Middle
Level
Grades 5-8
Photo courtesy of FEI and Lola Brown
©2014 National Geographic Society. All rights reserved.
+
Space Weather
and Magnetism
ACTIVITY: SPACE WEATHER AND MAGNETISM
Big Idea
Space weather results from solar activity that creates ever-changing conditions in space. Magnetic energy drives the
sun’s activity. NASA’s Solar Dynamics Observatory (SDO) mission collects images and video of the sun’s interior and
exterior to better understand features of space weather—sun spots, solar wind, solar flares, coronal mass ejections,
and auroras. Solar storms result in interactions between the magnetic fields of the sun and Earth. As a result, many
of Earth’s living and technological systems are impacted, including global climate, navigation (GPS), communications
(radio transmitters), electricity transmissions (power grids), and spacecraft and satellites beyond the atmosphere.
Guiding Question
How does the sun’s activity and magnetism drive space weather and interact with the Earth’s magnetic field?
TIP: Practice the Magnetic Field Mapping Mission before your classroom visit. Look at sample magnetic field map
images on pages 11 and 13 in the resource below to visualize the intended results of the student activity.
http://sunearthday.nasa.gov/swac/materials/Mapping_Magnetic_Influence.pdf
Materials
1. Bar or cow magnets (these will be your “source” magnets)
2. Magnaprobes (these will be your “test” magnets)
3. Pencils
4. Tape
5. Large sheets of paper (1 per group)
6. Project or print 5 color copies of the “Impacts of Space Weather Illustration” for small groups to share:
http://education.nationalgeographic.com/media/photos/000/285/28580.jpg
7. Project or print several color images of the sun’s and Earth’s magnetic fields:
http://sohowww.nascom.nasa.gov/classroom/images/image045.gif
http://sdo.gsfc.nasa.gov/gallery/main/item/441
http://www.flickr.com/photos/sdomission
8. Project or print several color images of the National Aeronautics and Space Administration Solar Dynamics
Observatory: Spacecraft
http://sdo.gsfc.nasa.gov/mission/spacecraft.php
Set Up
Arrange the desks so students can alternate between small-group work and all-class discussions and demonstrations.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 1 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Space Weather
and Magnetism
Introduction
Teacher introduces the engineer/classroom visitor.
Setting the Stage
• Show the introductory video.
• Tell them who you are, what you do, and what it’s like to work in your career.
• Tell them a story about how you got interested in engineering/your career or something that happened in your work
that was really exciting—something that truly made a difference in your life.
• Show the activity PowerPoint presentation, as appropriate.
Hands-on Activity
Introduce sun-Earth magnetic field interactions
Ask students to brainstorm things they know about the sun and things they know about magnetism. Ask: What is
a magnetic field? Show students images of the sun’s and Earth’s magnetic fields. Tell students the sun is about 150
million kilometers (93 million miles) from Earth. Ask: Why do you think we care about what’s going on with the sun and
its magnetic field? Emphasize that solar activity drives space weather and results in interactions between the magnetic
fields of the sun and Earth. This can impact Earth’s living and technological systems.
SDO and solar monitoring
Ask: How do we know the sun’s magnetic field can impact us on Earth? How do we learn about the sun if it is so far
away? Introduce them to the mission and monitoring instruments of the Space Dynamics Observatory. Show students
the SDO Image: National Aeronautics and Space Administration Solar Dynamics Observatory: Spacecraft
http://sdo.gsfc.nasa.gov/mission/spacecraft.php
Read or paraphrase the SDO Description: NASA’s Solar Dynamics Observatory (SDO) mission collects images and
video of the sun’s interior and exterior to better understand features of space weather—sun spots, solar wind, solar
flares, coronal mass ejections, and auroras. Solar storms result in interactions between the magnetic fields of the sun
and Earth.
Magnetic Field Mapping Mission
Divide students into teams of 2-3. Explain that just like the scientists and engineers working on the SDO mission, they
are going to work together to accomplish the Magnetic Field Mapping Mission. Tell students they are going to create a
map of the magnetic field surrounding a magnet placed on their desk/table. Go over the instructions for the Magnetic
Field Mapping Mission and assign students 10 minutes to complete the mission and map.
Mission Instructions: Each team will receive a bar or cow (source) magnet, a magnaprobe (test) magnet, tape, a
wooden pencil, and a sheet of ledger paper (11 inches x 17 inches). Pair teams up and tell them they will work together
to create one complete map. Each team in the pair will be responsible for drawing one side (horizontally, top or
bottom) of the source magnet’s magnetic field. Part of the challenge is for the team pairs to produce accurate maps
that line up when the two sides are put together, creating a complete magnetic field map.
