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Heliophysics Big Idea 2.1

Framework for Heliophysics Education

Quick Facts

Life on Earth has evolved with complex diversity because of our location near the Sun. It is just right!

Guiding Questions

  • Introductory Learner (K-5)

    How can life exist on Earth?

    K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
    2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
    5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.

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  • Intermediate Learner (6-8)

    How does energy from the Sun support life on Earth?

    MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
    MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

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  • Advanced Learner (9-12+)

    Does life exist on other planets?

    HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. 
    HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
    HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
    HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 
    HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. 

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EMBARGOED TO 2000 MONDAY NOVEMBER 4 Undated handout graphic issued by UC Berkeley of the "habitable zone", a term used by astronomers to indicate an orbit not too far from the star such that water freezes, and not too close such that water vaporises. PRESS ASSOCIATION Photo. Issue date: Monday November 4, 2013. One in five stars similar to the Sun is circled by an Earth-like planet that might be habitable, scientists believe. The nearest of them may be no more than a dozen light years away - just over the garden fence, in astronomical terms. Researchers came to the conclusion after reviewing four years' worth of data from the American space agency Nasa's Kepler space telescope. See PA story SCIENCE Planets. Photo credit should read: Petigura/Howard/Marcy/UC Berkeley/ PA Wire NOTE TO EDITORS: This handout photo may only be used in for editorial reporting purposes for the contemporaneous illustration of events, things or the people in the image or facts mentioned in the caption. Reuse of the picture may require further permission from the copyright holder.

Related Topics By Level For Communicating Heliophysics

Atmosphere

What should learners know about this topic at each level?

Introductory: Our atmosphere consists of 21% oxygen, 78% nitrogen and 0.9% argon. There is also an important trace gas called carbon dioxide. Without it, our planet would be too cold for liquid water and life.

Intermediate: The atmosphere is a gaseous envelope surrounding and protecting our planet from the intense radiation of the Sun and serves as a key interface between the terrestrial and ocean cycles. Its inner layers closest to the surface are responsible for clouds and weather, while the outer layers above the stratosphere include the ozone layer, which protects life from ultraviolet light. Our atmosphere shields us from all solar radiation in the x-ray and gamma-ray bands of the EM spectrum, and some of the ultraviolet light. It also shields us from many forms of infrared and radio wavelength light.

Advanced: Our atmosphere does not have the same density and temperature at all heights. It is heated by absorbing radiation from the sun, and its ozoine layer blocks nearly all ultraviolet light. The upper stratosphere is strongly affected and heated by solar activity that produces x-rays. Its temperature and thickness is highest during sunspot maximum when the sun is most active.

An illustration showing the layers of Earth's atmosphere.
An illustration of the five different layers of Earth’s atmosphere.
NASA GSFC/Mary Pat Hrybyk-Keith