1,431 research outputs found
Can electron distribution functions be derived through the Sunyaev-Zel'dovich effect?
Measurements of the Sunyaev-Zel'dovich (hereafter SZ) effect distortion of
the cosmic microwave background provide methods to derive the gas pressure and
temperature of galaxy clusters. Here we study the ability of SZ effect
observations to derive the electron distribution function (DF) in massive
galaxy clusters.
Our calculations of the SZ effect include relativistic corrections considered
within the framework of the Wright formalism and use a decomposition technique
of electron DFs into Fourier series. Using multi-frequency measurements of the
SZ effect, we find the solution of a linear system of equations that is used to
derive the Fourier coefficients; we further analyze different frequency samples
to decrease uncertainties in Fourier coefficient estimations.
We propose a method to derive DFs of electrons using SZ multi-frequency
observations of massive galaxy clusters. We found that the best frequency
sample to derive an electron DF includes high frequencies =375, 600, 700,
857 GHz. We show that it is possible to distinguish a Juttner DF from a
Maxwell-Bolzman DF as well as from a Juttner DF with the second electron
population by means of SZ observations for the best frequency sample if the
precision of SZ intensity measurements is less than 0.1%. We demonstrate by
means of 3D hydrodynamic numerical simulations of a hot merging galaxy cluster
that the morphologies of SZ intensity maps are different for frequencies
=375, 600, 700, 857 GHz. We stress that measurements of SZ intensities at
these frequencies are a promising tool for studying electron distribution
functions in galaxy clusters.Comment: 11 pages, 12 figures, published in Astronomy and Astrophysic
Uncertainty relations in curved spaces
Uncertainty relations for particle motion in curved spaces are discussed. The
relations are shown to be topologically invariant. New coordinate system on a
sphere appropriate to the problem is proposed. The case of a sphere is
considered in details. The investigation can be of interest for string and
brane theory, solid state physics (quantum wires) and quantum optics.Comment: published version; phase space structure discussion adde
Technique of the Interconnected Training to the Mathematician in Extracurricular and Educational Activities in Grades 7-9
