 | This page contains math problems related to earth. |
Problem 271: A Simple Model for Atmospheric Carbon Dioxide Students work with the known sources of increasing and decreasiong carbon dioxide to create a simple model of the rate of change of atmospheric carbon dioxide. [Grade: 10-12 | Topics: Algebra I, rates of change, differential calculus]
Problem 270: Modeling the Keeling Curve with Excel Students create a mathematical model of the growth curve of atmospheric carbon dioxide using an Excel Spreadsheet, and create a future forecast for 2050. [Grade: 11-12 | Topics: Algebra II, properties of functions, Excel Spreadsheet]
Problem 269: Parts Per Hundred (pph) Students work with a common unit to describe the number of objects in a population. Other related quantities are the part-per-thousand, part-per-million and part-per-billion. [Grade: 3-5 | Topics: counting, unit conversion]
Problem 267: Identifying Materials by their Reflectivity The reflectivity of a material can be used to identify it. This is important when surveying the lunar surface for minerals, and also in creating 'green' living environments on Earth. [Grade: 6-8 | Topics: percentage, interpreting tabular data, area ]
Problem 265: Estimating Maximum Cell Sizes Students estimate tyhe maximum size of spherical cells based on the rates with which they create waste and remove it through their cell walls. [Grade: 11-12 | Topics: differential calculus, unit conversion]
Problem 264: Water on Planetary Surfaces Students work with watts and Joules to study melting ice. [Grade: 8-10 | Topics: unit conversion, rates]
Problem 263: Ice or Water? Whether a planetary surface contains ice or liquid water depends on how much heat is available. Students explore the concepts of Specific heat and Latent Heat of Fusion to better understand the and quantify the energy required for liquid water to exist under various conditions. [Grade: 8-10 | Topics: unit conversion, scientific notation]
Problem 254: Solar Insolation Changes and the Sunspot Cycle Students compare changes in the amount of solar energy reaching earth with the 11-year sunspot cycle to predict the impact on designing a photovoltaic system for a home. [Grade: 8-10 | Topics: graph analysis, correlations, kilowatt, kilowatt-hours]
Problem 253: NASA 'Sees' Carbon Dioxide A satellite image of atmospheric carbon dioxide is used to estimate the geographic differences and identify human activity. [Grade: 6-8 | Topics: interpreting a data image, unit conversion, gigatons ]
Problem 252: Carbon Dioxide Increases Students study the Keeling Curve to determine the rates of increase of carbon dioxide in the atmosphere. [Grade: 6-8 | Topics: graph analysis, slope, rates, unit conversion, parts-per-million, gigatons]
Problem 251: Energy at Home Students explore watts and kilowatt-hours as measures of energy and energy consumption. [Grade: 6-8 | Topics: unit conversions; use of kilo and mega]
Problem 238: Satellite Drag and the Hubble Space Telescope Satellite experience drag with the atmosphere, which eventually causes them to burn up in the atmosphere. Students study various forecasts of the althtiude of the Hubble Space Telescope to estimate its re-entry year. [Grade: 8-10 | Topics: interpreting graphical data; predicting trends]
Problem 223: Volcanos are a Blast: Working with simple equations- Students examine the famous Krakatoa explosion, asteroid impacts on the moon, and geysers on Enceladus using three equations that describe the height of the plume and initial velocity, to answer questions about the speed of the debris and terminal height. [Grade: 9-11 | Topics: Algebra I; significant figures.]
Problem 222: Kelvin Temperatures and Very Cold Things- Students convert from Centigrade to Fahrenheit and to Kelvin using three linear equations. [Grade: 5-8 | Topics: Evaluating simple linear equations for given values.]
Problem 220: The Many Faces of Energy- Students convert between several different energy units. [Grade: 8-10 | Topics: Scientific notation; unit conversions.]
Problem 212: Finding Mass in the Cosmos- Students derive a simple formula, then use it to determine the masses of objects in the universe from the orbit periods and distances of their satellites. [Grade: 9-12| Topics: Scientific Notation; Algebra II; parametric equations]
Problem 204: The Mass of the Van Allen Radiation Belts- Students graph some magnetic field lines in polar coordinates, then estimate the volume and mass of the Belts using the formula for a torus. [Grade: 9-12| Topics: Algebra II.]
