When a large bundle of magnetic field lines breaks through the Suns surface, a sunspot can form. Sometimes, a smaller spot will emerge nearby, creating a magnetically complex region where particles are energized and then violently expelled. Supercomputer models show that rearranging magnetic field lines enables this process.

The POETRY website explores solar storms and how they affect us, space weather, and the Northern Lights. A 64-page workbook of hands-on activities examines Earth's magnetosphere. Create a classroom magnetometer. Solve the space science problem of the week.

This freshman-level course is the second semester of introductory physics. The focus is on electricity and magnetism The subject is taught using the TEAL (Technology Enabled Active Learning) format which utilizes small group interaction and current technology. The TEAL/Studio Project at MIT is a new approach to physics education designed to help students develop much better intuition about, and conceptual models of, physical phenomena.

Solar flares are the most powerful explosions in the Solar System and play an important role in the Sun-Earth connection. Solar flares are caused by sudden changes of strong magnetic fields in the Sun’s corona. The changing magnetic field converts magnetic potential energy into kinetic energy by accelerating charged gases (plasmas) in the corona. The plasma is channeled by the magnetic field up and away from the Sun. Plasma is also accelerated back down along the magnetic field into the chromosphere. In the chromosphere, the plasma crashes into denser gas and releases its kinetic energy into thermal energy, sound, and light energy. The activities in this guide are meant to teach students about the Sun and solar flares. Along the way they will learn about important basic concepts in physical science, and practice their mathematics and literacy skills. The chief physical science concept in these lessons is that of magnetism, or more generally electromagnetism. This guide was developed for grades 8-12 and is intended to be used as a supplement to the original Exploring Magnetism lesson guide, which was developed at the UC Berkeley Space Sciences Laboratory for the Education and Public Outreach Programs of the NASA missions RHESSI, STEREO-IMPACT, THEMIS, and FAST. It is strongly recommended that Exploring Magnetism be used as a prerequisite to this guide. Sessions 1 and 2 of Exploring Magnetism are about magnetism in general and then its connection to electricity. Session 3 was developed in the first supplemental guide in the series, Exploring Magnetism in the Solar Wind, and is about how the STEREO mission will measure the magnetic field of the Solar Wind.

The Earth's radiation belts (violet & white) change considerably due to a number of influences, ranging from a changing solar wind to the lightning on the Earth. Here we see a range of variation in the electron flux in early December 2003. White indicates higher electron flux than violet. The gray curves represent the lines of the Earth's magnetic field. These radiation belts are constructed on a per-orbit basis with data from SAMPEX.

This lesson introduces the MRI Safety Grand Challenge question. Students are asked to write journal responses to the question and brainstorm what information they will need to answer the question. The ideas are shared with the class and recorded. Students then watch a video interview with a real life researcher to gain a professional perspective on MRI safety and brainstorm any additional ideas. The associated activity provides students the opportunity to visualize magnetic fields.

This simulated image of the Van Allen Belts is part of the Great Images in NASA (GRIN) library, a collection of JPEG images which is browseable by subject, NASA center (Goddard, Jet Propulsion Laboratory, etc.), or by keyword. Links to other parts of the GRIN website are included.

In this activity, students work in teams to construct the components of the model and make presentations on the results of their effort.

Watch science come alive in demonstrations of magnetic levitation techniques, ways to rig a sailboat, and much more. See video on: Atomic Physics & Quantum Effects; Circular Motion & Rotation; Conductors, Capacitors, Dielectrics; Electric Circuits; Electromagnetism; Electrostatics; Fluid Mechanics; Geometric Optics; Kinematics; Kinetic Theory & Thermodynamics; Magnetic Fields; Newton's Laws of Motion; Oscillations & Gravitation; Physical Optics; Systems of particles, Linear Momentum; Temperature & Heat; Waves; Work, Energy, Power.

The EJS Helmholtz Coils Model shows a the magnetic field between two circular coils of wire. The default configuration, known as a Helmholtz coil, sets the separation distance D equal to the coil radius R. These values produce a nearly uniform magnetic field B between the coils.

Quantitative introduction to physics of the solar system, stars, interstellar medium, the Galaxy, and Universe, as determined from a variety of astronomical observations and models. Topics: planets, planet formation; stars, the Sun, "normal" stars, star formation; stellar evolution, supernovae, compact objects (white dwarfs, neutron stars, and black holes), plusars, binary X-ray sources; star clusters, globular and open clusters; interstellar medium, gas, dust, magnetic fields, cosmic rays; distance ladder; galaxies, normal and active galaxies, jets; gravitational lensing; large scaling structure; Newtonian cosmology, dynamical expansion and thermal history of the Universe; cosmic microwave background radiation; big-bang nucleosynthesis. No prior knowledge of astronomy necessary. Not usable as a restricted elective by physics majors.

