Background:
The process of fusion liberates energy within the core of the sun. A small part of this energy produces its magnetic field. Variations in the magnetic fields (magnetic fluxes) result in solar events, such as sunspots, coronal mass ejections (CMEs), and solar tornadoes. This solar activity results in larger than normal amounts of radiation (from radio waves to gamma rays) and energetic particles (such as high energy protons and electrons) ejected into space. Just as moving air molecules on Earth constitute a wind, these energetic particles make up the solar wind. This wind and solar activity are measured by several spacecraft, including the Advanced Composition Explorer (ACE). The solar events, when interacting with the Earth’s magnetosphere (magnetic field), creates profound effects. These effects may include:

Note to the learner: Ionospheric currents, plasma bubbles, and signal scintillation are not discussed in this lesson, even though they appear in the graphic below.

Effects of space weather

For additional background information relevant to this investigation:


Procedure:
(The procedure may be printed out and answers written on it, or separate paper maybe used. See in your teacher for instructions.)

Many recent space weather events have made headlines and caused inconveniences. In this exercise, we will study some of the effects and relate them to space weather measurements.

  1. http://www-ssi.colorado.edu/ExploringSpace/SpaceWeather/RippingStorms/1.html
  2. http://science.msfc.nasa.gov/newhome/headlines/ast21apr98_1.htm

  3. http://www.windows.umich.edu/spaceweather/SOHO_proton_event.html

  4. http://umbra.nascom.nasa.gov/SEP/
  5. http://www.srl.caltech.edu/ACE/Flare.html


1. Visit at least three of the five preceding links. Describe what these links tell you:

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Using the fourth link, calculate the average number of solar proton events per year since 1976, and show your calculations below.






2. DATA REPRESENTATION: From your reading, you may have noticed that the strength of the solar wind is represented by the quantity called”solar proton flux.” This measures how many protons, ejected by the Sun, pass a point in space in a given time frame. (You could do the following exercise either on graph paper with a pencil and/or colored pencils, or using a spreadsheet program.) Working on your own or with a partner, determine the best way to represent the data in the table graphically. Emphasize when and how many occurred, and their relative strength. Begin by plotting no. of storms (proton events) vs time. Design a second plot to look at the intensity of the storms. (If you’ve had at least Algebra 2: when might you consider using a log scale?)

3. Look at your graph, and look at the graph of sunspot cycles:
http://image.gsfc.nasa.gov/poetry/sunspot/cycle.html

Describe any patterns, trends and correlations that you observe with your graphs:
I have observed the following PATTERNS (limit your observations to only one graph):

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I have observed the following CORRELATIONS (relate any two graphs and patterns to each other):

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4. As an evaluation, refer to the following charts.

Graph of significant solar proton episodes

http://www.nas.edu/ssb/ssispe.gif



Graph of sunspots and magnetic storm days 1930-93

Note: Ap is a measure of magnetic activity near Earth
 http://www.nas.edu/ssb/ap_ssn.gif


 

How is your analysis correct? How might you change it after seeing these two charts?

ANALYSIS CORRECT:__________________________________________________________

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ANALYSIS CHANGES:__________________________________________________________

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Coding:
Maryland Core Learning Goals (Science): 1.2, 5.1
National Standards (Science): A.4, F.5, D.3.
National Standards (Geography): 7.2, 8.2.
National Standards (Mathematics): 4.4, 5.2.

Investigation Discussion and Questions

Questions are included in the procedure. Additional extensions follow.

Extensions:
1. Surfing the internet, many types of data sets are available. Do the above exercise, comparing other sets of variables, such as number of hurricanes in a season, occurances of El Nino or strength of the aurorae.
http://www.nhc.noaa.gov/pastall.html will provide you with hurricane data and http://www.coaps.fsu.edu:80/lib/elninolinks/ has data on El Nino occurances. See the bottom of the web page after it loads, and plot Temperatures. Time, where temperature measures are low - La Nina, high - El Nino.

2. Go to the slide show at
http://hpcc-k12.gsfc.nasa.gov/gessep/serverhome/gessep98/aceproject/inv1/slideshow1.html

Either:
1. Allow each group to select and study a slide. Report your findings in a 3-5 min report, or allow each group to select a Master Teacher, and allow other group members to rotate around the room, learning from other Master Teachers. Use their notes or a quiz, one question from each group, as an evaluative assessment.
2. Create a graphic organizer of your own, including in it the major ideas from each slide. Email it, if
you think it is good, to me at queen3@access.digex.net if you think it is exceptional.


Credits:
Pat Keeney GESSEP Program
queen3@access.digex.net

Daniel Hortert GESSEP Program
howard6@access.digex.net

Dr. Eric R. Christian
ACE Deputy Project Scientist
cosmicopia@cosmicra.gsfc.nasa.gov

Dr. John Krizmanic
Astroparticle Physicist
cosmicopia@cosmicra.gsfc.nasa.gov

Beth Barbier
ACE Outreach Specialist
High Energy Astrophysics
cosmicopia@cosmicra.gsfc.nasa.gov