page "Authors of the booklet", the names of the students are entered.

4. Stage of listening to group reports.

At this stage, students speak from the group, show their booklet through the projector, explaining the causes of the waves and describing their features. Students of other groups ask questions on the topic of the group for clarification and understanding of the material.

5. Stage The final test task "The movement of water in the ocean."

If technical capabilities allow, filling in the table can be carried out on a computer, followed by mutual verification. If not, then you can print the table on cards so as not to waste time recording the characteristics of the waves. In the table, students only put down the signs “+” and “-” opposite the corresponding types of waves. (*1, 2)

The final stage is the mutual verification of the completed table. As practice shows, the vast majority of students cope with work on "4" and "5".

Literature for the lesson:

1. T.P. Gerasimova, N.P. Neklyukov Geography. Starting Course". Publishing house "Drofa, 2002"
2. N.A. Nikitina "Pourochnye development in geography." Publishing house "WAKO".

The project is being implemented as part of the geography course of the “Atmosphere” section and is designed for 6th grade students. The project includes research and information blocks. The acquired practical knowledge, skills and abilities will help to accumulate basic knowledge for understanding the processes occurring in nature, to bring students to an understanding of cause-and-effect relationships and will form the basis for the formation of a difficult, but extremely important concept of "climate".

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Municipal educational institution Lyceum in Uvarovo

WEATHER - HUMAN HABITATION

Work completed

Strokova Alina

9th grade student

scientific adviser

Zaitseva Olga Anatolievna

Geography teacher

2007

INTRODUCTION

What we call weather

This is just an attempt to bring

Balancing heat and humidity

On the surface of the earth.

In my work “Weather – human living conditions”, I set a goal to find out whether such a mobile, unstable, diverse and capricious element as an air ocean, the momentary mood of which we call weather, can be accurately measured.

And also answer the questions: What is the weather? Does man have control over the weather? Where and how are predictions made? How does weather change affect human health?

The problem is taken from real life.

Our society is developing more and more, moving forward, technologies are improving. However, we, as our distant ancestors, dependent on the vagaries of nature, on the change of weather.

Who needs to know the weather in advance?

And without that it's bad when it spoils,

Why even bother going forward?

But all the same, not a day will pass without a person looking at the sky, not inquisitive: how are the clouds there? What will the next day be like? gloomy and rainy or clear or sunny.

In the recent past, weather or a bucket was called sunny windless days. When it was raining, a blizzard was falling, or thick snow was falling, they said that it was bad weather, bad weather outside. Now weather is any state of the atmosphere around us. This is the state of the lower layer of air at a given time and place. Why do we say "at this time"? Because during the day they change: air temperature, direction and strength of the wind.

And why - "in this place"? Because the weather in each locality is different.

Perhaps there is nothing more changeable in the environment than the weather: today people are languishing in the heat; tomorrow - get wet in the rain; unexpectedly, a wind blows up, sometimes reaching a hurricane, and then it subsides, gets warmer, and amazing peace is established in nature.

Kozma Prutkov correctly said: “Even in the summer, when going on a voyage, take something warm with you, because can you know what happened in the atmosphere?”

During February, I observed the air temperature, the wind is the movement of air, cloudiness is the state of the air, the precipitation that fell from the air.

Consequently, in all cases of observation, I led the air - the lower layer of air (the troposphere). This is where the weather comes in.

In the course of my work, I carried out independent measurements of the main meteorological elements in the period from February 1 to February 28: air temperature, cloudiness, atmospheric phenomena. To imagine the course of further changes in the weather and to predict it, you need to know all the elements in their totality. Data on atmospheric pressure, relative air humidity, wind direction and speed, precipitation were obtained at a meteorological station.

To establish the effect of weather changes on the physiological state of the human body, information was taken on the number of diseases registered in patients living in the service area of ​​a medical institution.

