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From the Sun… to Pluto… and Beyond…

From the Sun… to Pluto… and Beyond…. Nancy Sills sills-n@harris.k12.ga.us. When I become a teacher…. http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/AppleTeachers.mov. Heliophysics educator ambassador program. http://aim.hamptonu.edu/hea/. On the fence. What do you know?.

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From the Sun… to Pluto… and Beyond…

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  1. From the Sun… to Pluto… and Beyond… Nancy Sills sills-n@harris.k12.ga.us

  2. When I become a teacher… • http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/AppleTeachers.mov

  3. Heliophysics educator ambassador program • http://aim.hamptonu.edu/hea/

  4. On the fence • What do you know?

  5. THEMIS • – Time History of Events and Macroscale Interactions during Substorms • Video of THEMIS http://ds9.ssl.berkeley.edu/themis/flash.html

  6. The Sun • Electromagnetic Field

  7. Mapping magnetic fields • You should have: • 1 large piece of paper • 1 cow magnet • 2-3 compasses • Writing implement Procedure • Place the compass on the middle of the paper and trace around it. Draw a dot somewhere near the magnet and place the center of the compass over the dot.

  8. Mapping magnetic fields Procedure • Place the compass on the middle of the paper and trace around it. Draw a dot somewhere near the magnet and place the center of the compass over the dot. • Draw a dot at eh location of the arrow head of the compass needle • Move the compass from the paper and draw lines connecting the dots with arrows indicating the direction that the compass points. • Remove the compass from the paper and draw lines connecting the dots with arrows indicating the direction that the compass points. • Continue steps b-d until the line meets the magnet or edge of the paper • Pick another spot near the magnet and repeat the processes.

  9. Solar winds effect on Earth • http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.solarwind/

  10. Solar System educator • http://solarsystem.nasa.gov/ssep/ • http://solarsystem.nasa.gov/educ/index.cfm

  11. CLUSTer • The four Cluster spacecraft are providing a detailed three-dimensional map of the magnetosphere, with surprising results • http://sci.esa.int/science-e/www/area/index.cfm?fareaid=8

  12. UV Radiation • How much do you get?

  13. Uv beads • On you paper number 1-5- skipping 2 lines between each. • Observe each bag and write down your observations. • On the back of your paper – answer these questions: • Which bag has the lightest color beads? • Which bag has the darkest color beads? • Why do you think there is a difference? • Looking at the bag with the sun glasses covering them and the regular glasses. What is the difference?

  14. TIMED • A Mission to Explore One of the Last Frontiers in Earth’ Atmosphere • The TIMED (Thermosphere Ionosphere Mesosphere Energetics and Dynamics) mission is studying the influences of the Sun and humans on the least explored and understood region of Earth's atmosphere - the Mesosphere and Lower Thermosphere/Ionosphere (MLTI). • http://www.timed.jhuapl.edu/WWW/index.php

  15. In our solar system • Impact craters • Cake Batter Lava • Moon Phases • Climate Cycles • Let’s make a cloud. • It’s Alive

  16. Impact crater • Look at the photographs of the Moon, how do you think the craters were formed? • What do you think are factors that affect the appearance and size of craters and ejecta? • What does this “lunar” surface look like before testing? • Measure the mass of the first impactor and record it on your Data Chart. • Drop impactor #1 from a height of 30 cm. • Measure the diameter and depth of the resulting crater. Count the rays, measure, and determine the average length of all the rays. • Record the information on the Data Chart and repeat the procedure varying the drop height as instructed on the Data Chart

  17. Impact craters • What does the data reveal about the relationship between crater size and velocity of impactor? • What does the data reveal about the relationship between ejecta (ray) length and velocity of impactor? • If the impactor were dropped from 6 meters, would the crater be larger or smaller? How much larger or smaller? (Note: the velocity of the impactor would be 1,084 cm/s)

  18. Moon Phases - oreo • Materials: • 4 Oreos • 1 plastic spoon • 1 paper plate • Oreo handout • Make the Oreos look like the handout and place them on the paper plate.

  19. Climate Cycles • Materials

  20. It’s alive • http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/aliensong.mpg

  21. AIM – aeronomy of Ice in the Mesosphere • Exploring clouds at the edge of space • http://aim.hamptonu.edu/index.html

  22. New Horizon • New Horizons is on its way to Pluto, which it should reach it in 2015. • http://www.nasa.gov/mission_pages/newhorizons/main/index.html

  23. …And beyond • Dwarf Planets • Video on NOVA

  24. The Pluto files • http://video.pbs.org/ • http://video.pbs.org/video/1425502261/

  25. http://ibex.swri.edu/educators/index.shtml

  26. Thank you! • Be sure to contact me if you have any questions. • Sills-n@harris.k12.ga.us • http://sillsscienceworkshop.wikispaces.com/

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