Make sure there are no metal objects or sources of magnetic interference (computers, electronics, wires) where
students are working. Introduce students to the properties of the test magnet (magnaprobe). Explain that the
magnaprobe contains a small test magnet that has a positive and negative end. Avoiding the magnetic field of the
source magnet, ask students to hold the magnaprobe with the handle horizontal and the pivoting parts free to move.
Have students observe the test magnet as they rotate the handle to a vertical position. Elicit from students that the
test magnet moves much like a compass needle, with the red end of the test magnet pointing north and downward at
an angle. Have students hold the magnaprobe horizontally 1-2 inches away from the source magnet and observe what
happens to the test magnet when they move the magnaprobe around the source magnet. Explain that the test magnet
is tracing out the magnetic field of the source magnet.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 2 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Space Weather
and Magnetism
Help students set up their magnetic maps by drawing an example on the board or by demonstrating the setup with
your own set of materials. With the longest edge in a straight, horizontal position, have students tape their papers
securely to their desks. In a horizontal orientation, have students use tape to secure the source magnet to the center
of the paper. Double check that each pair of teams has properly oriented its papers and source magnets. Instruct
students to hold the magnaprobe with the handle pointing toward the ceiling. Tell students that the red end of the test
magnet (magnaprobe) is the front, or north-seeking, end; this is the direction in which the arrows should be drawn.
It is important for students to keep the test magnet oriented properly (front/red end forward) while drawing their
magnetic maps. While moving the test magnet around the source magnet one-half inch at a time, students will use a
pencil to draw half-inch lines (with arrows) corresponding to the magnetic field and its direction. After each line and
arrow is drawn, students will move the magnaprobe about one-half inch and draw the next line and arrow. They will
repeat the process until they complete the map of one side (top or bottom) of the source magnet’s magnetic field.
As needed, demonstrate the proper mapping method for the students, but try to avoid showing them too much of
what their magnetic maps should look like. After each team has completed its half of the map, have the team pairs
put their half maps together to see how well they line up. Ask students to recall what the magnetic field images of
the Earth and sun looked like. They should be able to see and describe similarities between those images and the
magnetic maps they have just created.
Wrap-Up
Discuss mission maps and findings
Ask students to show their maps to the class. Discuss their results and findings. Address any misconceptions and
questions. Ask: What did you observe about the magnetic fields of each magnet and how they reacted? Did the Earth’s
magnetic field impact your map? In what way? Elicit from students that when the test magnet got too far away from
the source magnet, the Earth’s magnetic field took over and overcame the “pull” of the source magnet. This would
result in the magnetic field map’s pattern being disrupted.
Ask: What evidence did you see for polarity in your magnets? How does that relate to the polarity of the Earth? What
comparisons can you make between your mission map and what you learned about how the sun’s and Earth’s magnetic
fields interact? What sorts of things could have kept you from creating an accurate map? Explain that these types of
interferences are important factors in how space weather impacts the Earth and technologies we use every day.
Ask students to brainstorm different ways space weather and the sun’s magnetic field could impact Earth’s living and
technological systems. Project the “Impacts of Space Weather Illustration” to aid the discussion. Examples include
global climate, navigation (GPS), communications (radio transmitters), electricity transmissions (power grids), and
spacecraft and satellites beyond the atmosphere. Explain that the eventual goal of SDO and other solar monitoring
programs is to be able to predict solar activity and its influence on space weather and the Earth.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 3 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Space Weather
and Magnetism
SUPPORT MATERIALS—FOR THE CLASSROOM VISITOR
Background Information
Space weather results from solar activity that creates ever-changing conditions in space. Magnetic energy drives the
sun’s activity. NASA’s Solar Dynamics Observatory (SDO) mission collects images and video of the sun’s interior and
exterior to better understand features of space weather—sun spots, solar wind, solar flares, coronal mass ejections, and
auroras.
SDO includes three primary instruments: HMI, EVE, and AIA. HMI (Helioseismic and Magnetic Imager) records and
maps where the magnetic field of the sun comes from and how it is converted to space weather.
EVE (Extreme Ultraviolet Variability Experiment) measures extreme UV solar irradiance. Solar irradiance is the
energy that hits the Earth from the sun. Extreme UV is deadly and can interfere with people, electronics, radio
communications, and navigation in space.