Problem 201: Fly Me To the Moon!- Students learn some basic principles and terminology about how spacecraft change their orbits to get to the moon. [Grade: 6-8| Topics: speed = distance/time; Pythagorean Theorem]
Problem 194: A Magnetic Case for 'What Came First?' - Students create a timeline for events based on several data plots from the THEMIS program, and use their timeline to answer questions about the causes of magnetic storms. [Grade: 6-8| Topics: Time calculations]
Problem 166: The Dollars and Cents of Research - Students work with dollar amounts, hourly salary rates, percentages to explore various models of the cost of scientific research as seen by the individual scientist. [Grade: 4-6 | Topics: percentages, decimal math, simple rates (e.g dollars/hour)]
Problem 163: Time Intervals - Students calculate time intervals between a number of astronomical events, from milliseconds to years. [Grade: 3-5 | Topics: Time calculations; unit conversions; decimal math]
Problem 161: Earth and Moon to Scale- Students create a scale model of the Earth-Moon system and compare with artistic renditions and actual NASA spacecraft images. [Grade: 4-6| Topics: Decimals; scaling and similarity]
Problem 151: Time Zone Math - Students learn about time zones and perform simple clock calculations using common United States and European time zones. [Grade: 3-5 | Topics: time units; addition, subtraction]
Problem 134 The Last Total Solar Eclipse--Ever! Students explore the geometry required for a total solar eclipse, and estimate how many years into the future the last total solar eclipse will occur as the moon slowly recedes from Earth by 3 centimeters/year. [Grade: 7 - 10 | Topics:Simple linear equations]
Problem 131 How Big is It? - Las Vegas up close. Students work with an image taken by the QuickBird imaging satellite of downtown Las Vegas, Nevada. They determine the image scale, and calculate the sizes of streets, cars and buildings from the image. [Grade: 4 - 7 | Topics:image scaling; multiply, divide, work with millimeter ruler]
Problem 123 A Trillion Here...A Trillion There Students learn to work with large numbers, which are the heart and soul of astronomical dimensions of size and scale. This activity explores the number 'one trillion' using examples drawn from the economics of the United States and the World. Surprisingly, there are not many astronomical numbers commonly in use that are as big as a trillion. [Grade: 5-9 | Topics:add, subtract, multiply, divide.]
Problem 108 A Problem in Satellite Synchrony The THEMIS program uses five satellites in five different orbits to study Earth's magnetic field and its changes during a storm. This problem asks students to use the periods of the five satellites to figure out when all 5 satellites will be lined-up as seen from Earth. They will do this by finding the Greatest Common Multiple of the five orbit periods, first for the case of 2 or 3 satellites, which can be easily diagrammed with concentric circles, then the case for all five satellites together. [Grade: 5-9 | Topics:multiplication; Greatest Common Multiple]
Problem 89 Atmospheric Shielding from Radiation- III - This is Part III of a 3-part problem on atmospheric shielding. Students use exponential functions to model the density of a planetary atmosphere, then evaluate a definite integral to calculate the total radiation shielding in the zenith (straight overhead) direction for Earth and Mars. [Grade level: 11-12 | Topics: Evaluating an integral, working with exponential functions]
Problem 88 Atmospheric Shielding from Radiation- II - This is the second of a three-part problem dealing with atmospheric shielding. Students use the formula they derived in Part I, to calculate the radiation dosage for radiation arriving from straight overhead, and from the horizon. Students also calculate the 'zenith' shielding from the surface of Mars. [Grade level: 9-11 | Topics: Algebra I; evaluating a function for specific values]
Problem 87 Atmospheric Shielding from Radiation- I - This is the first part of a three-part problem series that has students calculate how much radiation shielding Earth's atmosphere provides. In this problem, students have to use the relevant geometry in the diagram to determine the algebraic formula for the path length through the atmosphere from a given location and altitude above Earth's surface. [Grade level: 9-11 | Topics: Algebra II, trigonometry]
Problem 84 Beyond the Blue Horizon - How far is it to the horizon? Students use geometry, and the Pythagorean Theorem, to determine the formula for the distance to the horizon on any planet with a radius, R, from a height, h, above its surface. Additional problems added that involve calculus to determine the rate-of-change of the horizon distance as you change your height. [Grade level: 9-11 | Topics: Algebra, Pythagorean Theorem; Experts: DIfferential calculus) ]
