The solar system contains the Sun and everything bound to it by gravity. The Sun contains over 99% of the mass in the entire solar system. It produces energy through nuclear fusion reactions in its core, with a surface temperature of around 6,000 K. The Sun's atmosphere consists of the photosphere, chromosphere, and corona. Phenomena on the Sun like sunspots, solar flares, and prominences are driven by its powerful magnetic fields. Energy from the Sun supports life on Earth and drives its climate and weather.
This slide contains the content about earth's atmosphere. You will able to know about different layers of atmosphere and radio wave propagation through atmospheric layers.
This slide contains the content about earth's atmosphere. You will able to know about different layers of atmosphere and radio wave propagation through atmospheric layers.
• Earth, along with the other planets, is believed to have been born 4.5 billion years ago as a solidified cloud of dust and gases left over from the creation of the Sun.
• For perhaps 500 million years, the interior of Earth stayed solid and relatively cool, perhaps 2,000°F.
• The main ingredients were iron and silicates, with small amounts of other elements, some of them radioactive.
• As millions of years passed, energy released by radioactive decay—mostly of uranium, thorium, and potassium—gradually heated Earth, melting some of its constituents.
• The iron melted before the silicates, and, being heavier, sank toward the center.
• This forced up the silicates that it found there.
• After many years, the iron reached the center, almost 4,000 mi deep, and began to accumulate. No eyes were around at that time to view the turmoil that must have taken place on the face of Earth—gigantic heaves and bubblings on the surface, exploding volcanoes, and flowing lava covering everything in sight.
• Finally, the iron in the center accumulated as the core. Around it, a thin but fairly stable crust of solid rock formed as Earth cooled.
• Depressions in the crust were natural basins in which water, rising from the interior of the planet through volcanoes and fissures, collected to form the oceans. Slowly, Earth acquired its present appearance.
This was my presentation for my grand demonstration teaching. If you want to see my lesson plan for this topic just click the link. http://www.slideshare.net/ubuntu0125/detailed-lesson-plan-earths-atmosphere
its a small view of layers of atmosphere! maximum every person have to know this type of information etiher they're engineer, doctor or accountant! it's a basic for our lives!
Earth's Energy Budget and solar radiation (with Animations)Sameer baloch
about earth's Energy budget. how much coming and how much radiation leaving from our surface to atmosphere from atmo to space with animated picture.
it clears your concept by animated gif photos
• Earth, along with the other planets, is believed to have been born 4.5 billion years ago as a solidified cloud of dust and gases left over from the creation of the Sun.
• For perhaps 500 million years, the interior of Earth stayed solid and relatively cool, perhaps 2,000°F.
• The main ingredients were iron and silicates, with small amounts of other elements, some of them radioactive.
• As millions of years passed, energy released by radioactive decay—mostly of uranium, thorium, and potassium—gradually heated Earth, melting some of its constituents.
• The iron melted before the silicates, and, being heavier, sank toward the center.
• This forced up the silicates that it found there.
• After many years, the iron reached the center, almost 4,000 mi deep, and began to accumulate. No eyes were around at that time to view the turmoil that must have taken place on the face of Earth—gigantic heaves and bubblings on the surface, exploding volcanoes, and flowing lava covering everything in sight.
• Finally, the iron in the center accumulated as the core. Around it, a thin but fairly stable crust of solid rock formed as Earth cooled.
• Depressions in the crust were natural basins in which water, rising from the interior of the planet through volcanoes and fissures, collected to form the oceans. Slowly, Earth acquired its present appearance.
This was my presentation for my grand demonstration teaching. If you want to see my lesson plan for this topic just click the link. http://www.slideshare.net/ubuntu0125/detailed-lesson-plan-earths-atmosphere
its a small view of layers of atmosphere! maximum every person have to know this type of information etiher they're engineer, doctor or accountant! it's a basic for our lives!
Earth's Energy Budget and solar radiation (with Animations)Sameer baloch
about earth's Energy budget. how much coming and how much radiation leaving from our surface to atmosphere from atmo to space with animated picture.
it clears your concept by animated gif photos
A talk at International Academic Course "T.E.S.L.A. - Transforming Environment Sustainably, Looking Ahead!" organized by the BEST Niš (July 23, 2015, Niš, Serbia)
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. • HAS A SUN, 13+ PLANETS,
176+ SATELLITES, ABOUT
1.1 TO 1.9 MILLION
ASTEROIDS, EXPONENTIAL
NUMBERS OF COMETS,
METEOROIDS, SPARSE
GAS & DUST PARTICLES
5. PROPERTIES OF THE
SUN
• CONTAINS ABOUT 99.86% OF
THE TOTAL MASS OF THE
SOLAR SYSTEM
(JUPITER CONTAINS MOST OF
THE REST).