Π£ ΡΡΠ°ΡΡΡ ΠΎΠΏΠΈΡΠ°Π½Π° ΡΡΡΡΠΊΡΡΡΠ° Ρ Π·ΠΌΡΡΡ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ½ΠΎΠ³ΠΎ Π·Π°Π±Π΅Π·ΠΏΠ΅ΡΠ΅Π½Π½Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ Π²Π·Π°ΡΠΌΠΎΠΏΠΎΠ²'ΡΠ·Π°Π½ΠΎΠ³ΠΎ Π½Π°Π²ΡΠ°Π½Π½Ρ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ Ρ ΠΏΠΎΠ·Π°Π½Π°Π²ΡΠ°Π»ΡΠ½ΡΠΉ ΡΠ° Π½Π°Π²ΡΠ°Π»ΡΠ½ΡΠΉ Π΄ΡΡΠ»ΡΠ½ΠΎΡΡΡ ΡΡΠ½ΡΠ² 7-9 ΠΊΠ»Π°ΡΡΠ² Π·Π°ΠΊΠ»Π°Π΄ΡΠ² Π·Π°Π³Π°Π»ΡΠ½ΠΎΡ ΡΠ΅ΡΠ΅Π΄Π½ΡΠΎΡ ΠΎΡΠ²ΡΡΠΈ. ΠΠ²ΡΠΎΡ Π²ΠΈΠ΄ΡΠ»ΡΡ Ρ Π°Π½Π°Π»ΡΠ·ΡΡ ΡΠ°ΠΊΡ ΡΡΡΡΠΊΡΡΡΠ½Ρ Π΅Π»Π΅ΠΌΠ΅Π½ΡΠΈ ΡΠΊ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ½Ρ ΡΡΠ»Ρ, Π·ΠΌΡΡΡ, ΡΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½Ρ ΡΠΎΡΠΌΠΈ Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈ Π½Π°Π²ΡΠ°Π½Π½Ρ. ΠΡΠΈ ΡΠΎΠ·Π³Π»ΡΠ΄Ρ Π·ΠΌΡΡΡΡ Π½Π°Π²ΡΠ°Π½Π½Ρ Π°Π²ΡΠΎΡ Π²ΠΈΠ΄ΡΠ»ΡΡ ΡΡΠ΄ ΡΠ΅ΠΌ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠ°
Β«ΠΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ°Β», Π²ΠΈΠΊΠΎΡΠΈΡΡΠΎΠ²ΡΠ²Π°Π½ΠΈΡ
ΠΏΡΠΈ Π²ΠΈΠ²ΡΠ΅Π½Π½Ρ ΡΠ½ΡΠΈΡ
Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΈΡ
ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΡΠ² ΠΏΡΠΈΡΠΎΠ΄Π½ΠΈΡΠΎΠ³ΠΎ ΡΠΈΠΊΠ»Ρ, ΡΠΎ Π°ΠΊΡΡΠ°Π»ΡΠ·ΡΡ Π½Π΅ΠΎΠ±Ρ
ΡΠ΄Π½ΡΡΡΡ ΠΏΡΠΎΠΏΠ΅Π΄Π΅Π²ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ·Π³Π»ΡΠ΄Ρ Π°Π±ΠΎ ΠΏΠΎΠ΄Π°Π»ΡΡΠΎΠ³ΠΎ ΠΏΠΎΠ²ΡΠΎΡΠ΅Π½Π½Ρ Π΄Π°Π½ΠΈΡ
ΡΠ΅ΠΌ Π½Π° ΠΏΠΎΠ·Π°Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΈΡ
Π·Π°Π½ΡΡΡΡΡ
Π· ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ. ΠΡΠΎΠ±Π»ΠΈΠ²Ρ ΡΠ²Π°Π³Ρ ΠΏΡΠΈΠ΄ΡΠ»Π΅Π½ΠΎ ΡΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΈΠΌ ΡΠΎΡΠΌΠ°ΠΌ Ρ ΠΌΠ΅ΡΠΎΠ΄Π°ΠΌ Π½Π°Π²ΡΠ°Π½Π½Ρ. Π ΠΎΠ·Π³Π»ΡΠ½ΡΡΠΎ ΠΎΡΠΎΠ±Π»ΠΈΠ²ΠΎΡΡΡ Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½Ρ ΡΠΎΠ·ΡΠΎΠ±Π»Π΅Π½ΠΎΠ³ΠΎ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎ-ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ½ΠΎΠ³ΠΎ Π·Π°Π±Π΅Π·ΠΏΠ΅ΡΠ΅Π½Π½Ρ (ΠΠΠ Β«ΠΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ° Π² ΠΏΠΎΠ·Π°ΠΊΠ»Π°ΡΠ½ΡΠΉ ΡΠΎΠ±ΠΎΡΡ. 7-9 ΠΊΠ»Π°ΡΠΈΒ», Β«ΠΠ±ΡΡΠ½ΠΈΠΊ Π½Π΅ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΠΈΡ
Π·Π°Π²Π΄Π°Π½Ρ Ρ Π²ΠΏΡΠ°Π² Π΄Π»Ρ ΠΏΠΎΠ·Π°ΠΊΠ»Π°ΡΠ½ΠΈΡ
Π·Π°Π½ΡΡΡ Π· ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ Π² 5-7 ΠΊΠ»Π°ΡΠ°Ρ
Β»; Β«ΠΠ±ΡΡΠ½ΠΈΠΊ Π½Π΅ΡΡΠ°Π½Π΄Π°ΡΡΠ½ΠΈΡ
Π·Π°Π²Π΄Π°Π½Ρ Ρ Π²ΠΏΡΠ°Π² Π΄Π»Ρ ΠΏΠΎΠ·Π°ΠΊΠ»Π°ΡΠ½ΠΈΡ
Π·Π°Π½ΡΡΡ Π· ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠΈ Π² 8-9 ΠΊΠ»Π°ΡΠ°Ρ
Β»), ΡΠΎ ΡΠΏΡΠΈΡΡ ΠΏΡΠ°ΠΊΡΠΈΡΠ½ΠΎΠΌΡ Π²ΠΏΡΠΎΠ²Π°Π΄ΠΆΠ΅Π½Π½Ρ ΡΠΎΠ·ΡΠΎΠ±Π»Π΅Π½ΠΎΡ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ.The article describes the structure and content of training and methodological support of the interconnected training techniques of mathematics in extracurricular and educational activity of pupils of 7-9 classes of general secondary education institutions.