1. MAIN PART

1.1. Weather and its prediction

Rewriting the meager numbers of air temperature, wind direction, cloud cover, I realized that behind this is the work of many meteorologists. There is a share of work and Uvarov weather forecasters in it.

Observations of the weather in the territory of Uvarovo have been conducted for a long time. At the end of the summer of 1899, a meteorological station was opened on Oblovka. The first observer was the teacher of the former railway school I.S. Petrov. in 1935, by the decision of the government, the Main Directorate of the Hydrometeorological Service of the USSR was established. K.I. Zhirnak became the first head of the Oblovskaya meteorological station. The station made 8 observations per day. Every 3 hours, and noted them in the monthly book. When entering the site, the observer first of all determined the state of visibility, the amount and form of cloudiness, its height, wind direction and speed, and temperature. A self-written thermograph hygrograph was installed at the station for continuous recording of air temperature and humidity. The amount of precipitation and its intensity. A searchlight was used to determine the cloud base, and then a reservoir was built. Where was hydrogen produced? Filled them with balls and launched them to determine the height of the clouds. In winter, the station conducted snow surveys. The height of the snow cover was measured. In the presence of an ice crust, its thickness and the percentage of winter crops covered with a crust were determined.

To study the regime of the Vorona River in 1953, a water-measuring post was opened in Uvarovo. The water level and temperature are measured twice a day, and in winter the thickness of the ice. During the flood, when the water rises and falls, 10-12 measurements are made.

Since 1964, the weather station has been located in the area of ​​the 2nd Uvarovo.

Head of the weather station Charykova Elena Alekseevna. Our weather station is 107 years old. It is part of the Tambov subdivision, which belongs to the Office for Hydrometeorology and Environmental Monitoring, located in Kursk. The station covers an area of ​​3.5 hectares. There are land plots at the Uvarovsky state farm for all agricultural crops, where soil temperature and moisture are measured every other day, the phases of plant development, soil freezing are determined.

The weather station employs 6 people, working in two shifts. Meteorologists use new instruments in their work: IVO - determines the lower limit of cloudiness, barometer - measures air pressure, anemorumbometer - a device for monitoring the direction and speed of the wind. At the observation site there is a psychometric booth for determining temperature and humidity.

Storm information: strong wind, low cloud cover, snowfall, ice. Everything that is included in the category of elements is urgently transferred to Tambov and Kursk.

1.2 Local weather forecasting

Try to observe various signs:

Shepherd and farmer in infancy,

Looking up at the sky, at the western shadow.

They already know how to predict both the wind and a clear day

And May rains, young fields of joy,

And mrazov early cold, dangerous grapes

So, if the swans, in the bosom of still waters

Splashing in the evening, they will call your arrival,

Or the bright sun sets into sad clouds,

Know: tomorrow the roaring rain will wake the sleepy maidens,

Or the hail beating through the windows ...

A.S. Pushkin

In addition to scientific forecasts, there are others that are no less reliable. They are based on the experience that we call folk signs.

People whose life is closely connected with nature - shepherds, foresters, fishermen or farmers - constantly monitor the weather.

The first and most reliable local signs weather - the state of the sky, and, above all, cloudiness.

"Although, of course, modern man the vagaries of nature are not so terrible: they have learned to irrigate the soil, and the clouds "shrug". But our ancestors treated the clouds more reverently: not only the harvest, but also life ancient man sometimes depended on the "behavior" of these heavenly wanderers. Only the elite knew how to negotiate with the clouds - priests, shamans, sorcerers. There was only one thing left for mere mortals: to observe and obey the will of the “air lambs”.

Jesus said, “When you see a cloud rising from the west, immediately say: it will rain, and it happens.”

Augurs, ancient Roman priests, predicted epidemics and natural disasters by the color, shape and nature of the clouds.

• If the clouds change color, it will rain.
• Cirrus clouds - to change the weather
• Light cloud before sunrise

Promises clear weather, dark - bad weather.

