DOCSLIB.ORG

Solar Activity Cycles an Educator Guide with Activities in Space Science

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Solar Activity Cycles an Educator Guide with Activities in Space Science Educational Product National Aeronautics and Educators Grades Space Administration & Students 5-8 EG-2000-03-002-GSFC 6RODU#6WRUPV#DQG#<RX$ Exploring Sunspots and Solar Activity Cycles An Educator Guide with Activities in Space Science NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 1 Solar Storms and You! is available in electronic for- mat through NASA Spacelink - one of the Agency’s electronic resources specifically developed for use by the educational community. The system may be accessed at the following address: http://spacelink.nasa.gov NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 2 National Aeronautics and Space Administration EG-2000-03-002-GSFC 6RODU#6WRUPV#DQG#<RX$ Exploring Sunspots and Solar Activity Cycles An Educator Guide with Activities in Space Science This publication is in the public domain and is not protected by copyright. Permission is not required for duplication. NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 3 Acknowledgments Dr. James Burch, IMAGE Principal Investigator, Southwest Research Institute Dr. William Taylor IMAGE Education and Public Outreach Director, Raytheon ITSS and the NASA ,Goddard Space Flight Center Dr. Sten Odenwald IMAGE Education and Public Outreach Manager, Raytheon ITSS and the NASA, Goddard Space Flight Center Ms. Susan Higley Cherry Hill Middle School, Elkton, Maryland This resource was developed by the NASA Imager for Teacher Consultants: Magnetosphere-to-Auroral Global Exploration (IMAGE) Dr. Farzad Mahootian , Gonzaga High School, Washington, D.C. Information about the IMAGE mission is available at: Mr. Bill Pine Chaffey High School, Ontario, California http://image.gsfc.nasa.gov http://pluto.space.swri.edu/IMAGE Mr. Tom Smith Briggs Chaney Middle School, Silver Spring, Maryland Resources for teachers and students are available at: Cherry Hill Middle School student volunteers: http://image.gsfc.nasa.gov/poetry Michael Coogan Brea McCauley Lindsay Costa Noelle McKinney Jordan Kough Tracey McPherson Trevor Kough Heather Mullins Alison Lacey Kusha Thachik Amy Marcheski Justin Thomas Charlie Ward Cover artwork: National Aeronautics and Ms. Carol Hall Space Administration Ligonier Elementary School Goddard Space Flight Center Ligonier, Indiana NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 4 CONTENTS About Solar Storms and You! ............................................................ i Science Process Skills Matrix ............................................................ ii Science and Mathematics Standards .................................................. iii Solar Activity Cycles ......................................................................... 9 Lesson 1: The Sunspot Cycle ................................................ 10 Lesson 2: Sunspot Activity and Ocean Temperature.............. 15 Lesson 3: Sunspot Activity on Other Stars............................. 17 Background Essay, “What is Solar Activity?” ................................... 19 Glossary............................................................................................... 22 Resources............................................................................................ 23 The Sun, our nearest star, is a powerful, seathing furnace that produces light and heat. For thousands of years, naked-eye ovservers have seen dark spots slowly cross the disk of the Sun. Today, with more powerful instru- ments, astronomers can zoom-in to see aston- ishing details in these ‘sunspots’. The image on the left is a closeup view of a sunspot that is about twice the diameter of Planet Earth! NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 5 I N T R A gas pipeline in Russia explodes killing hundreds of people. O D A satellite mysteriously falls silent U interrupting TV and cellular phone traffic. C A power blackout T throws millions of people into darkness. I O N These are only a few of the In this activity book, your students many things that solar storms can do will study five key stages in the lifecycle when they arrive at the earth of a solar storm, from its emergence on unexpected. In an age where we the solar surface to its impact upon have increasingly come to rely upon some aspect of our lives. The book may the smooth operation of our be used in its entirety to study solar technology, we have also made activity and how it directly affects us, or ourselves vulnerable to the ebb and you may use individual activities of your flow of the solar storm cycle. Most choice as stand-alone mini lessons as people are not even aware of these an enrichment for math and physical cycles, but long ago we used to be! science courses. Ancient Chinese sun observers The student activities emphasize knew that, from time to time, dark basic cognitive skills and higher-order spots would glide slowly across the processes such as plotting data, face of the setting sun. Once seen searching for patterns and correlations, only as