Balloon/Rocket Mission

Learning Objectives ► Reinforce knowledge of the EM spectrum and solar particles in the solar wind and CMEs ► Learn about the magnetosphere and atmosphere as protective shields ► Identify EM energies and particles that are blocked by these shields, which are not and which are harmful

More learning objectives… ► Investigate how to protect ourselves from UV ► Gain some understanding of the history of solar science ► Appreciate effects of solar activity on various activities and people ► Be able to articulate the importance of solar science

Introducing the Mission ► We need protection from the Sun’s solar storms and even when the Sun is “quiet”. ► Which of the solar energies can be harmful to living things on Earth? ► Fast moving solar particles that sometimes occur with CMEs can also be damaging to living things that are not shielded.

► The Earth has two shields that block some of the Sun’s harmful energies  Atmosphere – layer of mixed gasses (primarily nitrogen, oxygen, water vapor and ozone) surrounding the planet.  Magnetosphere – a magnetic field that extends much farther away from the Earth than the atmosphere.

Levels of the Atmosphere Troposphere: ► Lowest atmospheric layer ► Seven miles thick ► Most clouds and weather are found here ► Temp decreases with altitude Stratosphere: ► Found about 7 to 30 miles above the Earth’s surface ► Ozone layer found here (absorbs most UV) ► Temp around 32 Fahrenheit

Levels of the Atmosphere Mesosphere: ► Above the stratosphere ► atmosphere is thin ► Temp decreases with altitude, about –130 Fahrenheit Thermosphere: ► Starts at about 55 kilometers ► Temperature is quite hot; thousands of degrees ► Temperature is measured by motion and speed of certain gases, not using a thermometer

Levels of the Atmosphere Exosphere: ► Region beyond the thermosphere. Ionosphere: ► Overlaps the other atmospheric layers, from above the Earth ► Air is ionized by the Sun’s ultraviolet light

Today you will ► Conduct a simulated scientific mission to learn which solar energies and particles are blocked by the shields and at what altitude they are blocked. ► Advise the following people of your findings  A student in a schoolyard  A snowboarder on Mount Everest  A high altitude skydiver  A Space Shuttle astronaut on a spacewalk

► Graph data from an electronic sensor sent up in a balloon ► Can a balloon continue to rise beyond the atmosphere?”

You will work in pairs today. Everyone will need a Graph A and a Graph B

Goals ► Imagine the Sun’s energy coming toward Earth from above the top of the graph. When your graph is finished, it will show whether energy from the Sun reaches the Earth’s surface, and if not, at what altitude each is blocked.

Initial Questions ► What is the highest altitude on the graph? ► At what altitude is the student in the schoolyard? ► How high is the flight path of a typical airliner? ► How high is the planned high-altitude skydive? ► At what altitude will the rocket launch from the balloon? ► How high does the Space Shuttle go on its orbit?

The Mission!

Interpreting the Data: Sheet A ► Connect the dots from zero to 200km on each of the eight graphs ► What can we conclude from the data?

Interpreting the Data: Sheet B ► Conclusions about UV? ► What is the UV exposure for each of our clients? ► UV can damage our cells. ► Conclusions about X-rays and gamma rays.

Getting More Data ► Interpretations of the extended graph ► Are Space Shuttle Astronauts protected from solar particles? ► What about a person on the moon? ► Are Space Shuttle astronauts protected from the electromagnetic energy of solar flares?

Continue Looking at Graphs ► Create an appropriate graph for the data ► Compare the energy level data between the Quiet Sun and Solar Flare – what differences are the most striking? ► Why is solar science important to everyone on the planet? ► How well does UV protection really work?

Homework ► History of Solar Science  Write a summary of the main ideas from each website in your own words  Note main ideas of each site  Put the main ideas into your own words  Include important points that support the main ideas  Use quotes  Cite your sources