published by
the Space Sciences Laboratory
This set of Power Point slides was designed as a highly visual way to teach about the sun's structure and scale, its magnetic field, sunspots and the Solar Cycle, and behavior of ionized plasma loops on its surface. Students will enjoy seeing images of the Sun's corona and chromosphere in five different wavelengths of the electromagnetic spectrum. The hottest spots of the corona are seen in x-ray images, while the clearest view of individual sunspots is seen (by human eyes) in the visible light images.
This resource was a collaborative effort between NASA's Education and Public Outreach program and the Space Sciences Laboratory at the University of Berkeley.
This resource was a collaborative effort between NASA's Education and Public Outreach program and the Space Sciences Laboratory at the University of Berkeley.
NGSS Standards (10)Next Generation Science Standards
Energy (HS-PS3)
Students who demonstrate understanding can: (9-12)
- Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (HS-PS3-5)
Disciplinary Core Ideas (K-12)
Types of Interactions (PS2.B)
- Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (9-12)
Definitions of Energy (PS3.A)
- At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (9-12)
- These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (9-12)
Relationship Between Energy and Forces (PS3.C)
- When two objects interacting through a field change relative position, the energy stored in the field is changed. (9-12)
NGSS Science and Engineering Practices (K-12)
Analyzing and Interpreting Data (K-12)
- Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
- Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)
Constructing Explanations and Designing Solutions (K-12)
- Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (9-12)
Developing and Using Models (K-12)
- Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
- Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)
Engaging in Argument from Evidence (2-12)
- Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. (9-12)
- Construct an oral and written argument or counter-arguments based on data and evidence. (9-12)
Obtaining, Evaluating, and Communicating Information (K-12)
- Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. (9-12)
- Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (9-12)
| Subjects | Levels | Resource Types |
|---|---|---|
|
Astronomy
- The Sun
= Magnetic Activity
- Magnetic Fields and Forces
Modern Physics
= Magnetic Fields
- Plasma Physics
|
- High School - Middle School
|
- Instructional Material
= Lecture/Presentation
= Tutorial
|
| Appropriate Courses | Categories | Ratings |
|---|---|---|
- Physics First - Conceptual Physics - Algebra-based Physics - AP Physics |
- Activity
- New teachers
|
Want to rate this material? |
- Intended Users:
- Educator
Learner
Administrator
General Public - Formats:
- text/html
application/ms-powerpoint - Access Rights:
- Free access
- Restriction:
-
© 2007 Regents of the University of California
- Keywords:
- Sunspots, coronal loops, solar prominence, sun's chromosphere, sun's corona, sun's photosphere
- Record Cloner:
- Metadata instance created February 26, 2022 by Caroline Hall
- Record Updated:
- February 26, 2022 by Caroline Hall
- Last Update
when Cataloged: - April 17, 2010
Next Generation Science Standards
Energy (HS-PS3)
Students who demonstrate understanding can: (9-12)
- Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. (HS-PS3-5)
Disciplinary Core Ideas (K-12)
Types of Interactions (PS2.B)
- Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (9-12)
Definitions of Energy (PS3.A)
- At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (9-12)
- These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (9-12)
Relationship Between Energy and Forces (PS3.C)
- When two objects interacting through a field change relative position, the energy stored in the field is changed. (9-12)
NGSS Science and Engineering Practices (K-12)
Analyzing and Interpreting Data (K-12)
- Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
- Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)
Constructing Explanations and Designing Solutions (K-12)
- Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (9-12)
Developing and Using Models (K-12)
- Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
- Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)
Engaging in Argument from Evidence (2-12)
- Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. (9-12)
- Construct an oral and written argument or counter-arguments based on data and evidence. (9-12)
Obtaining, Evaluating, and Communicating Information (K-12)
- Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. (9-12)
- Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (9-12)
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<a href="https://www.compadre.org/precollege/items/detail.cfm?ID=16029">Space Sciences Laboratory. The Magnetic Sun: Power Point. Berkeley: Space Sciences Laboratory, April 17, 2010.</a>
AIP Format
(Space Sciences Laboratory, Berkeley, 2007), WWW Document, (http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf).
AJP/PRST-PER
The Magnetic Sun: Power Point (Space Sciences Laboratory, Berkeley, 2007), <http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf>.
APA Format
The Magnetic Sun: Power Point. (2010, April 17). Retrieved March 10, 2026, from Space Sciences Laboratory: http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf
Chicago Format
Space Sciences Laboratory. The Magnetic Sun: Power Point. Berkeley: Space Sciences Laboratory, April 17, 2010. http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf (accessed 10 March 2026).
MLA Format
The Magnetic Sun: Power Point. Berkeley: Space Sciences Laboratory, 2007. 17 Apr. 2010. 10 Mar. 2026 <http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf>.
BibTeX Export Format
@misc{
Title = {The Magnetic Sun: Power Point},
Publisher = {Space Sciences Laboratory},
Volume = {2026},
Number = {10 March 2026},
Month = {April 17, 2010},
Year = {2007}
}
Refer Export Format
%T The Magnetic Sun: Power Point %D April 17, 2010 %I Space Sciences Laboratory %C Berkeley %U http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf %O text/html
EndNote Export Format
%0 Electronic Source %D April 17, 2010 %T The Magnetic Sun: Power Point %I Space Sciences Laboratory %V 2026 %N 10 March 2026 %8 April 17, 2010 %9 text/html %U http://cse.ssl.berkeley.edu/SEGwayed/lessons/exploring_magnetism/in_Solar_Flares/Sunspots_Lecture.pdf
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual.
The APA Style presented is based on information from APA Style.org: Electronic References.
The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.
The MLA Style presented is based on information from the MLA FAQ.
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