portends of political and interpreting the results. By the end upheaval, we now see them as of the activity series, students will natural phenomena that can understand why we need to pay more forewarn us of impending storms that attention to solar storms. can have dire consequences for us if we ignore them. Visit the updated version of this workbook at: http://image.gsfc.nasa.gov/poetry/workbook/workbook.html NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 6 Science Process Skills for Solar Storms and You! This chart is designed to assist teachers in integrating the activities contained in the guide with existing curricula. Lesson 1 Lesson 2 Lesson 3 “The Sunspot “The Sunspot “Sunspot Cycle” Activity and Activity on Ocean Other Stars” Temperature” Observing Classifying Communicating Measuring Inferring Predicting Experimental Design Gathering Data Organizing Data Controlling Variables Developing a Hypothesis Extending Senses Researching Team Work Mathematics Interdisciplinary Introductory Activity Advanced Activity NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 7 Science and Mathematics Standards for Solar Storms and You! This chart is designed to assist teachers in integrating the activities contained in the guide with existing curicula. Lesson Lesson Lesson 1 2 3 “The Sunspot “The Sunspot “Sunspot Cycle” Activity and Activity on Ocean Other Stars” Temperature” Science as Inquiry Structure and Energy of the Earth System Origin and History of the Earth Earth in the Solar System Geochemical Cycles Physical Science Populations and Ecosystems Understanding about Science and Technol- ogy Science in Personal and Social Perspectives History and Nature of Science Problem Solving Measurement Computation and Estimation Communication Geometry and Advanced Mathematics Statistics and Probability Number and Number Relationships Patterns and Functions NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 8 Solar Activity Cycles Year The Sun, our nearest star, provides us with Solar activity is a complex process that warmth and light. But as long ago as 2000 seems to be driven by the fact that, just below BC, Chinese observers noted that black spots the surface, the sun’s gases convectlike mush occasionally appeared, and that over the boiling in a pot. The upwelling gases tangle- course of a week, they drifted across the disk up and amplify the pervasive magnetic field of the setting sun. Sunspots are the most of the sun and force it up through the surface. well known hints that the Sun's surface is These concentrated regions of magnetic field constantly changing. Larger than the Earth, cause the gases within them to be thousands and with 10,000 times more intensity than of degrees cooler than the rest of the solar the Earth's magnetic field, these are the surface, which makes them glow with far less breeding grounds for some of the most light by comparison, so that they only look violent storms in the solar system! black by comparison. If you were to put a single sunspot in the night sky, it would glow The number of sunspots comes in cycles orange and be brighter than the full moon! lasting from 6 to 17 years; the Sunspot Cycle With modern technology and space During the last 20 years, astronomers have satellites, this solar activity cycle can now be studied many other stars like our sun, and detected in the ebb and flow of other have discovered that some of these have phenomena on the Sun and on the Earth. activity cycles similar to our sun’s sunspot Everything from ocean temperature to coral cycle. They can vary from cycles as short as reef growth has been found to correlate with 5 years to as long as 30. Many stars also have this cycle. In most cases the exact reason for irregular cycles that seem to come and go. the correlation is poorly understood by Even the sun went through a phase in the scientists. 1600s when there was no sunspot cycle at all for nearly 50 years! NASA EG-2000-03-002-GSFC Lesson 1 - The Sunspot Cycle 9 Teacher’s Guide The Sunspot Cycle The student will create a list and construct a graph of the number of Objective sunspots using both technology and paper. The student will explore patterns in the data and locate the maximum and minimum. — Graph paper Optional: — Ruler —Teacher notes on the Materials — Colored pencils graphing calculator. —Sunspot data table —Graphing calculator. TI-83 used in the examples Procedure What is a sunspot? A sunspot is a region on the sun that can be seen as a small dark 1) Divide the students into groups 3) Students will then construct the spot through a telescope. Since and assign a time period from the graph of the table on graph paper. their discovery by Galileo in data table that each group will Some possible options here are to 1609, astronomers have learned graph. Some possible lengths are have students each construct the that they are regions, about the the 1900s, 1800s; every 50 years; graph, have each group use their size of the Earth, where a column of the table (be aware assigned data and put the results of powerful magnetic fields are that assigning less than 50 data the class as a whole on the wall, or concentrated.