The author identifies and analyzes these structural elements are interconnected methods of teaching mathematics in extracurricular and educational activities such as teaching goals, content, interactive forms and methods of teaching. When considering the content of teaching the author singles out a number of topics of the subject "Mathematics", used in the study of other subjects of natural-science cycle that actualizes the need propaedeutic examination or subsequent repetition of the data on extra-curricular classes in mathematics. Particular attention is given to forms and interactive teaching methods.
The article describes the features of the use of the developed training and methodological support of the proposed methodology (IOR "Maths in extracurricular activities 7-9.", "Collection of non-standard tasks and exercises for extracurricular activities in mathematics in grades 5-7", "Collection of non-standard tasks and exercises for extracurricular activities in mathematics in grades 8-9 ") that promotes the practical implementation of the developed method
Distribution of Content of Training Mathematics on Information Layers in Information and Training Resources
Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°ΡΠΈΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ Π°ΡΠΏΠ΅ΠΊΡΠ° Π°Π²ΡΠΎΡΡΠΊΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠΈ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π°Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ΅ Π½Π° ΡΡΠΎΠΊΠ°Ρ
ΠΈ Π²Π½Π΅ΡΡΠΎΡΠ½ΡΡ
Π·Π°Π½ΡΡΠΈΡΡ
. ΠΠΏΠΈΡΠ°Π½ΠΎ ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎ ΡΡΠ΅ΠΌ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠΌ ΡΠ»ΠΎΡΠΌ Ρ Π½Π°ΡΠ°ΡΡΠ°ΡΡΠ΅ΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΡΡ Π½Π°ΡΡΡΠ΅Π½Π½ΠΎΡΡΠΈ Π½Π° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°Π½Π½ΡΡ
Π°ΠΏΠΏΠ»Π΅ΡΠΎΠ² ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΡΠ΅ΡΡΡΡΠ°. Π‘ΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΏΠ΅ΡΠ²ΠΎΠ³ΠΎ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠ³ΠΎ ΡΠ»ΠΎΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΎ Π΄Π»Ρ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΠΈ Π·Π°ΠΊΡΠ΅ΠΏΠ»Π΅Π½ΠΈΡ ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ², ΠΈΡ
ΡΠ²ΠΎΠΉΡΡΠ², Π²ΡΠΎΡΠΎΠΉ ΡΠ»ΠΎΠΉ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΎΠ±ΠΎΠ±ΡΠΈΡΡ ΠΈ ΡΠ³Π»ΡΠ±ΠΈΡΡ Π·Π½Π°Π½ΠΈΡ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΏΡΡΠ΅ΠΌ ΡΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΈΡ ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π΅ΠΉ ΠΈΠ·ΡΡΠ°Π΅ΠΌΡΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ², ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½Π°Ρ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ° ΡΡΠ΅ΡΡΠ΅Π³ΠΎ ΡΠ»ΠΎΡ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΠΎΠ±ΠΎΠ³Π°ΡΠ΅Π½ΠΈΡ ΡΠ²ΡΠ·Π΅ΠΉ ΠΌΠ΅ΠΆΠ΄Ρ Π±Π»ΠΈΠΆΠ°ΠΉΡΠΈΠΌΠΈ ΠΈ ΠΎΡΠ΄Π°Π»Π΅Π½Π½ΡΠΌΠΈ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΏΠΎΠ½ΡΡΠΈΡΠΌΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ Π²Π²Π΅Π΄Π΅Π½ΠΈΡ ΠΏΠΎΠ½ΡΡΠΈΠΉ ΠΈ ΡΠ²ΡΠ·Π΅ΠΉ, Π²ΡΡ
ΠΎΠ΄ΡΡΠΈΡ