• IS MADE UP OF 92%
HYDROGEN, 7% HELIUM AND
THE REMAINDER OF VARIOUS
6. PROPERTIES OF THE
SUN
• THE SUN IS WHITE-COLORED, IT
MAY APPEAR YELLOW BECAUSE
OF ATMOSPHERIC
SCATTERING OF BLUE LIGHT IN
THE EARTH
• G2V YELLOW DWARF STAR W/C IS
THE CENTRAL & DOMINANT
MEMBER, SOURCE OF LIGHT &
HEAT OF ALL PLANETS AND
7. PROPERTIES OF THE
SUN
• DIAMETER: 864,938 MILES
(1,391,980 KM)
• MASS: 1.1989 X 1030 KG
(333,000 TIMES EARTH’S
MASS)
• TEMPERATURE: 5,800 K
(SURFACE), 15,600,000 K
(CORE)
8. PROPERTIES OF THE
SUN
• ROTATION: 27-36 EARTH DAYS
• IS OF 4.57 B YRS OF AGE
• THE SUN IS A NORMAL G2 STAR
• IT WILL KEEP SHINING FOR AT
LEAST ANOTHER 5B YEARS
• IS 149.60M KMS ( 92.96M MI)
AWAY
• SURFACE GRAVITY: 274.0 m/s2
9. ENERGY OF THE
SUN
• THE ENERGY MOVES OUT
FROM THE SUN THROUGH
CONVECTION
• THE ENERGY COMES FROM
THERMONUCLEAR REACTIONS
IN THE CORE
• ENERGY RELEASE EQUALS TO
THE DETONATION OF ABOUT
100 NUKE BOMBS PER
10. ENERGY IS CREATED IN THE
CORE WHEN HYDROGEN IS
FUSED TO HELIUM. THIS ENERGY
FLOWS OUT FROM THE CORE BY
RADIATION THROUGH THE
RADIATIVE LAYER, BY
CONVECTION THROUGH THE
CONVECTIVE LAYER, AND BY
RADIATION FROM THE SURFACE
OF THE PHOTOSPHERE, WHICH IS
THE PORTION OF THE SUN WE
11. • THE SUN MUST EXPEND
LARGE AMOUNTS OF ENERGY
TO ENDURE ITS OWN
GRAVITATIONAL DESIRE TO
COLLAPSE.
• THE CORE OF THE SUN IS
WHERE ENERGY IS FIRST
FORMED WITH A
TEMPERATURE OF 27 MILLION
DEGREES FAHRENHEIT.
12. • THE ENERGY MOVES OUT
FROM THE CORE THROUGH
THE RADIATIVE ZONE.
SCIENTISTS CALCULATE THE
TEMPERATURE TO BE COOLER
THAN THE CORE—IT IS ONLY A
4.5 MILLION DEGREES
FAHRENHEIT.
• THE SUN’S NEXT LAYER IS THE
CONVECTION ZONE.
13. • CONVECTION IS HOW ENERGY
MOVES FROM THE INNER PARTS
OF THE SUN TO THE OUTER
PART OF THE SUN THAT WE SEE.
• JUST ABOVE THE
PHOTOSPHERE IS THE
CHROMOSPHERE WITH HUGE
SOLAR FLARES AND LOOPS OF
HOT GASES SHOOTING UP
THOUSANDS OF MILES. THINGS
BEGIN TO HEAT UP AGAIN
14. • ABOVE THE CHROMOSPHERE
IS THE CORONA—VISIBLE
DURING A TOTAL SOLAR
ECLIPSE. THE CORONA 4
MILLION DEGREES F. IT IS
ALSO VERY THIN.
SOMETIMES, SOLAR WIND
STREAM AWAY IN ALL
DIRECTION FROM THE SUN
AND CAN MOVE UP TO 1
15. • SOLAR FLARES OUTBURSTS
AS THE SUN’S MAGNETIC
FIELDS TWIST, TEAR AND
RECONNECT. CORONAL
LOOPS ARE MAGNETIC LOOPS
WITH STRONG MAGNETIC
FIELDS.