Load more

Recommended publications
  • Extreme Solar Eruptions and Their Space Weather Consequences Nat
    Extreme Solar Eruptions and their Space Weather Consequences Nat Gopalswamy NASA Goddard Space Flight Center, Greenbelt, MD 20771, USA Abstract: Solar eruptions generally refer to coronal mass ejections (CMEs) and flares. Both are important sources of space weather. Solar flares cause sudden change in the ionization level in the ionosphere. CMEs cause solar energetic particle (SEP) events and geomagnetic storms. A flare with unusually high intensity and/or a CME with extremely high energy can be thought of examples of extreme events on the Sun. These events can also lead to extreme SEP events and/or geomagnetic storms. Ultimately, the energy that powers CMEs and flares are stored in magnetic regions on the Sun, known as active regions. Active regions with extraordinary size and magnetic field have the potential to produce extreme events. Based on current data sets, we estimate the sizes of one-in-hundred and one-in-thousand year events as an indicator of the extremeness of the events. We consider both the extremeness in the source of eruptions and in the consequences. We then compare the estimated 100-year and 1000-year sizes with the sizes of historical extreme events measured or inferred. 1. Introduction Human society experienced the impact of extreme solar eruptions that occurred on October 28 and 29 in 2003, known as the Halloween 2003 storms. Soon after the occurrence of the associated solar flares and coronal mass ejections (CMEs) at the Sun, people were expecting severe impact on Earth’s space environment and took appropriate actions to safeguard technological systems in space and on the ground.
    [Show full text]
  • Impacts of Severe Space Weather on the Electric Grid
    Impacts of Severe Space Weather on the Electric Grid Contact: Dan McMorrow — [email protected] November 2011 JSR-11-320 Approved for public release. Distribution unlimited. JASON The MITRE Corporation 7515 Colshire Drive McLean, Virginia 22102-7508 (703) 983-6997 Form Approved REPORT DOCUMENTATION PAGE OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202- 4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. (DD-MM-YYYY) (From - To) 1. REPORT DATE 2. REPORT TYPE 3. DATES COVERED November 2011 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER 5b. GRANT NUMBER Impacts of Severe Space Weather on the Electric Grid 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 13119022 5e. TASK NUMBER PS 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBER The MITRE Corporation JASON Program Office JSR-11-320 7515 Colshire Drive McLean, Virginia 22102 9.
