radio observations of space weather teacher guide weather/t… · information!inradiowaves!!...

Information in Radio Waves

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Radio Observations of Space Weather: Background Our daily lives are affected drastically by the weather. From agriculture to transportation we are still at the mercy of the basic elements of wind, rain, and snow. Increasingly, as we conduct more of our technological operations in the near-‐earth space environment, we are not only affected by the weather in the lower atmosphere. But, we are also affected by the dynamics of space weather. In the lower atmosphere, the troposphere and stratosphere, we can almost consider the solar input to the system to be relatively constant over time. But in the upper atmosphere, the Mesosphere and Ionosphere, variations in the Sun’s output can be very drastic and can cause geomagnetic storms. Geomagnetic storms are the source of the commonly known phenomenon aurora borealis, the northern lights. These storms can also pose a threat to the thousands of satellites that are operating in earth’s orbit. These satellites range in usage from telecommunications, scientific observations, military applications, and global positioning systems. Many of these systems we simply take for granted these days and we are growing increasingly dependent on them for our work and play. This increased usage of the near earth environment and its susceptibility to space weather has sparked a tremendous research effort to understand how outputs from the sun interact with the earth’s magnetic field and atmosphere. In this unit you will explore the nature of the Sun’s variability, how both particles and radiations are emitted influence the entire solar system. You will see first-‐hand the methods researchers are using to monitor and predict the behavior of that solar output as it interacts with the earth system.


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Information for Radio Communications: Teacher Guide

Enrichment Resources

http://sdo.gsfc.nasa.gov/ -‐ Solar Dynamics Observatory www.spaceweather.com – Daily updates on current solar observations and events www.helioviewer.org – Visualization software of solar dynamics and events.

NGSS Performance Expectations

HS-‐ESS1-‐1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.

HS-‐ESS2-‐4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Unit Overview

This Unit may be taught in sequence or as individual lessons to supplement your curriculum. The lessons move through the basic structure of the earth, atmosphere, and sun. Emphasis is placed on solar active regions that contribute to the solar wind and near earth space weather. The activities are intended to be formative and lead to the summative assessment also included in this guide. Example Unit plan:

Starter and Pretest Lesson 1: Earth’s structure Activity: modeling the atmosphere Lesson 2: Structure of the sun and activity Activity: Introduction to Helioviewer Lesson 3: Space weather Assessment: Investigating a solar storm with helioviewer and Madrigal,

References

Chaisson, Eric, and S. McMillan. Astronomy: A Beginner's Guide to the Universe. 7th ed. Boston: Pearson, 2013. Print.

"Helioviewer.org." -‐ Solar and Heliospheric Image Visualization Tool. NASA and ESA, Aug. 2013. Web. 08 Aug. 2014. <http://www.helioviewer.org/>.

"List of Radio Stations in New Hampshire." Wikipedia. Wikimedia Foundation, 08 Jan. 2014. Web. 04


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Aug. 2014. <http://en.wikipedia.org/wiki/List_of_radio_stations_in_New_Hampshire>. Shapley, Patricia. "Our Energy Budget." Our Energy Budget. University of Illinois, 2012. Web. 08 Aug.

2014. <http://butane.chem.uiuc.edu/pshapley/GenChem2/C1/1.html>. http://www.rare-‐earth-‐magnets.com/t-‐magnetism.aspx

Free GNU license agreement http://www.gnu.org/copyleft/fdl.html "Parts of the Sun." SOHO-‐Gallery. Web. 01 Aug. 2014. http://soho.nascom.nasa.gov/gallery/ http://gnss.be/atmosphere_tutorial.php Hathaway, David H. "Sun Spot Cycles." NASA/Marshall Solar Physics. NASA/Marshall, 4 July 2014.

Web. 04 Aug. 2014. http://solarscience.msfc.nasa.gov/SunspotCycle.shtml http://earthobservatory.nasa.gov/Features/EnergyBalance/page4.php "Climate and Earth’s Energy Budget : Feature Articles." Climate and Earth’s Energy Budget : Feature

Articles. Web. 08 Aug. 2014.