Π·Π° ΠΏΡΠ΅Π΄Π΅Π»Ρ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ. ΠΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΠΏΠΎ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠ»ΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΎΠΏΠΈΡΠ°ΡΡΡΡ Π½Π° Π²Π·Π°ΠΈΠΌΠ½ΠΎΠ΅ Π΄ΠΎΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ ΠΈ Π°ΠΊΡΠΈΠ²ΠΈΠ·Π°ΡΠΈΡ ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
Π°ΡΠΏΠ΅ΠΊΡΠΎΠ² ΠΌΡΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΠΈΡ
ΡΡ: Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, Π½Π°Π³Π»ΡΠ΄Π½ΠΎΠ³ΡΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ, Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ. ΠΠΏΠΏΠ»Π΅ΡΡ ΡΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π½Ρ Ρ ΡΡΠ΅ΡΠΎΠΌ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΡΡΠ³ΠΎΠ½ΠΎΠΌΠΈΠΊΠΈ, Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ
ΠΌΡΡΠ»ΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΡΡΠ°ΡΠΈΡ
ΡΡ. ΠΠΏΠΈΡΠ°Π½ΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΈ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΠΊΠ΅ ΡΡΠ°ΡΠΈΡ
ΡΡ Π°ΠΏΠΏΠ»Π΅ΡΠΎΠ² ΡΡΠ΅Ρ
Π²ΠΈΠ΄ΠΎΠ²: ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ Π²Π²Π΅ΡΡΠΈ Π΄Π»Ρ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΠ±ΡΠ΅ΠΊΡΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ, ΡΠΎΠ΄Π΅ΡΠΆΠ°Ρ ΠΊΡΠ°ΡΠΊΠΈΠ΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ²Π΅Π΄Π΅Π½ΠΈΡ ΠΎ ΡΠ²ΠΎΠΉΡΡΠ²Π°Ρ
, ΠΏΡΠΈΠ·Π½Π°ΠΊΠ°Ρ
ΠΈ Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·ΡΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ²; Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π°ΠΏΠΏΠ»Π΅ΡΡ ΡΠ²ΠΎΠ΅ΠΉ Π΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅Π»ΡΡ ΠΈΠΌΠ΅ΡΡ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΡ, ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΊΠΎΡΡΠ΅ΠΊΡΠΈΡ Π·Π½Π°Π½ΠΈΠΉ ΡΡΠ°ΡΠΈΡ
ΡΡ, Π»ΠΈΠΊΠ²ΠΈΠ΄Π°ΡΠΈΡ ΠΏΡΠΎΠ±Π΅Π»ΠΎΠ² Π² Π·Π½Π°Π½ΠΈΡΡ
ΠΈ ΠΏΡΠ΅Π΄ΠΎΡΠ²ΡΠ°ΡΠ΅Π½ΠΈΡ ΡΠΈΠΏΠΈΡΠ½ΡΡ
ΠΎΡΠΈΠ±ΠΎΠΊ; ΠΊΠΎΠΌΠ±ΠΈΠ½ΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π°ΠΏΠΏΠ»Π΅ΡΡ ΠΏΡΠ΅Π΄ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡ ΠΈΠ·ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΡΠ°Π±ΠΎΡΡ Ρ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΌΠΎΠ΄Π΅Π»ΡΠΌΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ², Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠ΅ ΡΡΠ°ΡΠΈΠΌΠΈΡΡ ΡΠ΅ΡΡΠΎΠ²ΡΡ
Π·Π°Π΄Π°Π½ΠΈΠΉ, ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ²Π΅Π΄Π΅Π½ΠΈΠΉ ΠΎ ΠΏΠΎΠ»Π½ΠΎΡΠ΅ ΡΡΠ²ΠΎΠ΅Π½Π½ΡΡ
ΠΈΠΌΠΈ Π·Π½Π°Π½ΠΈΠΉ ΠΏΠΎ Π΄Π°Π½Π½ΠΎΠΉ ΡΠ΅ΠΌΠ΅. ΠΠ²ΡΠΎΡ ΡΠ΄Π΅Π»ΡΠ΅Ρ ΠΎΡΠΎΠ±ΠΎΠ΅ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΡΡΠ΅ΡΠ° ΠΏΡΠΈΠ½ΡΠΈΠΏΠ° ΠΎΠΏΡΠΈΠΌΠ°Π»ΡΠ½ΠΎΠΉ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΎΠ½Π½ΠΎΠΉ Π½Π°ΡΡΡΠ΅Π½Π½ΠΎΡΡΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° ΠΏΡΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ Π°ΠΏΠΏΠ»Π΅ΡΠΎΠ² Ρ ΡΠ΅Π»ΡΡ ΠΏΡΠ΅Π΄ΠΎΡΠ²ΡΠ°ΡΠ΅Π½ΠΈΡ ΠΈΠ·Π±ΡΡΠΊΠ° ΡΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΠΈ Π²ΠΈΠ·ΡΠ°Π»ΡΠ½ΠΎΠΉ Π΅ΠΌΠΊΠΎΡΡΠΈ ΡΠ΅ΡΡΡΡΠ°.The article discusses the features of the differentiation of the content aspect of the author's methodology of interrelated teaching of mathematics in lessons and after-school classes. The distribution of the content of training in three information layers with an increasing degree of saturation is described using the example of developed applets of information and learning resources. The content of the first information layer is aimed