Grade by Grade
E. Earth and Space Science: Space Exploration · Space Exploration: The Sun, the Solar System and the Universe

How the Sun Powers Earth's Weather, Water and Lights

E2.1 E2.2 A2.4About 70 minutes
Learning goals
  • I can explain how the Sun's energy heats Earth unevenly and why that matters.
  • I can explain how the Sun drives winds, ocean currents, the water cycle and weather.
  • I can explain how the solar wind and Earth's magnetic field produce the aurora.
  • I can describe how space weather can affect technology on Earth.

Words to know

radiation
Energy that travels as waves, such as light, infrared and ultraviolet. It can travel through empty space.
electromagnetic spectrum
The full range of radiation, from radio waves through infrared, visible light and ultraviolet to X-rays and gamma rays.
convection current
A loop of moving fluid (air or water) in which warm material rises and cool material sinks.
water cycle
The continuous movement of water by evaporation, condensation, precipitation and collection, powered by the Sun.
aurora
Glowing curtains of light in the sky near the poles, caused when charged particles from the Sun hit gases in the upper atmosphere.
magnetosphere
The region around Earth controlled by Earth's magnetic field. It deflects most of the solar wind.
space weather
Changing conditions in space caused by the Sun, such as solar flares and CMEs, that can affect Earth and technology.

A question to start

Why is it warm in Windsor and freezing in Iqaluit on the same day in March? Both cities get sunlight. Both are on the same planet. The difference comes from how the Sun's energy reaches different parts of Earth. In this lesson you will follow that energy as it powers winds, rain, ocean currents and even the northern lights.

How the Sun's energy reaches Earth

The Sun sends out energy as electromagnetic radiation. Most of it is visible light, infrared (which we feel as heat) and some ultraviolet (UV). Radiation can travel through the near-empty space between the Sun and Earth, which is why sunlight reaches us across 150 million km.

When sunlight is absorbed by land, water and air, it turns into thermal energy, and things warm up. Some sunlight is reflected straight back to space by clouds, snow and ice.

Uneven heating: the key idea

Earth is a sphere, so sunlight does not hit every place the same way.

  • Near the equator, sunlight strikes the surface nearly straight on (at a high angle). The energy is concentrated on a small area, so it heats strongly.
  • Near the poles, sunlight strikes at a low, slanting angle. The same amount of energy spreads over a much bigger area, so each square metre gets less. The light also travels through more atmosphere.
  • Different surfaces heat differently. Land heats up and cools down faster than water. Snow and ice reflect most sunlight; dark forest and ocean absorb most of it.

This uneven heating is the engine behind most of Earth's weather.

equatorNorth PoleSun'sraysABA: high latitude. The band covers along, slanted stretch, so each squaremetre gets less energy: weaker heating.B: near the equator. The band hitsalmost straight on and covers a shortstretch: stronger heating.Each pair of arrows carries the same energy; thick lines show the ground it heats.
Two equal bands of sunlight. Near the equator the energy lands on a small area; near the pole the same energy spreads over a much larger area, so the ground heats less.

Phenomenon 1: Winds

Air over a warm surface heats up, expands, becomes less dense and rises. Cooler, denser air moves in to replace it. That moving air is wind.

  • Local winds: on a summer afternoon at a lake, the land heats faster than the water. Warm air rises over the land, and cool air from over the lake flows in: a lake breeze. At night the pattern can reverse.
  • Global winds: warm air rises near the equator and cooler air from higher latitudes moves toward it. Earth's rotation bends these flows into large, steady wind belts. Canada is mostly in the zone of westerly winds, which is why our weather usually moves from west to east.

Phenomenon 2: The water cycle

The Sun evaporates water from oceans, lakes and plants. The water vapour rises, cools and condenses into clouds, then falls as precipitation (rain or snow). Gravity carries it back downhill in rivers. Without the Sun, there would be no evaporation and no rain or snow.

Phenomenon 3: Ocean currents

Winds push on the ocean surface and drive surface currents. Differences in water temperature and saltiness also make cold, dense water sink near the poles and warm water flow toward them. Currents carry heat around the planet. For example, the warm Gulf Stream carries heat from the tropics into the North Atlantic.

Phenomenon 4: Weather and storms

When warm, moist air meets cold, dry air, the warm air is pushed upward, its water vapour condenses, and clouds and storms form. Hurricanes form over warm tropical ocean water and get their energy from water that the Sun evaporated.

Phenomenon 5: Photosynthesis and the carbon cycle

Plants capture sunlight and store its energy in sugar. When you eat, you use energy that started in the Sun. You will connect this to ecosystems and climate change in the Biology strand of this course.

Worked example

Example 1: Explaining a lake breeze

At a beach on Lake Huron on a sunny July afternoon, a cool wind blows from the lake onto the shore. Explain why, using the idea of uneven heating.

  1. Energy in: the Sun shines equally on the sand and on the lake.
  2. Different heating: sand and land heat up faster than water, so by afternoon the land is much warmer than the lake.
  3. Air moves: air above the hot land warms, expands, becomes less dense and rises.
  4. Replacement: cooler, denser air over the lake flows in toward the land to replace the rising air.

The cool wind is a lake breeze, a small convection current powered by the Sun's uneven heating of land and water.

When the Sun reaches out: the aurora

The solar wind and coronal mass ejections send charged particles toward Earth. Earth's magnetic field creates a protective region called the magnetosphere that deflects most of them. But some particles are guided along magnetic field lines toward the regions around the North and South Poles.

There, at heights of roughly 100 to 300 km, the particles crash into oxygen and nitrogen in the upper atmosphere. The gases absorb energy and then give it off as light:

  • oxygen produces the common green glow (and sometimes red, very high up);
  • nitrogen can produce blue and purple tints.