This course includes Quantitative introduction to physics of the solar system, stars, interstellar medium, the Galaxy, and Universe, as determined from a variety of astronomical observations and models. Topics: planets, planet formation; stars, the Sun, "normal" stars, star formation; stellar evolution, supernovae, compact objects (white dwarfs, neutron stars, and black holes), plusars, binary X-ray sources; star clusters, globular and open clusters; interstellar medium, gas, dust, magnetic fields, cosmic rays; distance ladder; galaxies, normal and active galaxies, jets; gravitational lensing; large scaling structure; Newtonian cosmology, dynamical expansion and thermal history of the Universe; cosmic microwave background radiation; big-bang nucleosynthesis. No prior knowledge of astronomy necessary. Not usable as a restricted elective by physics majors.

This is the course to learn about the fourth state of matter. The plasma state dominates the visible universe, and is of increasing economic importance. Plasmas behave in lots of interesting and sometimes unexpected ways. Introduces plasma phenomena relevant to energy generation by controlled thermonuclear fusion and to astrophysics. Coulomb collisions and transport processes. Motion of charged particles in magnetic fields; plasma confinement schemes. MHD models; simple equilibrium and stability analysis. Two-fluid hydrodynamic plasma models; wave propagation in a magnetic field. Introduces kinetic theory; Vlasov plasma model; electron plasma waves and Landau damping; ion-acoustic waves; streaming instabilities. A subject description tailored to fit the background and interests of the attending students distributed shortly before and at the beginning of the subject. From the course home page: The course is intended only as a first plasma physics course, but includes critical concepts needed for a foundation for further study. A solid undergraduate background in classical physics, electromagnetic theory including Maxwell's equations, and mathematical familiarity with partial differential equations and complex analysis are prerequisites.

The plasma state dominates the visible universe, and is important in fields as diverse as Astrophysics and Controlled Fusion. Plasma is often referred to as "the fourth state of matter." This course introduces the study of the nature and behavior of plasma. A variety of models to describe plasma behavior are presented.

The following unit is designed to acquaint the student with the magnetic field. The assumed average student has some familiarity with the uniform gravitational field of classical Newtonian dynamics and kinematics lessons. This is not required however. The unit is meant to introduce the idea of a field through investigations of magnetic fields as produced by various common magnetic materials and direct currents. The difference between a magnetic field and a gravitational field is that a gravitational field, in the experience of a student, always points downward and is always of the same strength (9.8 m/s2). Magnetic fields are not limited to one direction or strength, in the student's experience. That is, all students are assumed to have noticed that some magnets are stronger than others. Further, all students will know, by the mid-point of this unit, that magnetic fields are inherently loop shaped. One important similarity does exist between the magnetic field of the earth and the gravitational field of the earth: both are mysteriously produced by the same object. Thus, these two fields are easily confused in the mind of the student, and are subject to 'common sense' interpretations that may be at odds with scientific explanation. The 'common sense' interpretations can be hard to modify. Indeed, students are likely to speak as if all magnetic interactions are attractive (e.g., 'the magnetic personality') even though they also know from experience that it is hard to force opposite poles of different magnets together.

This lesson introduces students to the effects of magnetic fields in matter addressing permanent magnets, diamagnetism, paramagnetism, ferromagnetism, and magnetization. First students must compare the magnetic field of a solenoid to the magnetic field of a permanent magnet. Students then learn the response of diamagnetic, paramagnetic, and ferromagnetic material to a magnetic field. Now aware of the mechanism causing a solid to respond to a field, students learn how to measure the response by looking at the net magnetic moment per unit volume of the material.

This activity demonstrates what a dipole magnetic field looks like in 3D. It was developed because the commonly used classroom demo (iron filings on a sheet of paper on top of a bar magnet) leads to student misconception that magnetic fields are two-dimensional. The reverse side of the litho features an artist-s conception of a gamma-ray image of a supernova.

This lesson begins with a demonstration of the deflection of an electron beam. Students then review their knowledge of the cross product and the right hand rule with sample problems. After which, students study the magnetic force on a charged particle as compared to the electric force. The following lecture material covers the motion of a charged particle in a magnetic field with respect to the direction of the field. Finally, students apply these concepts to understand the magnetic force on a current carrying wire. Its associated activity allows students to further explore the force on a current carrying wire.

This freshman-level course is the second semester of introductory physics. The focus is on electricity and magnetism, including electric fields, magnetic fields, electromagnetic forces, conductors and dielectrics, electromagnetic waves, and the nature of light.