    [Show full text]
  • Space Weather Lesson
    National Aeronautics and Space Administration SPACE WEATHER NASA SUMMER OF INNOVATION UNIT LESSON DESCRIPTION Physical Science—Properties of Matter This lesson explores the origins, processes, and risks associated with solar GRADE LEVELS radiation including how it travels through 4 – 6 the solar system, affects the Earth’s magnetosphere and poses a threat to CONNECTION TO CURRICULUM astronauts and spacecraft. Science and Mathematics OBJECTIVES TEACHER PREPARATION TIME Students will: 4 hours • Gather information about items that they cannot see, using limited LESSON TIME NEEDED senses. 2–3 Days Complexity: Advanced • Explain why protecting people and astronauts from radiation is important. • Investigate how solar storms occur and predict which ones will affect Earth. • Describe how solar activity can be used in spaceflight mission planning. • Construct a multimedia space weather report. NATIONAL STANDARDS National Science Education Standards (NSTA) Science as Inquiry • Understanding of scientific concepts • An appreciation of ‘how we know’ what we know in science • Understanding of the nature of science • Skills necessary to become independent inquirers about the natural world • The dispositions to use the skills, abilities, and attitudes associated with science Physical Science • Properties of objects and materials • Light, heat, electricity, and magnetism Earth and Space Science • Objects in the sky Science and Technology • Abilities of Technological Design • Understanding Science and Technology Mathematics Standards (NCTM) Measurement and Data • Represent and interpret data Aerospace Education Services Project MANAGEMENT It is always good to remind students about the importance of classroom and lab safety. Students should not taste any materials and should wear eye protection during the “What’s Hidden Inside” activity.
    [Show full text]
  • Solar Storms and You!
    Educational Product National Aeronautics and Educators Grades Space Administration & Students 5-8 EG-2000-03-002-GSFC 6RODU#6WRUPV#DQG#<RX$ Exploring the Aurora and the Ionosphere An Educator Guide with Activities in Space Science NASA EG-2000-03-002-GSFC Exploring the Aurora and the Ionosphere 1 Solar Storms and You! is available in electronic for- mat through NASA Spacelink - one of the Agency’s electronic resources specifically developed for use by the educational community. The system may be accessed at the following address: http://spacelink.nasa.gov NASA EG-2000-03-002-GSFC Exploring the Aurora and the Ionosphere 2 National Aeronautics and Space Administration EG-2000-03-002-GSFC 6RODU#6WRUPV#DQG#<RX$ Exploring the Aurora and the Ionosphere An Educator Guide with Activities in Space Science This publication is in the public domain and is not protected by copyright. Permission is not required for duplication. NASA EG-2000-03-002-GSFC Exploring the Aurora and the Ionosphere 3 Acknowledgments Dr. James Burch, IMAGE Principal Investigator, Southwest Research Institute Dr. William Taylor IMAGE Education and Public Outreach Director, Raytheon ITSS and the NASA ,Goddard Space Flight Center Dr. Sten Odenwald IMAGE Education and Public Outreach Manager, Raytheon ITSS and the NASA, Goddard Space Flight Center Ms. Susan Higley Cherry Hill Middle School, Elkton, Maryland This resource was developed by the NASA Imager for Teacher Consultants: Magnetosphere-to-Auroral Global Exploration (IMAGE) Dr. Farzad Mahootian , Gonzaga High School, Washington, D.C. Information about the IMAGE mission is available at: Mr. Bill Pine Chaffey High School, Ontario, California http://image.gsfc.nasa.gov http://pluto.space.swri.edu/IMAGE Mr.
    [Show full text]
  • Space Physics: Recent Advances and Near-Term Challenge
    Space Physics: Recent Advances and Near-term Challenge Chi Wang National Space Science Center, CAS Feb.25, 2014 Contents Significant advances from the past decade Key scientific challenges Future missions Summary Scope of Space Physics Heliosphere: covers the physics of the solar wind and its expansion through interplanetary space Solar wind – magnetosphere – ionosphere – middle-upper atmosphere Advances: Heliosphere Observations of propagating disturbances from Sun to Earth, and beyond, and combination of in-situ and remote- sensing observations from different perspectives, including continuous in-situ L1 monitoring of solar wind and SEP properties, multi-point, multi-scale measurements in near- Earth solar wind, and use of interplanetary scintillation for heliosphere mapping Stereoscopic views of heliospheric events Observations of wide-angle SEP events Exploratory modeling of CME propagation Advances: SW-M Interaction Continuous remote-sensing of solar activity and in-situ L1 monitoring of solar wind and SEP properties Multi-point, multi-scale measurements within the magnetosphere and improved coverage by ground-based observatories Advanced magnetospheric modeling, including CME- geomagnetic-field interactions, in different approaches (MHD, hybrid, kinetic) and including energetic particles Improved characterization of substorm dynamics (field evolution, system couplings) Advances: ITM Extending observational coverage and increasing regional resolution of ITM dynamics , enabling near real- time TEC and critical-frequency maps, and advances in 3D reconstruction Empirical model development based on long-term data bases Development of physics-based models and understanding of the processes involved Highlight - 1 Significant progress in understanding the origin and evolution of the solar wind New observations of the photosphere and lower corona from Hinode, SDO etc.