The result is the aurora borealis (northern lights) in the north and the aurora australis in the south. Canada is one of the best places on Earth to see the aurora, especially in the North, and during strong solar storms it can be seen in southern Ontario too. Many First Nations, Métis and Inuit communities have their own names, stories and teachings about the northern lights, which differ from nation to nation.

Sunsolar wind / CMEcharged particlesEarthaurora zonesdashed lines = Earth's magnetic fieldmost particlesare deflected
Charged particles from the Sun meet Earth's magnetic field (not to scale). Most are deflected; some are guided toward the polar regions, where they make the upper atmosphere glow as the aurora.

Space weather: when the Sun affects technology

Strong solar flares and CMEs cause geomagnetic storms. These can:

  • create electric currents in long power lines and overload transformers;
  • disturb GPS signals and radio communication, including for airplanes;
  • damage satellites and increase radiation risk for astronauts.

A famous example happened in Canada. On March 13, 1989, a strong geomagnetic storm caused the Hydro-Québec power grid to collapse, leaving millions of people in Quebec without electricity for about nine hours. Today, space-weather forecasters, including at Natural Resources Canada, watch the Sun so that power companies and satellite operators can prepare.

Worked example

Example 2: Cause and effect chain

Write a cause-and-effect chain from 'a CME leaves the Sun' to 'the northern lights appear over Sudbury'.

  1. A CME blasts a cloud of charged particles (plasma) from the Sun's corona toward Earth.
  2. One to a few days later, it reaches Earth and disturbs Earth's magnetosphere, causing a geomagnetic storm.
  3. Charged particles are guided along Earth's magnetic field lines toward the polar regions; in a strong storm, the auroral zone stretches farther south than usual.
  4. The particles collide with oxygen and nitrogen in the upper atmosphere, which give off light.

CME → particles reach Earth → geomagnetic storm → particles guided down field lines → gases glow → aurora visible farther south, over Sudbury.

Hands-on activity

Investigation: Which heats faster, soil or water?

You need: two identical cups, soil (or sand), water at room temperature, two thermometers (kitchen or aquarium thermometers work), a sunny window or a desk lamp with an incandescent or halogen bulb, a timer, and a grown-up if using a lamp.

Grown-up note: lamps get hot; place it on a stable surface and do not touch the bulb.

  1. Question: Does soil or water warm up faster in sunlight?
  2. Hypothesis: write what you predict and why.
  3. Fill one cup with soil and one with the same volume of water. Put a thermometer about 1 cm deep in each. Record the starting temperatures.
  4. Place both cups the same distance from the lamp or in the same sunny spot. (Controlled variables: same cup, same amount, same light, same starting temperature.)
  5. Record both temperatures every 3 minutes for 15 minutes. Then move them into the shade and record for 15 more minutes.
  6. Make a line graph (time on the horizontal axis, temperature on the vertical axis) with one line for each cup.

What to look for: the soil warms faster and cools faster than the water. Your conclusion should connect this to lake breezes: on a sunny day, land gets warmer than a lake, so air rises over the land and cool lake air flows in.

Just for fun

Riddle: What did the northern lights say to the solar wind?

"You really light up my night!" (Fun fact: the green aurora is mostly oxygen showing off.)

Your turn

1

Why does sunlight heat the equator more than the poles?

2

Explain in three steps how the Sun causes wind.

3

What role does the Sun play in the water cycle?

4

Which two gases produce most auroral colours?

5

Why are auroras seen mostly near the poles?

6

Name two technologies that space weather can disrupt.

7

Snow reflects most sunlight. How might this keep a snowy area colder?

More practice: warm-up

1

What type of energy travels from the Sun to Earth through space?

2

Does land or water heat up faster in sunlight?

3

Warm air is ___ dense than cool air, so it ___.

4

In which direction does weather usually move across Canada?

5

What is the southern aurora called?

More practice: on your own

1

At night, a breeze blows from the land toward the lake. Explain why.

2

How do ocean currents help spread the Sun's energy around Earth?

3

Explain why hurricanes form over warm ocean water.

4

What happened in Quebec on March 13, 1989, and why?

5

Is 'the Sun causes the aurora' completely accurate? Explain.

Challenge

1

If Earth had no atmosphere, which of these phenomena would disappear: wind, rain, aurora, uneven heating? Explain each.

2

Explain how the Sun is the original source of the energy in a gust of wind that turns a wind turbine near Lake Erie.

3

Why might a space-weather warning matter to a pilot flying a polar route between Toronto and Asia?

Check your understanding

Quiz

1.

What is the main reason the poles are colder than the equator?

2.

On a sunny afternoon, why does a breeze blow from a lake onto the shore?

3.

Which process in the water cycle is directly powered by the Sun's energy?

4.

Which gas produces the common green colour of the aurora?

5.

What protects Earth from most of the solar wind?

6.

Which is an effect of strong space weather?

For parents and teachers

Big idea: SNC1W expectation E2.2 asks students to explain how the Sun's energy causes natural phenomena on Earth (and, in the next lesson, how these phenomena contribute to renewable energy). The key concept is uneven heating. The investigation practises the scientific experimentation process (variables, data, graph).

Common difficulties:

  • Thinking the poles are cold because they are farther from the Sun. The real reason is the angle of sunlight.
  • Mixing up lake breezes and land breezes. Wind is named for where it comes from; ask 'Which surface is warmer right now?'
  • Thinking the aurora is reflected sunlight or ice. It is light given off by gases hit by charged particles.

How to help: at a beach, park or open field, ask your teen to predict where the air will flow and why. Check the Canadian Space Weather Forecast Centre (Natural Resources Canada) together to see if auroras are expected.