Background:
Coronal mass ejections
(CMEs) events seem to begin with the formation of what are called helmet streamers.These are otherwise rather stable loops of magnetic fields and plasma from the solar surface which enter the inner coronal regions of the Sun. While helmet streamers are long-lived, their demise often occurs abruptly through one of the most spectacular manifestations of solar activity.

In the larger coronal mass ejections, coronal material may be ejected outward at speeds as high as 1000 kilometers per second. Prior to its disruption, helmet streamers can be visible for a few days, during which they may show little change in shape or brightness except for a very gradual rise and/or swelling. But then whatever balances that exist between the particles and magnetic fields, comes undone. The helmet streamer begins to swell rapidly in a matter of a few hours signaling the initial stages of the ejection. A dark cavity comes into view, within which an erupting prominence can sometimes be seen. The prominence material is blown outward along with the original streamer material; the bright, filamentary structures often seen in the coronal mass ejection event are, in fact, the remnants of the prominence.

On 6 January 1997, the coronagraph on SOHO observed a "halo" event erupting from the Sun. A coronagraph is a telescope with a built-in eclipse; the bright Sun is blocked by a disk so you can view the faint corona outside the Sun. The halo event looks like a circle around the Sun, because it is moving along the direction you are looking. Therefore, if it is coming right at the Earth, and since you are looking straight at it, it looks like a big, expanding circle coming at you.

The LASCO coronagraph team announced that this halo was a CME, a cloud of plasma, heading towards Earth, and that it was moving at slightly more than a million miles per hour, or 1.6 million kilometers per hour. It crossed the orbit of Mercury in less than a day; by Wednesday it had passed Venus: an expanding cloud of plasma over 30 million miles deep, spanning the space between the orbits of Mercury and Venus. Short of moving the earth out of the way, there was nothing we could do.The interplanetary coronal storm cloud reached earth on the 10th of January, slamming into the Earth's magnetosphere. Because the CME had such a large magnetic field, it was able to literally compress the Earth's magnetic field, causing various geomagnetic disturbances.

There are more than 200 billion dollars in satellites orbiting the Earth. These satellites monitor radio, navigations and communications transmissions here on Earth, so our activities are no longer confined to the Earth’s surface. One such satellite found high above the United States, AT&T's Telstar 401 satellite, was busy relaying television programming between many destinations across the continent. Public Broadcasting Stations, ABC News and even the Home Shopping Channel were among its regular paid subscribers for the precious few channels that the satellite could re-broadcast back to our home television sets and to cable channel owners on the ground. Telstar 401 was launched from Cape Canaveral on 13 December 1993 and was the first of a fleet of modern communications satellites developed by Lockheed-Martin, and equipped with many new technologies. But on Saturday 11 January 1997 AT&T announced that it was having some communications difficulties with the satellite.

Despite a number of attempts at diagnosing and repairing the problem with Telstar 401, on Saturday, 17 January 1997 AT&T gave up the effort and announced that they had lost the satellite. A $200 million satellite had been short circuited. A piece of the Sun had momentarily reached out and touched the Earth, rendering the satellite useless.

The repercussions of this loss were significant. The many paying subscribers of the satellite’s transponder channels had to quickly switch to other satellites where space was available to carry their programming. Some subscribers did not have contingencies written into their service contracts with AT&T, and were left in complete blackout. Many newspapers stories were filled with this event and about space events that can, and will affect us.

Interestingly enough, after everything calmed down, the Sun did it again. The same region came around one month later (the Sun fully rotates every 28 days) and let out another blast which had nearly the same effect. That was on 7 February 1997. 7 March 1997 passed by without incident....



Procedure:
Step 1. Use the glossary to familiarize students with some of the terminology used in this lesson.

Year Sunspot # CME #/HAO
1980 154.6 13
1981 140.4 26
1982 115.9 6
1983 66.6 6
1984 45.9 7
1985 17.9 1
1986 13.4 3
1987 29.4 5
1988 100.2 29
1989 157.6 45
1990 142.2 15
1991 145.8 27
1992 94.5 32
1993 54.7 10
1994 29.9 12
1995 17.9 14
1996 8.6 6
1997 21.5 16
1998 25.7 51

The sunspot numbers are the yearly mean numbers. CME numbers are from data archived at the High Altitude Observatory in Boulder, CO. The HAO is dedicated to the study of the Sun and of the response of the Earth’s atmosphere to the Sun’s output.

Ask students: Is this chart the best way to display the data? What might give a more accurate display of actual sunspot and CME events?

Yearly mean archival sunspot data can be found at: http://www.ips.gov.au/

Daily archival CME data can be found at: http://www.hao.ucar.edu/public/research


1998 data is from 1 January 1998 to 30 June 1998.



Step 2. Have students examine the database from various NASA sites exhibiting archival sunspot, and coronal mass ejections.

Step 3. Next have students examine the number of coronal mass ejections that occur in each solar minimum and solar maximum year (where possible).

Step 4. Have students decide on a method for displaying the data that might make it easier to see any correlation (s) that might exist between the two events.

Step 5. Distribute graph paper, one to each student. Students will create a multi-line graph with a graph key to differentiate between the data points for coronal mass ejections and sunspots.

Step 6. Have students select a color pencil/pen and graph the number of sunspots on the vertical axis, and the years 1980 to 1998 on the horizontal axis.

Step 7. Then have students select another color to graph the number of CMEs on the same graph.


Coding:

Maryland Core Learning Goals (Science):
Goal 2; 1:1
National Standards (Science): Standards A-3; A-5
National Standards (Geography):
National Standards (Mathematics): Standard 10:2; 10:3





Investigation Discussion and Questions

Scientists have just begun to keep archival data of coronal mass ejection events. CMEs were discovered in 1975, but the latest records only go back to 1980. There is a positive correlation between coronal mass ejections and the solar cycle, based on observations that CME activity changes with the solar cycle, increasing at solar maximum and decreasing at solar minimum.1 . Near sunspot minimum CMEs occur about once a week. At sunspot maximum there are typically about 2 per day. Dave Webb and Russ Howard have a fairly recent paper on this in the Journal of Geophysical Research (Space Physics) vol. 99, pages 4201-4220 (1994). A more accessible source might be Gosling's article on the solar wind in the 1996 Annual Review of Astronomy and Astrophysics.2
However, additional research and data collection must take place for a more definitive pattern of association between the two occurrences can be shown.

1 Dr. Terry Kucera, NASA/Goddard Space Flight Center
2 Dr. David Hathaway, NASA/Marshall Space Flight Center

Questions

1. Can you determine the year(s) of solar minimum and the year(s) of solar maximum from the data?



2. Does a pattern exists between the the solar minimum and solar maximum date (s) and the number of coronal mass ejections? Students’ responses must be supported by examples cited from the data chart.



3. How could we display the data so that a pattern becomes more visible? Students may choose to do a bar graph or line graph. Line graphs show trends from which students can extrapolate data and make predictions based on that data. Bar graphs show quantity, in this case, the number of sunspots and CMEs in a given year from 1980 to 1998. The second set of bars are placed next to the first set. Be sure to tell students how wide you want each bar to be. This is important for spacing the years equidistant from each other on the horizontal axis and so that all bars are the same width. Either graph is appropriate for the data.




Credits:
Linda McClelland