• GIANT ARCHES OF GAS THAT
ERUPT ON THE SUN ARE
CALLED PROMINENCES THAT
16. • CORONAL MASS EJECTIONS
HAVE THE MOST ENERGY OF ALL
THESE SOLAR EVENTS.
SOMETIMES THEY HEAD TOWARD
THE EARTH WHERE THEY CAN
CAUSE COMMUNICATIONS
DISRUPTIONS AND DAMAGE
SATELLITES. EARTH HAS A
PROTECTIVE & POWERFUL
MAGNETIC SHIELD AROUND IT
WHICH PROTECTS US FROM
17. HOW THE SUN CONVERTS
MATTER INTO ENERGY??
• THE CORE THAT’S MADE UP OF
CRUSHED MATTER MUST BE HOT
OF AT LEAST 60 MILLION
DEGREES CELSIUS
• SUN PRODUCE ENERGY BY
NUCLEAR REACTIONS WHERE
LIGHTER ATOMS FUSE TOGETHER
TO FORM HEAVIER ONES
18. • THERMONUCLEAR REACTION
–SEEMS TO BE THE SUN’S
SECRET ON ENERGY
PRODUCTION; THE FUSION
OF ATOMIC NUCLEI UNDER
HIGH TEMPERATURES
• THE SUN’S MAIN PARTS: ITS
CORE, PHOTOSPHERE,
CHROMOSPHERE, CORONA
19. • ENERGY FROM THE SUN,
IN THE FORM OF
SUNLIGHT AND HEAT,
SUPPORTS ALMOST ALL
LIFE ON EARTH VIA
PHOTOSYNTHESIS, AND
DRIVES THE EARTH'S
CLIMATE AND WEATHER.
22. • IS WHERE THE NUCLEAR
FUSION OF HYDROGEN (H)
& HELIUM (He) TAKES
PLACE
• THE SOURCE OF THE SUN’S
& EARTH’S ENERGY
• HAS TEMPERATURE ABOVE
23. • THE HOTTEST PART OF THE
SUN AND OF THE SOLAR
SYSTEM, HAS .3 SOLAR
RADIUS
• IS MADE OF HOT, DENSE
GAS IN THE PLASMIC STATE
• GENERATES 99% OF THE
24. • EACH GAMMA RAY IN THE SUN'S
CORE IS CONVERTED INTO
SEVERAL MILLION VISIBLE LIGHT
PHOTONS BEFORE ESCAPING
INTO SPACE
• 3.6×1038 PROTONS (H NUCLEI) ARE
CONVERTED INTO He NUCLEI PER
SECOND, RELEASING MASS &
ENERGY OF 4.3 MILLION TONNES
PER
SECOND,380 YOTTAWATTS (3.8×10
25. RADIATIVE ZONE
• LOCATED BETWEEN THE SOLAR
CORE AND THE CONVECTION
ZONE
• TRANSPORTS SOLAR ENERGY
TOWARD THE SUN’S EXTERIOR
BY MEANS OF RADIATIVE
DIFFUSION
• ENERGY TRAVELS THROUGH THE
RADIATION ZONE IN THE FORM
26. • ENERGY IS TRANSPORTED
PRIMARILY BY CONVECTION
• CONVECTION IS THE CONCERTED,
COLLECTIVE MOVEMENT OF
ENSEMBLES
OF MOLECULES WITHIN FLUIDS
• IN THERMODYNAMICS
"CONVECTION" OFTEN REFERS TO
HEAT TRANSFER BY CONVECTION
27. PHOTOSPHERE
• PHOTOS -"LIGHT" AND SPHAIRA -
"SPHERE‖
• PERCEIVED TO EMIT LIGHT
• SUN'S PHOTOSPHERE HAS A
TEMPERATURE BETWEEN 4500 AND
6000 K (ABOUT 5,800 K)
• INNERMOST SOLAR ATMOSPHERE
• HAS GRANULES—CELLS OF GAS
EACH ABOUT 1,000 KM IN DIAMETER
28. CHROMOSPHERE
• LITERALLY, "SPHERE OF COLOR―, IS
ROUGHLY 2,000 KILOMETERS DEEP. IT
SITS JUST ABOVE THE
PHOTOSPHERE AND BELOW THE CORONA