Problem 76 Radon Gas in the Basement - This problem introduces students to a common radiation problem in our homes. From a map of the United States provided by the US EPA, students convert radon gas risks into annual dosages. [Grade level: 6-8 | Topics: Unit conversion, arithmetic operations]
Problem 71 Are the Van Allen Belts Really Deadly? - This problem explores the radiation dosages that astronauts would receive as they travel through the van Allen Belts enroute to the Moon. Students will use data to calculate the duration of the trip through the belts, and the total received dosage, and compare this to a lethal dosage to confront a misconception that Apollo astronauts would have instantly died on their trip to the Moon. [Grade level: 8-10 | Topics: decimals, area of rectangle, graph analysis]
Problem 68 An Introduction to Space Radiation - Read about your natural background radiation dosages, learn about Rems and Rads, and the difference between low-level dosages and high-level dosages. Students use basic math operations to calculate total dosages from dosage rates, and calculating cancer risks. [Grade level: 6-8 | Topics: Reading to be Informed; decimals, fractions, square-roots]
Problem 66 Background Radiation and Lifestyles - Living on Earth, you will be subjected to many different radiation environments. This problem follows one person through four different possible futures, and compares the cumulative lifetime dosages. [Grade level: 6-8 | Topics: fractions, decimals, unit conversions]
Problem 65 A Perspective on Radiation Dosages - Depending on the kind of career you chose, you will experience different lifetime radiation dosages. This problem compares the cumulative dosages for someone living on Earth, an astronaut career involving travel to the Space Station, and the lifetime dosage of someone traveling to Mars and back. [Grade level: 6-8 | Topics: decimals, unit conversions, graphing a timeline, finding areas under curves using rectangles]
Problem 63 Solar Activity and Tree Rings - What's the connection? - Trees require sunlight to grow, and we know that solar activity varies with the sunspot cycle. Can an average tree sense solar activity cycles and change the way it grows from year to year? This activity uses a single tree to compare its growth rings to the sunspot cycle. This is also an interesting suggestion for science fair projects! Here is the accompanying Excell Spreadsheet Data File. [Grade level: 4-6 | Topics: Spreadsheets and technology; decimal math]
Problem 46 A Matter of Perspective. - Why can't we see aurora at lower latitudes on Earth? This problem will have students examine the geometry of perspective, and how the altitude of an aurora or other object, determines how far away you will be able to see it before it is below the local horizon. [Grade level: 9-11 | Topics: Geometric proofs]
Problem 37 Time Zone Mathematics. Students will learn about the time zones around the world, and why it is important to keep track of where you are when you see an astronomical phenomenon. A series of simple time calculations teaches students about converting from one time zone to another. [Grade: 5 - 7 | Topics: Time zone math]
Problem 36 The Space Station Orbit Decay and Space Weather Students will learn about the continued decay of the orbit of the International Space Station by studying a graph of the Station's altitude versus time. They will calculate the orbit decay rates, and investigate why this might be happening. [Grade: 5 - 8 | Topics: Interpreting graphical data; decimal math]
Problem 35 Exploring the Plasmasphere Students use an image of the plasmasphere obtained by the IMAGE satellite to calculate how fast it orbits the Earth. They will use this to determine whether gravity or Earth's magnetic field provides the forces responsible for its movement through space. [Grade: 7 - 9 | Topics: Geometry; ratios; decimal math; time arithmetic]
Problem 31 Airline Travel and Space Weather Students will read an excerpt from the space weather book 'The 23rd Cycle' by Dr. Sten Odenwald, and answer questions about airline travel during solar storms. They will learn about the natural background radiation they are exposed to every day, and compare this to radiation dosages during jet travel. [Grade: 6 - 8 | Topics: Reading to be informed; decimal math]