    [Show full text]
  • What Is an Aurora? How Do They Happen?
    What is an aurora? Auroras occur when the atoms in the Earth’s atmosphere interact with the charged particles from a solar storm arriving from the Sun. During this phenomenon, electrons present in the atoms in our atmosphere move to a higher, unstable energy state. In order to reach the stable state, they must release the excess energy, which creates beautiful and scenic light shows. Auroras appear in the sky at high altitudes between 50-400 miles above the Arctic and Antarctic regions. They occur continuously and can only be seen at night because during the day the light of the sun outshines them. Figure 1. One of the most photographed auroras, the Aurora Borealis How do they happen? As mentioned above, auroras occur during the interaction of charged particles in a solar storm with the atoms in our atmosphere, but what exactly is a solar storm and why do auroras behave the way they do? Formation of a Solar Storm We begin inside the core of the Sun, where the temperature and pressures are so high that they cause a nuclear reaction resulting in the formation of Helium from the fusion of two Hydrogen atoms. The light energy released by this reaction travels through the layers towards the surface of the Sun and radiates out into our solar system. The heat energy produced by this reaction is absorbed by the plasma (electric currents of charged gas that make up the mas of the Sun) and travels to the surface using convection cells. In these cells, the convection currents carry the hot plasma towards the surface, and allow the cooler plasma to fall back down to the core.
    [Show full text]
  • Extreme Space Weather: Impacts on Engineered Systems and Infrastructure 
    Extreme space weather: impacts on engineered systems and infrastructure © Royal Academy of Engineering ISBN 1-903496-95-0 February 2013 Published by Royal Academy of Engineering Prince Philip House 3 Carlton House Terrace London SW1Y 5DG Tel: 020 7766 0600 Fax: 020 7930 1549 www.raeng.org.uk Registered Charity Number: 293074 Cover: Satellite in orbit © Konstantin Inozemtsev/iStockphoto This report is available online at www.raeng.org.uk/spaceweather Extreme space weather: impacts on engineered systems and infrastructure Contents Foreword 3 8 Ionising radiation impacts on aircraft passengers and crew 38 1 Executive summary 4 8.1 Introduction 38 8.2 Consequences of an extreme event 39 2 Introduction 8 8.3 Mitigation 40 2.1 Background 8 8.4 Passenger and crew safety – 2.2 Scope 8 summary and recommendations 41 3 Space weather 9 9 Ionising radiation impacts on avionics and 3.1 Introduction 9 ground systems 42 3.2 Causes of space weather 9 9.1 Introduction 42 3.3 The geomagnetic environment 11 9.2 Engineering consequences on avionics of 3.4 The satellite environment 12 an extreme event 42 3.5 Atmospheric radiation environment 13 9.3 Engineering consequences of an 3.6 Ionospheric environment 13 extreme event on ground systems 42 3.7 Space weather monitoring and forecasting 13 9.4 Mitigation 43 3.8 Space weather forecasting - 9.5 Avionics and ground systems – summary and recommendations 15 summary and recommendations 44 4 Solar superstorms 16 10 Impacts on GPS, Galileo and other GNSS positioning, 4.1 Outline description 16 navigation and timing
    [Show full text]
  • NASA's Heliophysics Portfolio (IG-19-018)