AIA (Atmospheric Imaging Assembly) takes images of the solar atmosphere in multiple wavelengths to locate different
magnetic fields so their movements and energy can be tracked. Solar activity and storms result in interactions
between the magnetic fields of the sun and Earth. As a result, many of Earth’s living and technological systems are
impacted, including global climate, navigation (GPS), communications (radio transmitters), electricity transmissions
(power grids), and spacecraft and satellites beyond the atmosphere.
The eventual goal of SDO and other solar monitoring programs is to be able to predict solar activity and its influence
on Earth.
National Standards Alignment
• National Science Education Standard: (5-8) Standard A-1: Abilities necessary to do scientific inquiry
• National Science Education Standard: (5-8) Standard B-3: Transfer of energy
• National Science Education Standard: (5-8) Standard D-3: Earth in the solar system
• National Science Education Standard: (5-8) Standard E-1: Abilities of technological design
• National Science Education Standard: (5-8) Standard E-2: Understandings about science and technology
Preparation For Your Classroom Visit
Once a classroom visit has been established, check in with the host educator to make sure students are prepared and
have some prior knowledge about the topic you have selected to share with the class.
An educator guide has been created for you to share with the host educator before your classroom visit. This guide
includes pre- and post-visit resources and suggested activities that support the content you will be presenting during
your classroom visit. Some of the information in the educator guide has been provided in the “Support Materials—
For the Educator” section at the end of this document. Share the educator guide for this activity with the classroom
educator as soon as you have a date for your visit. The educator guide can be found in the educator version of the
Engineers in the Classroom website (www.classroomengineers.org).
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 4 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Space Weather
and Magnetism
Prior Knowledge
Students should be somewhat familiar with magnetism and how magnetic fields interact.
National Geographic: Build a Magnetometer
http://education.nationalgeographic.com/education/activity/build-a-magnetometer/?ar_a=1&ar_r=999
National Geographic: Magnetic Fields Lab
http://education.nationalgeographic.com/education/activity/magnetic-fields-lab/?ar_a=1&ar_r=999
Familiarize yourself and the educator with the following terminology: auroras, coronal mass ejections, Earth, global
positioning system (GPS), magnaprobe, magnetic field, magnetism, polarity, satellites, solar activity, solar flares, solar
wind, space weather, sun, sun spots
Other Resources To Explore
National Geographic Education: Wildest Weather
http://education.nationalgeographic.com/education/program/wildest-weather-solar-system/?ar_a=1
National Aeronautics and Space Administration Solar Dynamics Observatory: Auroras—What Causes Them?
https://www.youtube.com/watch?v=7Mz2laHjVoQ
National Geographic: How’s the Weather Up There?
http://education.nationalgeographic.com/education/news/hows-weather-there/?ar_a=1&ar_r=3
National Aeronautics and Space Administration: Mission Pages—Sun-Earth
http://www.nasa.gov/mission_pages/sunearth/index.html#.UrCoa6XdHZc
National Aeronautics and Space Administration: Goddard Space Flight Center—Solar Dynamics Observatory
http://sdo.gsfc.nasa.gov
Website: National Aeronautics and Space Administration and the European Space Agency:
Solar and Heliospheric Observatory
http://sohowww.nascom.nasa.gov/home.html
Video: National Aeronautics and Space Administration Solar Dynamics Observatory: SDO Science Overview
http://sdo.gsfc.nasa.gov/assets/gallery/movies/sdo_science.mov
Image Gallery: NASA Solar Dynamics Observatory on Flickr
http://www.flickr.com/photos/sdomission
Activities: NASA Solar Dynamics Observatory: The Science of the Sun—Secondary Learning Unit
http://sdo.gsfc.nasa.gov/assets/docs/UnitPlanSecondary.pdf
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 5 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Space Weather
and Magnetism
Classroom Management Tips
1. Consult the teacher prior to the class period so your classroom management approach aligns with the
management plan, routines, and procedures the teacher already has in place. When relevant, discuss learning needs
or behavioral challenges of specific students.
2. Establishing a culture of mutual respect and trust is key. At the beginning of the class period, tell students about
yourself and why you are there. Discuss a clear and concise set of rules/expectations that are phrased positively.
3. Complete any necessary setup prior to the start of the class period. Be well-prepared and organized so you can
keep things moving. “Down time” can lead to a loss of student attention.