• Clouds floating against the wind - to bad weather.
• If the sun sets in a cloud, on another

The day will rain.

At certain times, the weather conditions are repeated, to which the peasants gave their names: May returns of cold weather - frosts in mid-May, reminiscent of winter. Gardeners should definitely take into account these cold snaps during spring plantings. "Sheep cold" occurs in mid-June, after shearing sheep. There are even frosts on the ground, but after them comes the real summer. If it rains on Samson's Day (July 10), then pour it for seven weeks, folk wisdom says, and often turns out to be right.

In addition, an observant person will also notice a change in the surrounding world: the behavior of animals, insects, flowers and leaves of plants, the state of water in reservoirs, the appearance of characteristic odors ...

There are many folk signs. I was interested in those that predicted cold weather:

if the cones have grown low on the fir trees, then the frosts will be early, and if at the top, then the cold will come at the end of winter.

2. RESULTS OF RESEARCH

Now, like thousands of years ago, nothing affects the life of each of us so noticeably as the weather - its whims. People, unfortunately, to this day, do not have their own, innate means of protection from the surrounding meteorological conditions.

Unlike the mood of a person, the "mood" of the atmosphere can be accurately measured. I found this out by doing my own research.

2.1 Air temperature, cloudiness, atmospheric pressure

Purpose of this part scientific work- to identify and characterize the patterns of changes in the data of meteorological elements for February for our settlement.

An analysis of the graph of the course of average daily temperatures led us to the following conclusions. February 2007 was characterized by a predominantly low temperature regime. In early February, the air temperature dropped to -18.6 0 (4.02). This can be seen from the table . The second decade was much warmer. The warmest day was February 15th. The temperature rose to +1.2 0 . The coldest was the third decade of February. On February 23, the temperature was -29.9 0 . The average temperature in February in the city was -9.5 0 and was above the norm by 1.5 0 . The maximum air temperature was +2.3 0 , minimum -23.8 0 . The average air temperature on the snow surface was -30 0 and was the absolute minimum for the entire month.

Compared to chart changes in average temperatures in February 2006, we observe the following. In February last year, the coldest was the first decade of February, where the temperature dropped to -28.9 0 (9.02). The highest temperature was on February 23 (-1.9 0 ), followed by a period of relative stability with alternating temperatures of -2 0 -4 0 .

And so it was found that the average temperature during the observation period was -14.0 0 , 3 0 below normal.

In March, the average temperature for 15 days was -1.4 0 . The coldest day was March 1 (-6 0 ), the warmest on March 15 (+2.1 0 ). Since March 11, there has been an increase in temperature .

The air temperature strongly depends on the state of cloudiness, and miscalculations in the forecast of the amount of cloudiness entail errors in the temperature forecast as well.

The obtained data on cloudiness for February indicate that there were 17 cloudy days. Days with changing cloudiness 6 and 5 days was clear and frosty weather. When calculating the cloudiness, the lower and upper boundaries of the clouds were taken into account.

Each weather has its own set of features. Usually they are closely related to each other. In winter, an increase in pressure is a sign of a cold snap.

From table we see that the most distinct increase in atmospheric air pressure is observed at the most pronounced low temperatures. Namely 23.02, 24.02, 25.02, 26.02, 27.02. The pressure was measured in millibars.

After processing the collected information about directions and speed

wind, I found that the prevailing wind directions in February were north (24 days) and southeast (15 days). Analyzing the "wind rose" we see that the least wind blew from the east. The weather was calm for 2 days. Max speed wind was on February 6 and 19 and amounted to 14 m/s.

In February 2006, the southeast (21 days) and west (18 days) wind prevailed . The weather was calm for 6 days. The wind speed was the highest in the third decade of the month and amounted to 12 m/s. It can be seen from the analysis that in February the southeast wind predominantly prevails in our area.

At the beginning of March 2007, the southeast wind (5 days) and southwest (4 days) also prevailed .

