2. Bell Work 11-10-15 Compare and Contrast the Sun’s core and the Moon’s Core

3. Give Mr. Hyatt money ScaleScale Description 4 Through independent work beyond what was taught in class, students could (examples include, but are not limited to): research current and past earth and sun conditions. investigate causes and possible solutions for global climate change. compare and contrast the patterns in the organization and distribution of matter in the sun, earth, moon system. compare and contrast different solar events and their impact on earth. 3 understand how the motions of the sun, stars and planets as observed from Earth relate to the motions of the Earth and other planets in space. understand how the movement and position of Earth influences life on Earth. be able to differentiate between astronomy and astrology. 2 determine the meaning of symbols, key terms, and other astronomy specific words and phrases relating to the Earth, Sun and Moon illustrate the patterns of distribution of matter in the sun, earth, moon system. list the physical properties of the Earth, Sun and Moon. describe the key parts of the Earth, Sun and Moon System 1 show the patterns of distribution of matter in the sun, earth, moon system. select from a list the physical properties of the sun, earth and moon. list the key parts of the structure of earth, sun and moon.

4. The gravitational force of the sun helps to keep all of the planets in the solar system in the correct orbit. The energy from the sun sustains life on earth. The sun contains 98% of all the mass in our solar system The sun is not solid, liquid or gas, it is plasma. Plasma is similar to gas, except the gas is ionized (charged). Again, Pick two facts to write down

5. Sun features – write these down, then talk with your neighbor and try to figure out what each one of them is Prominence/filament Flare Granule Sunspot Spicule Coronal Mass Ejections Magnetic Field 2:001:591:581:571:561:551:541:531:521:511:501:491:481:471:461:451:441:431:421:411:401:391:381:371:361:351:341:331:321:311:301:291:281:271:261:251:241:231:221:211:201:191:181:171:161:151:141:131:121:111:101:091:081:071:061:051:041:031:021:011:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:320:310:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:01End2:00

6. Prominence/filament Flare Granule Sunspot Spicule Coronal Mass Ejections Solar Magnetic Field A prominence is a large, bright, gaseous feature extending outward from the Sun's surface, often in a loop shape. Prominencesare anchored to the Sun's surface in the photosphere, and extend outwards into theSun's corona. Flare A flare is a brief eruption of intense high-energy radiation from the sun's surface, associated with sunspots and causing electromagnetic disturbances on the earth, as with radio frequency communications and power line transmissions. Granule Granules on the photosphere of the Sun are caused by convection currents (thermal columns, Bénard cells) of plasma within the Sun's convective zone. The grainy appearance of thesolar photosphere is produced by the tops of these convective cells and is called granulation Sunspots are any of the dark cool patches, with a diameter of up to several thousand kilometers, that appear on the surface of the sun and last about a week. They occur in approximately 11-year cycles and possess a strong magnetic field Sunspot Spicule Gurgling plasma on the Sun produce periodic, supercharged jets of dense gas ejected from the edges of the Sun’s chromosphere where the magnetic fields are stronger. They rise at 12 miles/second up to a height of about 6,000 miles before they fall back to the Sun after about 15 minutes. They are thought to contribute to the solar wind by feeding material into the corona A coronal mass ejection is a massive burst of gas and magnetic field arising from the solarcorona and being released into the solar wind, as observed in a coronagraph. Coronal Mass Ejection (CME) A Magnetic Field is the magnetic effect of electric currents and magnetic materials. In a star, it is generated by the motion of electrically conductive plasma inside its convection zone, where solar material is physically moving throughout the star. Solar Magnetic Field

7. Homework: that was due today… You need to look up the following information about each layer of the sun: A.Size B.What it’s made of C.Temperature D.One other fact These are the layers: 1.Core 2.Radiation Zone 3.Convection Zone 4.Photosphere 5.Chromosphere 6.Corona

8. If you forgot to do your homework…you’re welcome. http://www.mrhyatt.rocks/week-23.html Structure of the Sun Video

10. What is it? Combining atoms to make new ones 4.3 billion kg of mass are converted each second. Lots of mass lost, lots of energy released. (E=mc 2 ) Iron (Fe) is the heaviest element that can be made How do we get heavier elements?

13. CandleSun temperature1,500 K6,000K (surface) 15million K (core) ReactantsWaxhydrogen ProductsCo2, H2OHelium Energy outEnough to burn your finger 174 x 10 15 watts

14. We don’t often stop to think about the journey of a ray of light from the core of the sun, where it’s made, all the way to earth’s surface. There, it might slam into us when we sunbathe, sometimes hitting us in rather unfortunate places.

15. In the cores of stars, about 15million degrees Kelvin for our sun, hydrogen nuclei reach high enough speeds to overcome their natural repulsion and collide. Omitting the intermediate steps, the sun simply says H He + energy (and light.)

16. Every time a helium nucleus is made, particles of light called photons get made. They’re powerful enough to be gamma rays, a form of light with the highest energy for which we have a classification. Photons are born moving the speed of light (186,282mps) and then unwittingly begin their trip out of the sun.

17. An undisturbed photon always moves in a straight line, but if something gets in the way, the photon will be either scattered or absorbed and re-emitted. Each of these fates can result in the photon being cast in a different direction with a different energy. (x-ray or visible light) Given how dense the sun is, each straight line trip lasts for 1 30billionth of a second (1 3oth of a nanosecond) or about 1cm of travel before it interacts with an atom or electron.

18. With constant new paths of travel outward, sideways, backward, how does an aimlessly wandering photon ever manage to leave the sun? A clue lies with…

19. So, with a step the size of a centimeter, a photon needs to take 5 sextillion steps to “random walk” the 70 billion centimeters from the sun’s center to the surface. Total linear distance traveled would be about 5,000 light years, and since a photon conveniently travels at the speed of light, it should take about 5,000 years to make it that far.

20. And…the outer 4 th of the sun moves by convection. So, unbeknownst to our random walking photons, the blob in which they are residing can swiftly sink tens of thousands of kilometers back into the sun, undoing possibly thousands of years movement. convection can bring photons closer to the surface, increasing their chances of escape.

21. Unfortunately, the structure of the sun (most of the sun’s mass is compacted in the core, and matter convects in the outer layers ) makes the total trip last about a million years. If the photon had a clear path, the trip would only take about 2.3 seconds.

22. Only about one of every half billion photons that emerge from the sun heads toward earth. Once the photons reach the surface of the Sun, they take their last random step before they make the quick, 480 second journey straight to you.

23. Heroic adventures through the sun are best taken by photons and not any other form of energy or matter. If you went on that trip, you’d be crushed to death, vaporized, and have every electron ripped from every atom. But know that when you sunbathe, you should do it with the full respect for the journey made for each one of the photons that strikes your body, no matter where it strikes.

24.  Front of shirt: design and/or phrase, colored illustration of the concept Bottom of page: summary (answer the questions from the beginning of yesterday) of notes and your t-shrit shirt. At least 3-4 sentences.  Back of shirt: one or two line phrase using the concept