4. Help yourself stay on track with the activity and its objectives by using a timing device and notecard to guide
you. The notecard could include a brief outline of the activity, key concepts/vocabulary, and questions to facilitate
discussion. Use a timing device to stay on schedule. You could even enlist the help of one or more students to be
your “timekeepers.”
5. If you do lose students’ attention, use existing strategies the teacher has in place to “bring them back” to the
task at hand. Examples include interactive clapping, counting, hand-raising, and other forms of nonverbal
communication.
6. Moving around the classroom, varying the tone and volume of your voice, enlisting volunteers to assist you, and
calling on students to answer questions and share their ideas can help keep students engaged and focused. Avoid
lecturing and talking at students without any interaction, especially for more than a few minutes at a time.
7. Avoid open-ended questions that encourage students to share their own experiences in a story-like manner. This
can use up valuable time and distract students from the task at hand.
8. Seek teacher assistance in grouping students. Groups could be pre-determined based on specific criteria, i.e.
student learning and communication styles, ability to self-direct, and collaboration skills. During group work be sure
to circulate around the room, engage students with questions, and use proximity control to keep students on track.
9. Be yourself and have fun! If you are enjoying yourself and engaging with the students and the activity, then they
will do the same.
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 6 of 7
©2014 National Geographic Society. All rights reserved.
Level
Middle
Grades 5-8
+
Space Weather
and Magnetism
SUPPORT MATERIALS—FOR THE EDUCATOR
Tips
• Additional relevant concepts that could be presented before/after the activity include auroras, coronal mass
ejections (CME), global positioning system (GPS), magnetism, magnetosphere, satellite, solar flares, and solar wind.
Pre-Visit Resources And Activities
• View the NASA SDO video, “Auroras—What Causes Them?”
https://www.youtube.com/watch?v=7Mz2laHjVoQ
• View the NASA SDO Overview video:
http://sdo.gsfc.nasa.gov/assets/gallery/movies/sdo_science.mov
• Use the National Geographic Wildest Weather collection
(http://education.nationalgeographic.com/education/program/wildest-weather-solar-system/?ar_a=1)
to engage students and provide some context and relevant background information:
• Article: National Geographic: How’s the Weather Up There?
http://education.nationalgeographic.com/education/news/hows-weather-there/?ar_a=1&ar_r=3
• Article: National Geographic: Sun Struck
http://ngm.nationalgeographic.com/2012/06/solar-storms/ferris-text
• Use NASA’s Solar Dynamics Observatory Flickr image gallery to engage students and provide context:
http://www.flickr.com/photos/sdomission
• Pre-teach relevant vocabulary: Earth, magnaprobe, magnetic field, magnetism, polarity, solar activity, space weather, sun
Post-Visit Resources And Activities
• Review relevant vocabulary/concepts: Earth, magnaprobe, magnetic field, magnetism, polarity, solar activity, space
weather, sun.
• Possible extensions:
• Introduce additional vocabulary/concepts relevant to space weather: auroras, coronal mass ejections (CME), global
positioning system (GPS), magnetosphere, satellite, solar flares, solar wind, sunspots.
• Students could further research SDO and its mission, partners, and instruments.
• Students could further research the impacts of space weather and present their findings.
Image reference:
http://education.nationalgeographic.com/media/photos/000/285/28580.jpg
Article references:
http://education.nationalgeographic.com/education/news/hows-weather-there/?ar_a=1&ar_r=3
http://ngm.nationalgeographic.com/2012/06/solar-storms/ferris-text
• Use the National Geographic Wildest Weather collection
(http://education.nationalgeographic.com/education/program/wildest-weather-solar-system/?ar_a=1)
for post-visit and extension activities:
• National Geographic: Build a Magnetometer
http://education.nationalgeographic.com/education/activity/build-a-magnetometer/?ar_a=1&ar_r=999
• National Geographic: Magnetic Fields Lab
http://education.nationalgeographic.com/education/activity/magnetic-fields-lab/?ar_a=1&ar_r=999
For Further Exploration
• Stanford Solar Center: Magnetism and the Sun
http://solar-center.stanford.edu/magnetism/index.html
• NASA Solar Dynamics Observatory: The Science of the Sun—Secondary Learning Unit
http://sdo.gsfc.nasa.gov/assets/docs/UnitPlanSecondary.pdf
• NOVA: The Sun Lab
http://www.pbs.org/wgbh/nova/labs/lab/sun/
For the complete activity and
media resources, please visit:
www.classroomengineers.org
Page 7 of 7