    NASA Office of Inspector General National Aeronautics and Space Administration Office of Audits NASA’S HELIOPHYSICS PORTFOLIO May 7, 2019 Report No. IG-19-018 Office of Inspector General To report, fraud, waste, abuse, or mismanagement, contact the NASA OIG Hotline at 800-424-9183 or 800-535-8134 (TDD) or visit https://oig.nasa.gov/hotline.html. You can also write to NASA Inspector General, P.O. Box 23089, L’Enfant Plaza Station, Washington, D.C. 20026. The identity of each writer and caller can be kept confidential, upon request, to the extent permitted by law. To suggest ideas for or to request future audits contact the Assistant Inspector General for Audits at https://oig.nasa.gov/aboutAll.html. RESULTS IN BRIEF NASA’s Heliophysics Portfolio NASA Office of Inspector General Office of Audits May 7, 2019 IG-19-018 (A-18-001-00) WHY WE PERFORMED THIS AUDIT NASA’s space missions and much of the U.S. power grid, communications systems, and navigation infrastructure operate in an environment highly susceptible to the Sun. NASA’s Heliophysics Division (HPD) and its portfolio of spacecraft, programs, and missions provide observations of solar and geophysical events—also known as “space weather” events—to advance our understanding of the Sun and its interaction with Earth’s atmosphere. With a budget of $689 million for fiscal year (FY) 2018, HPD is currently managing 30 missions in various stages of operation and development. The majority of HPD’s missions (17 of 30) are in extended operations—meaning they have been successfully launched and are beyond their prime (or initial) operating phase.
    [Show full text]
  • Modeling the Superstorm in the 24Th Solar Cycle Emre Eroglu*
    Eroglu Earth, Planets and Space (2019) 71:26 https://doi.org/10.1186/s40623-019-1002-1 FULL PAPER Open Access Modeling the superstorm in the 24th solar cycle Emre Eroglu* Abstract: The St. Patrick’s Day phenomenon is a geomagnetic storm that deserves serious discussion because of its intensity and efectiveness. This study focuses on the St. Patrick’s Day storm on March 17, 2015, which is the frst big storm of the 24th solar cycle. The data obtained from various spacecrafts observing the ionosphere reveal the reputation and the strength of the storm. The author tries to discuss the event as a whole with all its parameters. Variables of the study are the solar wind parameters and zonal geomagnetic indices. Models with solar wind pressure, proton density and magnetic feld may aid in making the dynamic structure of the phenomenon more understandable. The obtained models are able to give the reader an idea of the results even if the storm prediction percentage is low. The author has endeavored to obey the cause–efect relationship without ignoring the physical principles when establishing math- ematical models. Despite the fact that the relations between variables have poor correlation or have low statistical signifcance, in order to introduce the physical point of view they have not been ignored. This study puts forth a new mathematical perspective by discussing and visualizing what happened in the phenomenon.s Keywords: Mathematical modeling, Zonal geomagnetic indices, Solar wind parameters Introduction 2010a, b; Rathore et al. 2014). Te geomagnetic storms, Te St. Patrick’s Day geomagnetic storm is one of the which have three phases including a sudden commence- most remarkable storms in the 24th solar cycle.