at studying and fixing the basic mathematical objects, their properties, the second layer allows to generalize and deepen students' knowledge by establishing and investigating the interrelationships of the studied objects, the information component of the third layer helps enrich the links between the nearest and remote mathematical concepts, as well as the introduction of concepts and links that go beyond the curriculum. The organization of educational information, differentiated in degree of complexity, makes it possible to rely on mutual complementation and activation of various aspects of the cognitive activity of students: logical, visual-graphic, analytical. Applets are designed taking into account the requirements of ergonomics, the laws of visual perception of mathematical objects and individual mental characteristics of students. The content and peculiarities of using three types of applets in the learning process for the mathematics of pupils are described: informational, they allow us to introduce mathematical objects on the basis of dynamic models, contain brief theoretical information about the properties, attributes and interrelationships of objects; diagnostic applets for their didactic purpose have diagnostics, control of mastering of educational material, as well as correction of students' knowledge, elimination of knowledge gaps and prevention of typical mistakes; combined applets provide for the study of theoretical material by working with dynamic visual models of objects, students performing test tasks, obtaining information on the completeness of the knowledge they have learned on this topic. The author pays special attention to the need to take into account the principle of optimal information saturation of the educational material when designing the content of applets in order to prevent the excess of the content and visual capacity of the resource
Weakly--exceptional quotient singularities
A singularity is said to be weakly--exceptional if it has a unique purely log
terminal blow up. In dimension , V. Shokurov proved that weakly--exceptional
quotient singularities are exactly those of types , , ,
. This paper classifies the weakly--exceptional quotient singularities
in dimensions and
Asymmetry Function of Interstellar Scintillations of Pulsars
A new method for separating intensity variations of a source's radio emission
having various physical natures is proposed. The method is based on a joint
analysis of the structure function of the intensity variations and the
asymmetry function, which is a generalization of the asymmetry coefficient and
characterizes the asymmetry of the distribution function of the intensity
fluctuations on various scales for the inhomogeneities in the diffractive
scintillation pattern. Relationships for the asymmetry function in the cases of
a logarithmic normal distribution of the intensity fluctuations and a normal
distribution of the field fluctuations are derived. Theoretical relationships
and observational data on interstellar scintillations of pulsars (refractive,
diffractive, and weak scintillations) are compared. Pulsar scintillations match
the behavior expected for a normal distribution of the field fluctuations