• CAN ONLY BE SEEN DURING A TOTAL
ECLIPSE, WHERE ITS REDDISH COLOR IS
REVEALED
• A WAVELENGTH OF 656.3 NM IS IN THE
RED PART OF THE SPECTRUM, WHICH
CAUSES THE CHROMOSPHERE TO HAVE
ITS CHARACTERISTIC REDDISH COLOR
29. PHENOMENA OBSERVED IN
THE CHROMOSOPHERE
• FILAMENTS AND PROMINENCES
• FILAMENTS ARE LARGE REGIONS
OF VERY DENSE, COOL GAS,
HELD IN PLACE BY MAGNETIC
FIELDS. THEY USUALLY APPEAR
LONG AND THIN ABOVE
THE CHROMOSPHERE
• DARK-COLORED BECAUSE
THEY’RE COOLER THAN THEIR
30. • FILAMENTS (DARK-COLORED)
APPEAR ON THE ―EDGE‖ OF
THE SUN, BRIGHTER THAN
THE DARK OUTER SPACE
BEHIND THEM. IN THAT CASE
WE CALL THEM PROMINENCES
• FILAMENTS AND
PROMINENCES ARE JUST THE
SAME THING
• FILAMENTS LAST FOR A FEW
31. • SPICULE -A DYNAMIC JET OF
ABOUT 500 KM DIAMETER IN
THE CHROMOSPHERE OF
THE SUN.
• ARE LONG THIN FINGERS OF
LUMINOUS GAS WHICH
APPEAR LIKE THE BLADES OF
A HUGE FIELD OF
FIERY GRASS GROWING
UPWARDS FROM THE
32. CORONA
• OUTERMOST REGION OF
THE SUN’S ATMOSPHERE,
CONSISTING OF PLASMA (HOT
IONIZED GAS)
• HAS A TEMPERATURE OF
APPROXIMATELY TWO MILLION
KELVIN AND AN EXTREMELY LOW
DENSITY
• ITS SIZE & SHAPE IS AFFECTED BY
33. • SOLAR WIND, WHICH FLOWS
RADIALLY OUTWARD THROUGH THE
ENTIRE SOLAR SYSTEM, IS FORMED
IN THE CORONA. IT EXPANDS FROM
THE SUN TO THE END OF THE
HELIOPAUSE
• HELIOPAUSE- BOUNDARY OF
THE HELIOSPHERE, THE SPHERICAL
REGION AROUND THE SUN THAT IS
FILLED WITH SOLAR MAGNETIC
FIELDS
• THE TAIL OF THE HELIOPAUSE IS
34. • A FLOW OF CHARGED
PARTICLES FROM THE SUN
(THE SOLAR WIND)
PERMEATES THE SOLAR
SYSTEM. THIS CREATES A
BUBBLE IN THE
INTERSTELLAR MEDIUM
KNOWN AS THE
HELIOSPHERE, WHICH
TERMINATES AT THE
35.
36. SUNSPOTS
• ARE DARK, PLANET-SIZED REGIONS
THAT APPEAR ON THE "SURFACE"
OF THE SUN. A LARGE SUNSPOT
MIGHT HAVE A TEMPERATURE OF
ABOUT 4,000 K (ABOUT 3,700° C OR
6,700° F). THIS IS MUCH LOWER
THAN THE 5,800 K (ABOUT 5,500° C
OR 10,000° F) TEMPERATURE OF
THE BRIGHT PHOTOSPHERE THAT
SURROUNDS THE SUNSPOTS
37. • SUNSPOTS ARE CAUSED BY
THE SUN'S MAGNETIC FIELD
W/C PRODUCE ―SOLAR
STORMS‖ LIKE SOLAR
FLARES AND CORONAL MASS
EJECTIONS (CMES)
• HISTORICAL RECORDS OF
SUNSPOT COUNTS SHOW THAT
SUNSPOT CYCLE HAS AN
AVERAGE PERIOD OF ABOUT
38. GRANULES
• GRANULES ON
THE PHOTOSPHERE OF
THE SUN ARE CAUSED
BY CONVECTION CURRENTS
• A TYPICAL GRANULE HAS A
DIAMETER ON THE ORDER OF
1,000 KILOMETERS AND LASTS 8
TO 20 MINS BEFORE
39.