    [Show full text]
  • Space Weather: Storm from the Sun Booklet
    Space Weather Space WeatherStorms from the Sun Storms from the Sun U.S. DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration National Weather Service U.S. Department of Commerce National Oceanic and Atmospheric Administration National Weather Service 1 | SPACE WEATHER WHAT IS SPACE WEATHER? A dramatic example Activity on the Sun can cause space weather storms that affect us here on Earth. of the effects of space Solar storms can impact the technology we rely on everyday: Global Positioning weather occurred in Systems (GPS), satellites, and electric power grids. Just as with other types of March 1989 when a weather, the National Weather Service forecasts space weather disturbances and solar storm knocked out serves as the official source for civilian alerts and warnings. power in Quebec for Space weather is a consequence of the behavior of the Sun, the nature of Earth’s up to 36 hours. The magnetic field and atmosphere, and our location in the solar system. There are Hydro-Quebec electrical various phenomena that originate from the Sun that can result in space weather utility went from full storms. Outbursts from huge explosions on the Sun—Solar Flares and Coronal operating capacity to Mass Ejections (CME)—send space weather storms hurling outward through our blackout status in 92 solar system. The Sun also emits a continuous stream of radiation in the form of charged particles that make up the plasma of the solar wind. seconds. Six million people were plunged into cold and darkness. Solar Particle Solar Flares Coronal Mass Events Ejections are huge explosions release large numbers on the Sun.
    [Show full text]
  • Helios Solar Storm Scenario
    Cambridge Centre for Risk Studies Cambridge Risk Framework Technology Catastrophe Stress Test Scenario HELIOS SOLAR STORM SCENARIO Cambridge Centre for Risk Studies University of Cambridge Judge Business School Trumpington Street Cambridge, CB2 1AG United Kingdom [email protected] http://www.risk.jbs.cam.ac.uk November 2016 The Cambridge Centre for Risk Studies acknowledges the generous support provided for this research by the following organisation: The views contained in this report are entirely those of the research team of the Cambridge Centre for Risk Studies, and do not imply any endorsement of these views by the organisations supporting the research, or our consultants and collaborators. This report describes a hypothetical scenario developed as a stress test for risk management purposes. It does not constitute a prediction. The Cambridge Centre for Risk Studies develops hypothetical scenarios for use in improving business resilience to shocks. These are contingency scenarios used for ‘what-if’ studies and do not constitute forecasts of what is likely to happen. Report citation: Oughton, E.; Copic, J.; Skelton, A.; Kesaite, V.; Yeo, Z. Y.; Ruffle, S. J.; Tuveson, M.; Coburn, A. W.; Ralph, D. 2016. Helios Solar Storm Scenario; Cambridge Risk Framework series; Centre for Risk Studies, University of Cambridge. Research Project Team Helios Solar Storm Scenario Project Lead Dr Michelle Tuveson, Executive Director Tamara Evan, Coordinating Editor Helios Solar Storm Scenario Project Contributers Dr Andrew Coburn, Director of
    [Show full text]
  • Solar Storm Risk to the North American Electric Grid
    Solar storm Risk to the north American electric grid Key Contacts Trevor Maynard Exposure Management Telephone: 020 7327 6141 [email protected] Neil Smith Exposure Management Telephone: 020 7327 5605 [email protected] Sandra Gonzalez Exposure Management Telephone: 020 7327 6921 [email protected] This report was written by Lloyd’s with research and analysis by scientists from Atmospheric and Environmental Research, Inc. (AER) Nicole Homeier, PhD, Director of Product Innovation and Senior Staff Scientist at AER Lisa Wei, PhD, Staff Scientist at AER. Lloyd’s would like to thank Professor Richard Horne (Fellow, AGU, British Antarctic Survey), Michael Maran (Chief Science Officer Catlin) and David Wade (Underwriter, Atrium Space Insurance Consortium) for their input in the report. We would also like to thank NASA for providing us with the picture for the front cover. Disclaimer This report has been produced by Lloyd's and the Atmospheric and Environmental Research, Inc. for general information purposes only. The information contained herein has included inputs from Atmospheric and Environmental Research (AER), a Verisk Analytics company. While care has been taken in gathering the data and preparing the report, Lloyd's does not make any representations or warranties as to its accuracy or completeness and expressly excludes to the maximum extent permitted by law all those that might otherwise be implied. Lloyd's accepts no responsibility or liability for any loss or damage of any nature occasioned to any person as a result of acting or refraining from acting as a result of, or in reliance on, any statement, fact, figure or expression of opinion or belief contained in this report.
    [Show full text]