(diffractive scintillation) or logarithmic normal distribution of the intensity
fluctuations (refractive and weak scintillation). Analysis of the asymmetry
function is a good test for distinguishing scintillations against the
background of variations that have different origins
Synthesis and structural features of Fe3O4, Ξ³-Fe2O3 and CoxFe2βxO4 materials for local low-frequency magnetic hyperthermia of cancer tumors
ΠΠΎΠ²ΡΠ΅ ΠΏΠΎΠ΄Ρ ΠΎΠ΄Ρ ΠΊ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ»Π΅ΠΊΡΡΠΎΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ»Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΈ Π΅Π³ΠΎ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΡ ΠΎΡΠ³Π°Π½ΠΎΠ² ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π° ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΌΠ½ΠΎΠ³ΠΎΠ»Π΅ΡΠ½ΠΈΡ
ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΊΠ°Π½ΠΈ ΡΠΊΠ°Π·ΡΠ²Π°ΡΡ Π½Π° ΡΠΎ, ΡΡΠΎ ΠΎΠ½Π° Ρ ΡΠΎΡΠΊΠΈ Π·ΡΠ΅Π½ΠΈΡ ΡΠ°Π΄ΠΈΠΎΡΠΈΠ·ΠΈΠΊΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΠΎΠΏΡΠΈΡΠ΅ΡΠΊΡΡ ΡΡΠ΅Π΄Ρ (ΡΠΈΡΡΠ΅ΠΌΡ), Π² ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ Π½Π°ΠΏΡΠ°Π²Π»ΡΠ΅ΠΌΡΠΉ Π²ΠΎΠ»Π½ΠΎΠ²ΠΎΠ΄Π½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ (Π²Π΅ΠΊΡΠΎΡΠ½Π°Ρ ΠΊΠ°Π½Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΎΠΏΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈΠ·Π»ΡΡΠ΅Π½ΠΈΡ). Π’Π°ΠΊΠΆΠ΅ ΠΎΠ½ΠΈ ΡΠΊΠ°Π·ΡΠ²Π°ΡΡ ΠΈ Π½Π° ΡΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠ΅ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎΠΉ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅Π½Π½ΠΎ-Π²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΡΠ»Π΅ΠΊΡΡΠΎΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ»Ρ Π²Π½ΡΡΡΠΈ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ². Π‘ ΡΠ΅Π»ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΡΠ°ΡΡΠΊΠΎΠ² ΠΊΠΎΠΆΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ½Π½ΡΠΌ ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΌ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, Π°Π²ΡΠΎΡΡ ΡΡΠΎΠΉ ΡΡΠ°ΡΡΠΈ ΡΠΎΠ·Π΄Π°Π»ΠΈ Π½ΠΎΠ²ΡΡ Π°ΠΏΠΏΠ°ΡΠ°ΡΡΡΡ. ΠΠ½Π° ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»Π° Π½Π΅ΠΏΡΠ΅ΡΡΠ²Π½ΠΎ, Π±Π΅Π· Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠ»Π΅ΠΊΡΡΠΈΡΠ΅ΡΠΊΠΈΠΌ ΡΠΎΠΊΠΎΠΌ Π½Π° ΠΊΠΎΠΆΡ, ΡΠ΅Π³ΠΈΡΡΡΠΈΡΠΎΠ²Π°ΡΡ ΡΠ»Π΅ΠΊΡΡΠΎΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Ρ ΡΠΎΡΠ΅ΠΊ Π΅Ρ ΡΡΠ°ΡΡΠΊΠΎΠ² Π² ΡΠ΅ΠΆΠΈΠΌΠ΅ ΡΠ΅Π°Π»ΡΠ½ΠΎΠ³ΠΎ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ. ΠΠ½Π° ΡΠ°ΠΊΠΆΠ΅ Π΄Π°Π»Π° Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎ Π²ΡΡΠ²Π»ΡΡΡ ΠΈ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΡΠ΅ ΡΠ²ΡΠ·ΠΈ ΠΈ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ, Π²ΠΎΠΏΠ΅ΡΠ²ΡΡ
, ΠΌΠ΅ΠΆΠ΄Ρ ΡΡΠ°ΡΡΠΊΠ°ΠΌΠΈ ΠΊΠΎΠΆΠΈ, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ Π°ΠΊΡΠΈΠ²Π½ΡΠΌ ΡΠΎΡΠΊΠ°ΠΌ ΠΈ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈ Π°ΠΊΡΠΈΠ²Π½ΡΠΌ Π·ΠΎΠ½Π°ΠΌ, Π° Π²ΠΎ-Π²ΡΠΎΡΡΡ
, ΠΌΠ΅ΠΆΠ΄Ρ Π½ΠΈΠΌΠΈ ΠΈ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΠΌΠΈ Π°Π½Π°ΡΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°.
