SPACE MATH 1 pdf - ER - Nasa

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Teacher’s Guide 1Question 1: From these two descriptions, cam you extract the specific points of eachnarrative? What are their similarities? Answer: Here are the main points in each storywith the similarities highlighted.Story 1:1. Display began at end of twilight with faint reddish light in north.2. 7:30 PM (00:00 UT) streamers began to appear3. Streamers of spiral columns filled eastern sky4. Faint rose-colored light covered same eastern sky, fading and returning5. Columns of light reached 45 degrees to zenith, and moved westwards6. Frequent flashes of light along the whole aurora7. 9:00 PM (02:00 UT), the aurora faded and left a twilight glow in north.Story 2:1. 00:15 AM (00:15 UT) - Luminous arch appeared in northern sky2. 00:16 AM (00:16 UT) - Intense glare of red in southwest3. 00:20 AM (00:20 UT) - Streamers appeared4. 00:25 AM (00:25 UT) - Streamers reached zenith and were crimson at highest points5. 00:45 AM (00:45 UT) - Frequent coruscations appeared in aurora6. 01:20 AM (01:20 UT) - Arch begins to fade and reform7. 01:30 AM (01:30 UT) - Aurora begins to fade.8. 02:00 AM (02:00 UT) - Aurora very indistinct.Similarities: Auroral light appeared in northern sky. Streamers appeared soon afterwards.The streamers expanded in the sky until they were nearly overhead from Galveston, andoverhead in London. The aurora shapes showed activity in the form of flashes andmovement (coruscations). Soon after this active phase, the aurora faded.Question 2: From the sequences of events in each description, can you create acommon timeline for the aurora display that fits the most details?Answer: Each student might group the events differently because the eyewitnessaccounts are not detailed enough. Because this aurora is seen in the NorthernHemisphere, it is properly called the Aurora Borealis. Here is one way to organize thetimeline:“The aurora borealis started with a faint wash of reddish light in the north. A brilliant archof light formed. Five minutes later, streamers began to appear which were crimson attheir highest points above the horizon. Then, coruscations (waves) began to appear in thebrightening red glow of the aurora with the streamers filling the entire eastern sky. Thecolumns of light and streamers began to move westwards, and frequent flashes of lightwere seen along the aurora as the luminous arch of began to fade and reform. After anhour and fifteen minutes, the aurora began to fade away, leaving behind a twilight glowthat persisted for another half-hour.”Question 3 - Why was the aurora observed to reach closer to zenith in London than inGalveston? Answer- Because the aurora is a polar phenomenon, and London is at ahigher latitude than Galveston. That means that the aurora will be seen higher in thenorthern sky from London than from Galveston.Exploring Space Mathematicshttp://image.gsfc.nasa.gov/poetry
Name ________________________________2The aurora (see back page of this book) is a spectacular, visual experience forevery human that has watched it. Although scientists want to study it to learn aboutits secrets, other observers prefer to simply experience the phenomenon for itsbeauty and awesome mystery. Here is a vivid description of an aurora observed onAugust 28, 1859 by Captain Stanard from Cleveland, Ohio.“At 9:00 PM, a belt began to rise up in the north, and as the convex edgeattained a height of about 40 degrees above the horizon, it began to shootout long, attenuated bright rays close together, moving slowly to the westand reaching to the zenith. Near the convex edge they were of a brightyellow, changing as they shot up to orange, and near the zenith to a brightred, the middle and lower ends remaining yellow and orange. As the fierypoints of the rays shot into the broad belt overhead, which had stillremained like a belt of luminous fog, the whole thing was changed in aninstant into bright red color. The color deepening as it neared the easternhorizon, to a bright crimson, and at the western end near the star Arcturus,into a bright scarlet, gradually growing fainter in the zenith, and increasingin brightness nearer the horizon. After 15 minutes it resolved itself intoconverging rays that came from the zenith.”“ At 9:45 PM, A double arch formed from two narrow ribbons of light 15degrees wide running from Canes Venatici to the southern edge of Perseus.The bright star Capella shining through the narrow black space betweenthem. Ten minutes later, bright rays suddenly shot up in quick successiveflashes from the lower through the upper arch, reaching nearly to thezenith, and moving slowly to the west until they reached the constellationCorona Borealis, lighting up the northwestern sky with yellow, orange andred. There commenced a sudden flashing of horizontal wavy bands from theupper arch towards the zenith.”From the information in this description, try to recreate what Mr. Stanard saw for oneparticular moment as he watched the aurora dance across the sky. Use coloredpencils, crayons, watercolors or other media to render a view of the aurora based onthis description.Exploring Space Mathematicshttp://image.gsfc.nasa.gov/poetry
Page 2 and 3: This collection of activities is ba
Page 4 and 5: The Height of an Aurora. Students u
Page 6 and 7: The following table connects the ac
Page 10 and 11: 2Use the following space for your r
Page 12 and 13: Book Excerpt from “The 23 rd Cycl
Page 14 and 15: Teacher’s Guide 422712Question 1
Page 16 and 17: Teacher’s Guide 5Note, there are
Page 18 and 19: Teacher’s Guide 6Question 1: On t
Page 20 and 21: Teacher’s Guide 7Answer 1 a) The
Page 22 and 23: Teacher’s Guide 8of the satellite
Page 24 and 25: Extra Credit Problem 9Word Bank:+4
Page 26 and 27: Extra Credit Problem 10Solve these
Page 28 and 29: Name ______________________________
Page 30 and 31: Teacher’s Guide 11Question 1 - Su
Page 33 and 34: Name ______________________________
Page 35 and 36: Name ______________________________
Page 37 and 38: Name ______________________________
Page 39 and 40: Name ______________________________
Page 41 and 42: Name ______________________________
Page 43 and 44: Name ______________________________
Page 45 and 46: Name ______________________________
Page 47 and 48: Useful Internet ResourcesThe human

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