CLASS COPY – Please do NOT write on this paper. Return this sheet at the end of the class period.
READING: Digging Deeper: The Sun and Its Effects
[ EarthComm Book pages E50-E55 ]
Directions:
Read the tasks presented below for each section of the article. This will give you a reason for
your reading. Then read the corresponding section of the article in your textbook. Record your responses in your
science notebook, being sure to include a title, date, and any other information you need to make a helpful
entry. Remember – you will be allowed to use your science notebook on the unit test.
Structure of the Sun [ E50 & E51]
1) Draw a diagram of the Sun, then label and describe its six layers.
[ core; radiative layer; convection zone; photosphere; chromosphere; corona]
2) Draw the pie chart shown below in your science notebook. Label each section with a letter and
descriptor from below.
Incoming Energy from the Sun
A. Absorbed by earth’s surface (___ %)
B. Absorbed by atomosphere & clouds (___ %)
C. Reflected/scattered back into space (___ %)
3) Describe why the sky is blue in the day, but often turns red and orange at sunset.
The Earth’s Energy Budget [ E52]
4) What is the Earth’s energy budget and why is it important?
Harmful Solar Radiation [ E53]
5) Describe the relationship between ultraviolet (UV) radiation and ozone.
Sunspots and Solar Flares [ E53 – E54]
6) Draw and complete a Venn Diagram that compares sunspots to solar flares. Identify at least 6
characteristics, including the effects of these phenomena on the earth.
7) What is the solar wind and how does it affect the Earth in positive and negative ways?
Collecting Data about the Sun [ E55]
8) How do astronomers collect data about the Sun?
9) What is the relationship between sunspot activity and climate? How certain are scientists of this
relationship?
CLASS COPY – Please do NOT write on this paper. Return this sheet at the end of the class period.
ANSWER KEY FOR READING: Digging Deeper: The Sun and Its Effects
[ EarthComm Book pages E50-E55 ]
Structure of the Sun [ E50 & E51]
1) Draw a diagram of the Sun, then label and describe its six layers.
[ core; radiative layer; convection zone; photosphere; chromosphere; corona]
Info from book:
core: nuclear fusion – source of all energy
from the Sun
radiative layer – energy travels out from
core through this layer
convection zone - energy travels out from
core through this layer
photosphere – visible surface
chromosphere – makes UV radiation
corona – superheated uppermost layer of
Sun’s atmosphere
2) Draw the pie chart shown below in your science notebook. Label each section with a letter and
descriptor from below.
Incoming Energy from the Sun
A. Absorbed by earth’s surface (51 %)
B. Absorbed by atomosphere & clouds (19 %)
C. Reflected/scattered back into space (30 %)
3) Describe why the sky is blue in the day,
but often turns red and orange at sunset.
C
A
B
The sky is blue during the day because incoming solar radiation is scattered by dust and gas in our atmosphere. During
the day when the sun is higher in the sky, the atmosphere scatters shorter wavelengths of visible light – in the blue
range – more than longer wavelengths like orange and red light. When the sun is low on the horizon, the sun light has
to travel through more of the atmosphere… which scatters even more of the blue part of the spectrum… allowing you
to see mostly orange and red part of the spectrum.
The Earth’s Energy Budget
4) What is the Earth’s energy budget and why is it important?
The Earth’s energy budget is the amount of energy received by the Earth and delivered back into space. (The Earth
gains energy from the Sun and loses energy to space, but the amount of energy entering the Earth system is equal to
the amount of energy flowing out, on a long-term average.) It is important that the energy budget be balanced,
because energy is so important to the Earth and its inhabitants. Almost all forms of life depend on energy from the
Sun. All of Earth’s systems (weather, oceans, water cycle, etc.) depend on energy from the sun. Much of civilizations
energy needs are met directly or indirectly by the sun.
Harmful Solar Radiation
5) Describe the relationship between ultraviolet (UV) radiation and ozone.
Ultraviolet radiation from the sun can be damaging to our skin. Ozone high in the upper atmosphere shields Earth
from this harmful UV radiation. Scientists are concerned about decreased levels of ozone in the upper atmosphere
because of its potential for increased damage from the Sun.
CLASS COPY – Please do NOT write on this paper. Return this sheet at the end of the class period.
Sunspots and Solar Flares
6) Draw and complete a Venn Diagram that compares sun spots to solar flares. Identify at least 6
characteristics and include the effects of these phenomena on the earth.
Solar Flares
Sunspots
Cooler than
surrounding surface
Highly magnetic
Last for few hours to
few months
Occur
on the
sun
Give off a blast of uv, xray, radio waves,
protons, and electrons
Peak in a
11 year cycle
Can affect
Earth systems*
Make the solar wind
stronger
* Interfere with satellites
* Electric currents can knock out power grids
* Disrupt radio waves
*Potential harm to astronauts and people on high-flying aircraft.
7) What is the solar wind and how does it affect the earth in negative and positive ways?
The flow of charge particles (aka plasma) from the corona of the sun in all directions is called the solar wind. Strong
outbursts in the solar wind can interfere with radio signals and with satellites. People in high-flying aircraft and
astronauts can get exposed to too much radiation, which can be damaging to them. On a plus note, the solar wind
can produce auroras when it encounters the Earth’s magnetic field. These are green or red glows or shimmering
curtains of white, red and green lights in the sky. (called the aurora borealis or the aurora australis)
Collecting Data about the Sun
8) How do astronomers collect data about the Sun?
Astronomers can collect solar data from the Earth’s surface using solar telescopes and/or from space using orbiting
spacecraft/satellites. The satellites have special sensors that can detect x-rays, radiowaves, and other radiation
coming from the Sun.
9) What is the relationship between sunspot activity and climate? How certain are scientists of this
relationship?
Some scientists think that sunspot cycles affect weather and climate on Earth. They think that high sunspot activity is
associated with warmer climate and low or no sunspot activity is linked to cooler climate. There is some evidence to
support this theory, but there is still a lot of debate about it… mostly because we don’t have data on sunspots from
long, long ago.