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Radio Observations of Space Weather: Starter Activity

“Tuning in to AM Radio”

Materials AM Radio receiver RTL-‐SDR radio tuner* w/ SDR# software

Part 1: AM reception during the nighttime (Homework) • Students are to record the AM stations that they can tune in after dusk.

o Use a typical car stereo system to tune in to as many AM stations as you can. • From a list of available stations that may be close by find the farthest one that can be tuned in

during the nighttime hours. (http://en.wikipedia.org/wiki/List_of_radio_stations_in_New_Hampshire)

Student Log Station ID Location Other information

Part 2: AM reception during the day • As demonstration, collect the stations that students were able to tune in the night before. • Attempt to tune in each of those stations. • Discuss why the daytime and nighttime may be different for the transmission of AM radio

waves. Reflection: Develop a hypothesis about the cause of the differences between daytime and nighttime transmission of radio waves.

a. Brainstorm: What materials, processes, or energy transformations are a part of the system you are testing?

b. Which of these factors would be influenced by the day-‐night cycle? c. Hint: HAM operators typically use reflection off of the ionosphere during the nighttime

in order to broadcast and receive signals from great distance (continent to continent scale).


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Radio Observations of Space Weather: Unit Pre-‐Assessment Label the proper parts of both the earth’s atmosphere and the parts of the sun

Sun’s structure

Convective zone

Flare

Chromosphere

Coronal Hole

Core

Radiative zone

Sunspots

Prominence


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Part 2: place the names of the atmospheric layers in the correct location in the earth’s atmosphere

Atmospheric Structure

Stratosphere

Ionosphere

Troposphere

Exosphere

Thermosphere


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Activity: Model of the atmosphere

Create an infographic In this activity you will have the choice of several presentation types with which to demonstrate your understanding of atmospheric structure. The criteria listed below represents essential elements to be included in your infographic. Deliverable Products may be of the following format: Traditional paper poster – 11” x 14” Digital using powerpoint -‐ Digital using piktochart -‐ https://magic.piktochart.com/ Research elements to include: Use your textbook, Wikipedia, or the below recommended resources to find:

1. The names of each layer of the atmosphere including a. Troposphere, stratosphere, mesosphere, ionosphere, thermosphere (note, the

ionosphere and thermosphere overlap in elevation) b. The boundaries between these layers

2. A graph of the temperature change with increasing elevation a. Units: degrees Celsius b. From the surface of the earth (mean sea level) to the top of the thermosphere

3. A description of key processes and human activities that take place in each layer a. May be a text description or pictorial

4 3 2 1 Content Depth and detail

are demonstrated by including references to composition differences between layers, and energy inputs or outputs.

Illustrations are made which depict the human activities in each layer that may be influenced by space weather

Boundaries are illustrated with reference to temperature inversions.

All content elements are included

Communication Technical detail is included to provide more in depth descriptions of each component

Imagery and color are used create a theme that enhances the information

Arrangement of text and graphics creates a logical flow for the reader.

Elements are presented neatly with few clerical or formatting errors


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Activity: Introduction to Helioviewer In our project for this unit you will be required to look at a visualization tool developed by a large group of solar research institutes from across the globe. You will be required to use the internet and view one or two tutorials about the main tools of the web site. This can be done at home or even on your phone. Instructions:

1. Go to http://wiki.helioviewer.org/wiki/Helioviewer.org or google: Helioviewer wiki 2. Under the Users section click on the link for a quick introduction 3. Once you have looked that over refer the users guide for further detail

Product: In order to demonstrate that you have the basic functions of helioveiwer mastered, create a video of a coronal mass ejection using the following observing selections under the Images Tab:

You may explore other visualizations with different observatories, instruments, and detectors. Create the coolest looking video of your CME as you can then send the link to the video.


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Radio Observations of Space Weather:

Summative Assessment Competencies being Assessed:

HS-‐ESS1-‐1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.

HS-‐ESS2-‐4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Scoring Rubric:

4 3 2 1 All criteria from 1-‐3 plus:

All criteria from 1-‐2 plus:

All criteria from 1 plus:

Part 1 completed accurately

Part1: Foundations Diagram and label the correct parts of the Atmosphere including elevations above sea level.

Atmospheric Structure

Stratosphere

Ionosphere

Troposphere

Exosphere

Thermosphere


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Label the correct parts of the solar interior and atmosphere

Part 2: Applications 1. Describe the effect of the night and day differences in AM radio transmission and what does this

tell us about the ionosphere?

2. What is the primary evidence for fusion in the core of the sun being the primary source of energy for the sun and consequently us.

Sun’s structure

Convective zone

Flare

Chromosphere

Coronal Hole

Core

Radiative zone

Sunspots

Prominence

photosphere


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3. What are some surface features of the sun that are associated with : a. Convection beneath the photosphere

b. Lower surface temperature

c. Broad regional loops in magnetic field lines

d. The projection of material out of the solar atmosphere into the interplanetary solar wind.

e. When magnetic field lines break and reform again

Part 3: Extensions Using a model of the energy budget for solar radiation and using your model and the temperature profile of the atmosphere. Make an argument for the cause and effect relationship between atmospheric composition and the temperature profile of the atmosphere.

Shapley, 2012


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