Detail Page

Item Picture
published by the Space Sciences Laboratory
This high school lesson module features four turn-key activities to promote understanding of magnetic fields on the Sun, the relationship between sunspots and solar flares, magnetic energy in solar flares, and measuring energy of a solar flare. In each lesson, students view and interpret authentic data and/or image sets from NASA missions with mathematics integrated throughout. The Final Project asks students present and defend the findings from their investigations in a "conference" modeled on scientific symposia. Each activity includes background information, lab procedures, printable student worksheets, detailed rubrics, and Power Point slides.

This resource was a collaborative effort between NASA's Education and Public Outreach program and the Space Sciences Laboratory at the University of Berkeley.
Subjects Levels Resource Types
- Solar System
- The Sun
= Magnetic Activity
Education Practices
- Active Learning
= Cooperative Learning
= Inquiry Learning
= Modeling
- Instructional Material Design
= Activity
= Project
Electricity & Magnetism
- Magnetic Fields and Forces
= Magnetic Fields
Modern Physics
- Plasma Physics
- High School
- Middle School
- Instructional Material
= Activity
= Instructor Guide/Manual
= Laboratory
= Project
= Student Guide
= Tutorial
- Assessment Material
= Rubric
Intended Users Formats Ratings
- Learners
- Administrators
- Educators
- text/html
- application/ms-powerpoint
- application/pdf
  • Currently 0.0/5

Want to rate this material?
Login here!

Access Rights:
Free access
© 2007 Regents of the University of California
Sunspots, coronal loops, solar flares, solar prominence, solar wind, sun's corona
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
Other Collections:

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)
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
(Space Sciences Laboratory, Berkeley, 2007), WWW Document, (
Exploring Magnetism in Solar Flares (Space Sciences Laboratory, Berkeley, 2007), <>.
APA Format
Exploring Magnetism in Solar Flares. (2010, April 17). Retrieved September 29, 2023, from Space Sciences Laboratory:
Chicago Format
Space Sciences Laboratory. Exploring Magnetism in Solar Flares. Berkeley: Space Sciences Laboratory, April 17, 2010. (accessed 29 September 2023).
MLA Format
Exploring Magnetism in Solar Flares. Berkeley: Space Sciences Laboratory, 2007. 17 Apr. 2010. 29 Sep. 2023 <>.
BibTeX Export Format
@misc{ Title = {Exploring Magnetism in Solar Flares}, Publisher = {Space Sciences Laboratory}, Volume = {2023}, Number = {29 September 2023}, Month = {April 17, 2010}, Year = {2007} }
Refer Export Format

%T Exploring Magnetism in Solar Flares %D April 17, 2010 %I Space Sciences Laboratory %C Berkeley %U %O text/html

EndNote Export Format

%0 Electronic Source %D April 17, 2010 %T Exploring Magnetism in Solar Flares %I Space Sciences Laboratory %V 2023 %N 29 September 2023 %8 April 17, 2010 %9 text/html %U

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 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.

Save to my folders



Similar Materials