40. • 60 EARTH ELEMENTS ARE
DETECTED IN THE SOLAR
SPECTRUM
• THE SUN IS MOSTLY MADE
UP OF HYDROGEN AND
HELIUM
41. PHENOMENA OF THE
SOLAR ATMOSPHERE
• ARE ASSOCIATED W/ RADIO FADE-
OUT, MAGNETIC STORMS & POLAR
AURORAS
1)SUNSPOTS -ARE AS HOT AS 3,700
K
• HAS TWO PARTS – THE DARK
CENTRAL UMBRA & THE LIGHTER
SURROUNDING AREA CALLED
PENUMBRA. VARIATIONS IN THE NO.
42. SUNSPOTS APPEAR AS DARK
SPOTS ON THE SURFACE OF
THE SUN. THEY TYPICALLY
LAST FOR SEVERAL DAYS,
ALTHOUGH VERY LARGE ONES
MAY LIVE FOR SEVERAL
43.
44. 2) SOLAR PROMINENCES
• BILLOWING ARCHES OF
HOT GASES STREAMING
FROM A SUNSPOT GROUP
TO ANOTHER
• CAN GROW HIGH ABOUT 1
MILLION KILOMETERS
ABOVE THE
45.
46. • THEY MAY BE QUIESCENT
(REMAINS MOTIONLESS FOR
SEVERAL HRS THAT CAN
GROW TO THOUSANDS OF
KM ABOVE SOLAR SURFACE)
OR ERUPTIVE (RARE & VERY
ACTIVE, HAS SPEEDS OF UP
TO 720KM/SEC AND COULD
GROW ABOUT A MILLION KM)
47. 3) SOLAR FLARES
• THE MOST VIOLENT SOLAR
PHENOMENA
• SUDDEN PHOTOSPHERIC
ERUPTIONS EJECTING
FOUNTAINS OF VERY HOT GASES
OF MORE THAN 1,600,000 KM OUT
INTO THE SPACE
• ALWAYS OCCUR IN THE ERUPTIVE
SUNSPOTS
48. • THEY EMIT ELECTRICALLY
CHARGED PARTICLES TRAPPED IN
THE EARTH’S MAGNETIC FIELD TO
FORM THE VAN ALLEN RADIATION
BELTS, GASES GO EXCITED AND
EMITS AURORA BOREALIS
(NORTHERN HEMISPHERE) OR
AURORA AUSTRALIS (SOUTHERN
HEMISPHERE)
• SOLAR FLARES CAUSE RADIO
DISTURBANCES ON EARTH AMIDST
49.
50. 4) PLAGES
• ARE BRIGHT REGIONS IN
THE CHROMOSPHERE OF
THE SUN, TYPICALLY FOUND
IN REGIONS OF THE
CHROMOSPHERE
NEAR SUNSPOTS
• SUNSPOTS GO BEFORE A
PLAGE IN THE SUN’S HIGH
MAGNETIC FIELD REGION
51.
52. 5) SPICULES -A DYNAMIC JET
OF ABOUT 500 KM DIAMETER IN
THE CHROMOSPHERE OF
THE SUN
• LASTS FOR ONLY FEW MINUTES
• ARE LONG THIN FINGERS OF
LUMINOUS GAS WHICH APPEAR
LIKE THE BLADES OF A HUGE
FIELD OF FIERY GRASS GROWING
UPWARDS FROM THE
53.
54. 6) PHOTOSPHERIC
GRANULATIONS
• DUE TO THE CONVECTION
OPERATING BELOW THE
PHOTOSPHERE. CONVECTION
PRODUCES COLUMNS OF
RISING GAS JUST BELOW THE
PHOTOSPHERE THAT ARE
ABOUT 700 TO 1000 KM IN
DIAMETER.
55. 7) SOLAR MAGNETIC FIELDS
• THE ELECTRIC CURRENTS IN THE
SUN GENERATE A
COMPLEX MAGNETIC FIELD WITH
EXTENDS OUT INTO
INTERPLANETARY SPACE TO FORM
THE INTERPLANETARY MAGNETIC
FIELD. AS THE SUN'S MAGNETIC
FIELD IS CARRIED OUT THROUGH
THE SOLAR SYSTEM BY
THE SOLAR WIND
56. THE SUN'S CORONA IS
THREADED WITH A COMPLEX
NETWORK OF MAGNETIC
FIELDS. SOLAR STORMS AND
FLARES RESULT FROM
CHANGES IN THE STRUCTURE
AND CONNECTIONS OF THESE
FIELDS.
SUN’S MAGNETIC FIELD