During the specified period, it was recorded that 11 out of 28 days it rained. The largest number precipitation fell on February 9 -12mm. During the month, precipitation fell in the form of snow . It snowed for 20 days. The maximum snow cover height was 26 cm, that is, it was close to the long-term average values.

Last February also 11 days out of 28 had precipitation, mostly snow and hoarfrost. The greatest amount of precipitation fell on February 17 and amounted to 15mm. At the beginning of February, the height of the snow cover was 44 cm.

The beginning of March was associated with heavy snowstorms and snowfall. As a result, the height of the snow cover reached 68 cm, that is, it increased by 24 cm in relation to 1.02.

At the beginning of March 2007 very little precipitation fell (5.8 mm). Precipitation fell in the form of snow on 1, 5, 6 March. There was no precipitation on the rest of the days. It rained on March 15th.

Such atmospheric phenomena as fogs and haze were also observed. The fogs were due to the cooling of the air. They arose at night or in the morning, sometimes remained dense in the daytime.

Haze is a phenomenon that has the same nature as fog. It is frosty, replete with ice crystals, but with it the transparency of the air worsens.

In fog, in calm, frosty weather, frost appeared on the branches of trees and wires. It could be observed on February 4, 5, 25, 26 . 10 days of precipitation fell in the form of hoarfrost. It was drizzling for 2 days - liquid precipitation, consisting of small drops, which are typical for the warm season.

On February 14, 7 atmospheric phenomena were recorded at once during the day (haze, fog, snow, blizzard, snow, drizzle, ice), which happens very rarely. One phenomenon was followed by another. Ice was only that day in the form of a dense layer of ice deposited on branches and wires. This happened when the fog drops were cooled at a temperature of 0.7 0 . On February 19, no atmospheric phenomena were observed.

2.3 The impact of weather changes on the human body

The English say: "There is no bad weather, there are inappropriate clothes!" Is it so? It seems not, judging by the observations.

With the help of the skin and lungs, we learn about changes in temperature, air humidity, precipitation, wind, and the purity of the air. Vision allows us to see the play of the sun's rays, the pattern and colors of the landscape, clouds, fogs. With the help of hearing, we perceive thunderstorms, hurricanes, the sound of the sea, mountain rivers.

During one day, not only the temperature changes, but also the pressure and humidity of the air. With an increase in humidity, hypertension is exacerbated. Air pressure contributes to the occurrence of hypertensive crises. When weather and meteorological conditions change, myocardial infarctions and cerebral strokes are observed.

Changing the light regime affects the central nervous system, thyroid gland, metabolism in the body.

To establish the nature of the impact of weather changes on the human body, three age categories were selected:

Group 1 - children (10-14 years old inclusive)

Group 2 - teenagers (15-17 years old inclusive)

Group 3 - adults (18 years and older).

This was done in order to identify the nature of the influence of weather conditions on different age groups and the occurrence of certain diseases associated with them. The table shows the main stages of processing data on the most common diseases that were registered in February in the service area of ​​the medical institution.

It turned out that a regular increase in respiratory diseases among all age groups can be clearly traced.

When analyzing statistical data, it was revealed interesting fact: patients who fell ill with influenza in February turned out to be 220 people, and in January only 1 person fell ill with influenza. So, the peak of this disease fell on February.

From table It can be seen that diseases such as high blood pressure, heart disease and pneumonia are common in adults.

population groups. They are absent in children and adolescents.

Diseases nervous system characteristic of children and adults. This is explained by the fact that due to the influence of environmental factors on the body, the body of a child and an adult fails. They feel unwell. All this affects the psycho-emotional state of these population groups. All age groups suffered from the consequences of the air environment, which were accompanied by injuries, but especially adults - 36 people.

Based on the foregoing, we conclude that most of the diseases occur in the cold months of the year. These are, first of all, cardiovascular diseases, flu, bronchitis, pneumonia.