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΈ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°ΡΡ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΡ: 1) ΡΠ»Π΅ΠΊΡΡΠΎΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠ΅ ΠΏΠΎΠ»Π΅ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΈΠΌΠ΅Π΅Ρ ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΡΡΠΎΠΉΡΠΈΠ²ΡΡ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅Π½Π½ΠΎ-Π²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΡ; 2) ΡΠ»Π΅ΠΊΡΡΠΎΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠ΅ ΠΏΠΎΠ»Π΅ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π½Π½ΠΎΠΉ ΡΡΠ΅Π΄ΠΎΠΉ; 3) Π² ΡΠ»Π΅ΠΊΡΡΠΎΠΌΠ°Π³Π½ΠΈΡΠ½ΠΎΠΌ ΠΏΠΎΠ»Π΅ ΠΊΠΎΠΆΠΈ Π»Π°Π΄ΠΎΠ½Π΅ΠΉ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΈΠΌΠ΅ΡΡΡΡ ΡΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠ½ΡΠ΅ Π·ΠΎΠ½Ρ ΡΠ»Π΅ΠΊΡΡΠΎΠΌΠ°Π³Π½ΠΈΡΠ½ΡΡ
ΠΏΠΎΠ»Π΅ΠΉ ΡΠ°ΡΡΠ΅ΠΉ Π΅Π³ΠΎ ΡΠ΅Π»Π° ΠΈ Π²Π½ΡΡΡΠ΅Π½Π½ΠΈΡ
ΠΎΡΠ³Π°Π½ΠΎΠ² Π΅Π³ΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ°. ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π΄Π°Π½Π½ΡΠ΅ Π΄Π°ΡΡ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΡΡ ΠΎΡΠ½ΠΎΠ²Ρ Π΄Π»Ρ ΡΡΠ²Π΅ΡΠΆΠ΄Π΅Π½ΠΈΡ ΠΎ ΡΠΎΠΌ, ΡΡΠΎ Π² ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΡΡΡΠ΅ΡΡΠ²ΡΠ΅Ρ ΠΏΠΎΠ»Π΅Π²ΠΎΠΉ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ ΡΠΎΠ³Π»Π°ΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ΅Π³ΡΠ»ΡΡΠΈΠΈ ΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ½ΠΊΡΠΈΠΉ ΡΠ»Π΅ΠΌΠ΅Π½ΡΠΎΠ² ΡΡΡΡΠΊΡΡΡΠ½ΠΎΠΉ Π΅Π³ΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ, ΠΊΠΎΡΠΎΡΡΠΉ ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΡΡΡ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π²ΠΎΠ»Π½ΠΎΠ²ΡΡ
Π²Π·Π°ΠΈΠΌΠΎΡΠ²ΡΠ·Π΅ΠΉ, Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΌΠ΅ΠΆΠ΄Ρ Π½ΠΈΠΌΠΈ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ°ΠΊΠΈΡ
ΠΌΠ΅Π΄ΠΈΠΊΠΎ-ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ² Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ ΡΠΎΠ·Π΄Π°Π½ΠΈΠ΅ Π½Π΅ΠΈΠ½Π²Π°Π·ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΌΠ΅ΡΠΎΠ΄Π° Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ, ΠΊΠΎΠ½ΡΡΠΎΠ»Ρ ΠΈ ΠΌΠΎΠ½ΠΈΡΠΎΡΠΈΠ½Π³Π°: Π°) ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°; Π±) ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠΎΡΡΠΎΡΠ½ΠΈΡ ΡΡΡΡΠΊΡΡΡΠ½ΡΡ
Π΅Π³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΉ ΠΈ ΠΈΡ
ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΉ; Π²) ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°
Detecting synchronization of self-sustained oscillators by external driving with varying frequency
We propose a method for detecting the presence of synchronization of
self-sustained oscillator by external driving with linearly varying frequency.
The method is based on a continuous wavelet transform of the signals of
self-sustained oscillator and external force and allows one to distinguish the
case of true synchronization from the case of spurious synchronization caused
by linear mixing of the signals. We apply the method to driven van der Pol
oscillator and to experimental data of human heart rate variability and
respiration.Comment: 9 pages, 7 figure
Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΌΠΎΠ»Π΅ΠΊΡΠ»ΡΡΠ½ΠΎ-ΠΊΠ»Π΅ΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΈΠ΅ΡΠ°ΡΡ ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΠ½ΠΎ- ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°. ΠΡΠΈΠΊΠ»Π°Π΄Π½ΠΎΠ΅ Π΅Π³ΠΎ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅
ΠΡΠ³Π°Π½ΠΈΠ·ΠΌ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° ΠΏΠΎ ΡΠ²ΠΎΠ΅ΠΉ ΡΡΡΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΡΠΊΡΡΡΠΎΠΉ, Π½Π΅Π»ΠΈΠ½Π΅ΠΉΠ½ΠΎΠΉ, ΠΏΠ΅ΡΠΌΠ°Π½Π΅Π½ΡΠ½ΠΎ ΠΈ Π΄ΠΈΠ½Π°ΠΌΠΈΡΠ΅ΡΠΊΠΈ ΡΠ°Π·Π²ΠΈΠ²Π°ΡΡΠ΅ΠΉΡΡ Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠΎΠΉ Ρ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΌΠΈ ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΈΠΌΠΈ ΡΡΠΎΠ²Π½ΡΠΌΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ. Π Π½Π°ΡΡΠΎΡΡΠ΅Π΅ Π²ΡΠ΅ΠΌΡ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΡΡΡΠ΅Π΅ ΠΌΠ΅ΡΡΠΎ Π² ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ°Ρ
Π»Π΅ΡΠ΅Π±Π½ΠΎ-ΠΏΡΠΎΡΠΈΠ»Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΌΠ΅ΡΠΎΠΏΡΠΈΡΡΠΈΠΉ Π·Π°Π½ΠΈΠΌΠ°Π΅Ρ ΡΠ°ΡΠΌΠ°ΠΊΠΎΡΠ΅ΡΠ°ΠΏΠΈΡ. ΠΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ ΡΡΠΎΠ³ΠΎ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΈΠΌ Π΄ΠΎΠΊΡΠΎΡΠ°ΠΌ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ ΠΈΠΌΠ΅ΡΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎΠ± Π°ΡΠΎΠΌΠ½ΠΎ-ΠΌΠΎΠ»Π΅ΠΊΡΠ»ΡΡΠ½ΠΎΠΌ ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ ΡΡΡΡΠΊΡΡΡΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, Π½Π° ΠΊΠΎΡΠΎΡΠΎΠΌ ΠΈ ΡΠ΅Π°Π»ΠΈΠ·ΡΠ΅ΡΡΡ ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌ Π²ΠΎΠ·Π΄Π΅ΠΉΡΡΠ²ΠΈΡ Π½Π° Π½Π΅Π³ΠΎ ΡΠ°ΡΠΌΠ°ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ΅Π΄ΡΡΠ². Π’Π΅ΠΎΡΠΈΡ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΡ
Π±Π»ΠΎΠΊΠΎΠ² Π΄Π°ΡΡ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠ΅: 1) ΠΏΡΠΈΠ½ΡΠΈΠΏΠΎΠ², Π»Π΅ΠΆΠ°ΡΠΈΡ
Π² ΠΎΡΠ½ΠΎΠ²Π΅ ΡΡΡΡΠΊΡΡΡΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΊΠ»Π΅ΡΠΎΠΊ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°, ΡΠ΅Π°Π»ΠΈΠ·ΡΡΡΠΈΡ
Π΅Π³ΠΎ ΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ½ΠΊΡΠΈΠΈ; 2) ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° Π½Π° ΠΌΠΎΠ»Π΅ΠΊΡΠ»ΡΡΠ½ΠΎΠΌ, ΡΡΠ±ΠΊΠ»Π΅ΡΠΎΡΠ½ΠΎΠΌ ΠΈ ΠΊΠ»Π΅ΡΠΎΡΠ½ΠΎΠΌ ΡΡΠΎΠ²Π½ΡΡ
ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΅Π³ΠΎ ΡΡΡΠΎΠ΅Π½ΠΈΡ; 3) ΠΎΡΠ½ΠΎΠ²Ρ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΡΠΈΠ·ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡΠ½ΠΊΡΠΈΠΉ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° Π½Π° ΠΊΠ»Π΅ΡΠΎΡΠ½ΠΎΠΌ ΡΡΠΎΠ²Π½Π΅ ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΅Π³ΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ; 4) ΠΏΡΠΈΡΠΈΠ½, ΠΌΠ΅Ρ
Π°Π½ΠΈΠ·ΠΌΠΎΠ² ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π·Π°Π±ΠΎΠ»Π΅Π²Π°Π½ΠΈΡ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ° Π½Π° ΡΡΠ±ΠΊΠ»Π΅ΡΠΎΡΠ½ΠΎΠΌ ΠΈ ΠΊΠ»Π΅ΡΠΎΡΠ½ΠΎΠΌ ΡΡΠΎΠ²Π½ΡΡ
ΠΈΠ΅ΡΠ°ΡΡ
ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΡΡΡΠΊΡΡΡΠ½ΠΎ-ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΅Π³ΠΎ ΠΎΡΠ³Π°Π½ΠΈΠ·Π°ΡΠΈΠΈ; 5) ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠΉ ΠΌΠ°Π½ΠΈΡΠ΅ΡΡΠ°ΡΠΈΠΈ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ½Π½ΡΡ
Π½ΠΎΠ·ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΎΡΠΌ ΠΈ ΠΌΠ½ΠΎΠ³ΠΎΡΠΎΠΊΠ°Π»ΡΠ½ΡΡ
ΡΡΡΠ΅ΠΊΡΠΎΠ² ΡΠ°ΡΠΌΠ°ΠΊΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠ΅ΠΏΠ°ΡΠ°ΡΠΎΠ²; 6) ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ ΠΎΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΡΡΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΡΠΎΠ±Π»Π΅ΠΌ
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