Problem 30 Exploring Earth's Magnetosphere [DOC] Students will examine a NASA website that discusses Earth's magnetosphere, and identify the definitions for key phenomena and parts to this physical system. They will write a short essay that describes, in their own words, how aurora are produced based on what they have read at the NASA site. [Grade: 6 - 8 | Topics: non-mathematical; reading to be informed; online research]
Problem 29 The Wandering Magnetic North Pole Mapmakers have known for centuries that Earth's magnetic North Pole does not stay put. This activity will have students read a map and calculate the speed of the 'polar wander' from 300 AD to 2000 AD. They will use the map scale and a string to measure the distance traveled by the pole in a set period of time and calculate the wander speed in km/year. They will answer questions about this changing speed. [Grade: 6 - 8 | Topics: Interpreting graphical data; speed = distance/time]
Problem 25 The Distance to Earth's Magnetopause Students use an algebraic formula and some real data, to calculate the distance from Earth to the magnetopause, where solar wind and magnetosphere pressure are in balance. [Grade: 8 - 10 | Topics: Evaluating a function with two variables; completing tabular entries]
Problem 22 The Auroral Oval Students learn that the aurora are observed as two 'halos' of light encircling the North and South Poles. Students use measurements made from two satellite images of the 'auroral ovals' to determine the diameter of the rings, and their approximate geographic centers - which are not at the geographic poles! [Grade: 5 - 7 | Topics: Finding the scale of an image; measurement; decimal math]
Problem 21 Exploring the Plasmasphere Students learn that the Pythagorean Theorem is more than a geometric concept. Scientists use a photograph taklen by the IMAGE satellite to measure the size of Earth's plasmasphere region using a ruler and protractor. [Grade: 7 - 9 | Topics: Finding the scale of an image; decimal math; measurement]
Problem 19 An Application of the Pythagorean Theorem Students learn that the Pythagorean Theorem is more than a geometric concept. Scientists use it all the time when calculating lengths, speeds or other quantities. This problem is an introduction to magnetism, which is a '3-dimensional vector', and how to calculate magnetic strengths using the Pythagorean Theorem. [Grade: 8 - 10 | Topics: Squares and square-roots; Pythagorean Theorem in 3-D]
Problem 15 Radio Plasma Imaging with IMAGE Students use the Distance=VelocityxTime relationship to determine the distances to plasma clouds seen by the IMAGE satellite. [Grade: 6 - 8 | Topics: Polar graphs; time = distance x speed; decimal math]
Problem 13 Plasma Clouds Students use a simple 'square-root' relationship to learn how scientists with the IMAGE satellite measure the density of clouds of plasma in space. [Grade: 7 - 9 | Topics: Square-root; solving for X; evaluating a function]
Problem 12 The Ring Current Students use the formula for a disk to calculate the mass of the ring current surrounding Earth. [Grade: 7 - 9 | Topics: Volume of a disk; scientific notation; mass = density x volume]
Problem 11 How high is an aurora Students use the properties of a triangle to determine how high up aurora are. They also learn about the parallax method for finding distances to remote objects. [Grade: 5 - 8 | Topics: Geometery; angle measure]
Problem 10 The Life Cycle of an Aurora Students examine two eye-witness descriptions of an aurora and identify the common elements so that they can extract a common pattern of changes. [Grade: 4 - 6 | Topics: Creating a timeline from narrative; ordering events by date and time]
Problem 9 Aurora Power! Students use data to estimate the power of an aurora, and compare it to common things such as the electrical consumption of a house, a city and a country. [Grade: 5 - 7 | Topics: Interpreting tabular data]
Problem 5 The November 8, 2004 solar storm Students calculate the speed of a CME, and describe their aurora observations through writing and drawing. [Grade: 6 - 8 | Topics: Time calculations; distance = speed x time]
Problem 4 Sketching the Northern Lights Students read an account of an aurora seen by an observer, and create a drawing or painting based on the description. [Grade: 5 - 7 | Topics: non-mathematical art problem]
Problem 3 Magnetic Storms II Students learn about the Kp index using a bar graph. They use the graph to answer simple questions about maxima and time. [Grade: 6 - 8 | Topics: Interpreting bar graphs; time calculations]
Problem 1 Magnetic Storms I Students learn about magnetic storms using real data in the form of a line graph. They answer simple questions about data range, maximum, and minimum. [Grade: 7 - 9 | Topics: Interpreting a graph; time calculations]