3. CONCLUSION

In the course of the scientific research I installed the following:

With the current level of development of science and technology, forecasting the weather for the future remains a problem. So short-term weather forecasts for a given area are rarely accurate with a lead time exceeding two days. Long-term weather forecasts (more than 30 days) are ineffective, and long-term climate forecasts are in the nature of arbitrary estimates.

The goal that was set at the beginning of the work, I have achieved. And here's what happened:such snowy winters as it was in February 2006 have not been for many years. The snow cover was 60 cm, in the fields - 47 cm, and in places of heavy drifts it reached 70 cm.

This winter marked the most low temperatures: February 8 -35.1 0 . Meanwhile, the average temperature in February in the first decade, according to long-term observations, is -10.7 0 . And this year it has developed at the level of -22.8 0 . On the other hand, it became significantly warmer in the last ten days of February, and a maximum temperature of 0.8 0 is below zero.

February 2007 was warmer. Its average temperature in the city was 1.5 0 .Snow cover was 26cm, 21cm lower than last year. The first decade of March was warm with low rainfall (5.8mm).

We will see what this spring will be like, what surprises it will bring us. And what awaits us tomorrow, we learn from the weather forecast.

Weather is the conditions for human habitation. And now, no matter how insulting it is, a person has no power over the weather.

Despite all life's collisions, "nature has no bad weather, all weather is grace." I'm sure about it.

Literature

1. Astapenko P.D. Questions about the weather Leningrad Gidrometeoizdat 1982
2. newspaper "Uvarovskaya Zhizn" №12 March 22, 2006
3. Geography. Supplement to the newspaper "First of September" No. 45 1998
4. Oracle newspaper 09.2005 "The path of white clouds" Firsov V.
5. Krivich M., Olgin O. What is the weather like tomorrow? M. Malysh 1986
6. Litinetsky I. Barometers of nature M. Children's literature 1982
7. Statistical report of the Uvarovskaya Central District Hospital (February)
8. Statistical data of the Uvarov weather station (for February)
9. What is the weather prof. Siegfried
10. Encyclopedia for children M. "Avanta +" v.3 1994

Application No. 1

Table 1

Average daily temperatures for February 2007

For locality

date of
Avg. temp.	14.7 about	10.6 about	17.2 about	18.6 about	11.2 about	6.3 about	2.0 about	5.8 about	11.9 about	1.6 about

2.8 about	5.8 about	6 about	0.7 about	1.2 about	1.4 about	11 about	9.4 about	4.2 about

3.7 about	10.4 about	14.6 about	20.9 about	16.7 about	14.4 about	17.3 about	17.5 about	13.4 about

Chart 1

Application No. 2

Average daily temperatures for February 2006 for the locality

table 2

date of
Avg. temp.	15 about	18 about	20.4 about	25.4 about	17.2 about	24.1 about	27.7 about	28.8 about	28.9 about	22.1 about

13.1 about	9.0 about	14.2 about	18.9 about	19.8 about	13.3 about	7.4 about	9.1 about	14.5 about

11 about	7 about	4 about	1.9 about	4.8 about	5.4 about	4.3 about	4.1 about	2.9 about

Chart 2

Average temperature -14 about

Application №3

Table 3

Average daily temperature March 2007

date of
Avg. temp.	6.2 about	2 about	0.6 about	0.7 about	2.3 about	4.1 about	3.1 about	0.4 about	4 about	4.6 about

1.3 about	0.8 about	0 about	0.3 about	2.1 about

Graph 3

Application No. 4

Table 4

Average cloud cover per day (February 2007)

days
cloudiness

days

cloudiness

Cloudy - variable weather

It's clear

Table 5

Atmospheric air pressure (mm) for February 2007

Chart 4

Application No. 5

Wind rose for February 2007

Application No. 6

Wind rose for February 2006

Application No. 7

Wind rose for March 2007

Application No. 8

Precipitation (mm) for February 2007

Application No. 8

Snow depth February 2007.

date of
height snowy cover(cm)