Weather and Atmosphere
Ch. 17-21
weather
• Learning Maps!
• http://www.dlese.org/library/literacy_maps/
Warm up (1-4-16)
• Welcome Back! Get a warm-up off the front
table please!
• Write down what you know about the
atmosphere.
– Think about the layers and the way the air moves
in each layer.
Outline
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•
Objectives
Test Review
Weather and Atmosphere video
Read 17.1-17.2
Objectives
• Describe the formation of Earth’s early
atmosphere and the composition of the lower
atmosphere
• Demonstrate how the Earth system
continually recycles gases such as oxygen,
carbon dioxide, and water vapor, and how
natural events and human activities disturb an
atmosphere in balance.
Weather in Atmosphere Video
• Bill Nye Atmosphere
• https://vimeo.com/50050728
Write to Learn….
• How do other parts of the Earth system affect
the composition of the atmosphere?
Warm up (1-5-16)
• What are the four zones of the Earth that help
maintain the recycling system for our Earth?
• What do you think would happen if one of
those zones wasn’t doing its job correctly?
Make a prediction about what would happen
if the atmosphere did not do its job of
protecting the Earth?
Outline
• Objectives
• Weather and Atmosphere – Read 17.1 and
17.2
• Bill Nye Video - Atmosphere
• Prep for changes of state lab
Objectives
• Describe the formation of Earth’s early
atmosphere and the composition of the lower
atmosphere
• Demonstrate how the Earth system
continually recycles gases such as oxygen,
carbon dioxide, and water vapor, and how
natural events and human activities disturb an
atmosphere in balance.
Warm up (1-6-16)
• Describe three ways heat is transferred
through the atmosphere. Be specific.
Outline
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Objectives
Changes of State Mini Lab p. 370
Finish Notes Chapter 17.1 – 17.2
HOMEWORK: ch. 17.2 SRQ #1-6
Objectives
• Describe the formation of Earth’s early
atmosphere and the composition of the lower
atmosphere
• Demonstrate how the Earth system
continually recycles gases such as oxygen,
carbon dioxide, and water vapor, and how
natural events and human activities disturb an
atmosphere in balance.
Quick Review
• Composition of the atmosphere?
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Nitrogen (78.08%)
Oxygen (20.95%)
Argon (0.934%)
Carbon Dioxide (0.036%)
• What are the layers of the atmosphere?
– Troposphere, stratosphere, mesosphere, thermosphere
• Has the composition of the atmosphere remained
stable throughout Earth’s recent history?
– Yes, efficient recycling system between the atmosphere,
geosphere, hydrosphere, and biosphere
Atmosphere
• Layer of gases that surround the Earth
• Help keep some material out, and keep other
material close to the Earth
Geosphere
• The solid parts of the Earth
• The surface
Hydrosphere
• Liquid water component of the Earth
Biosphere
• All ecosystems on Earth
• The zone of life on Earth
Heat and the Atmosphere
• What are the 3 ways that heat energy moves?
– Conduction, convection, radiation
• How can you define each of these terms?
How Heat Energy Moves
Structure of the Atmosphere
Layers of the Atmosphere
• Troposphere
– Temp. decreases with altitude
– Contains about 80% of total mass of the
atmosphere
– Contains most of the water vapor present in the
atmosphere
– Almost all of Earth’s weather occurs here
– Tropopause: area between the troposphere and
stratosphere, temp stops decreasing here
Layers of the Atmosphere
• Stratosphere
– Clear, dry layer
– Temperature increases with altitude
– Contains ozone – a form of oxygen gas which absorbs ultraviolet
rays from the sun and then releases some of that energy in the
form of heat
• Mesosphere
– Contains little ozone, temperatures drop with increasing altitude
• Thermosphere
– Extremely thin atmosphere, high temperatures because the
molecules receive so much solar radiation.
– Heavier gases are in the lower levels and lighter gases are in the
highest levels
Insolation and the Atmosphere
• What is insolation?
– Incoming solar radiation
– Some insolation is absorbed by gases in the atmosphere
and some reaches Earth’s surface
• Half of insolation reaches surface
• What is the greenhouse effect?
– Infrared radiation remains in Earth’s atmosphere, helps
Earth thrive as a planet, accumulation of carbon dioxide
and water vapor in the atmosphere can absorb radiation
and act as a blanket for the Earth
• What is the global heat budget?
– Model used to represent the overall flow of energy into
and out of the atmosphere
Warm up (1-7-16)
• When does the highest temperature of the
day usually occur? Why?
Outline
• Objectives
• Changes of State Mini Lab p. 370
• Introduce Chapter 17 carbon in atmosphere
lab
• HOMEWORK: ch. 17.2 SRQ #1-6
Objectives
• Describe the formation of Earth’s early
atmosphere and the composition of the lower
atmosphere
• Demonstrate how the Earth system
continually recycles gases such as oxygen,
carbon dioxide, and water vapor, and how
natural events and human activities disturb an
atmosphere in balance.
Changes of State Mini Lab p. 370
• Materials:
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Small styrofoam cup
Short thermometer
Water
Shallow pan
• Procedure
– Fill the cup half full of water. Place the thermometer in the cup.
Freeze overnight
– Fill the pan with lukewarm water. Place the cup and the
thermometer in the pan.
– Record the initial temperature. Record the temperature every
minute until the ice has melted
– Graph your data
Changes of State Mini Lab p. 370
• Analysis
– Describe the trend in temperature as the ice
melts. Why does the temperature stop rising as
water changes phases?
– What is the heat source melting the ice?
Virtual Exploration of Atm.
Temperature in a Balloon
• http://scied.ucar.edu/virtual-ballooning
Apply what you know…
• Using the information that we talked about
and reviewed today in class… Think about the
4 different zones of the Earth and answer the
following question in your composition
notebooks below your notes.
– How do other parts of the Earth system affect the
composition of the atmosphere?
Chapter 17 Carbon in Atmosphere Lab
• You will be working on this lab as a table
group. Please read through the instructions
and work through the procedure. You can cut
out the graph paper and tape it directly into
your composition notebooks.
Chapter 17.2 SRQ #1-6
1.
2.
3.
4.
5.
6.
Describe three ways heat is transferred through the atmosphere.
Why does temperature generally decrease with altitude in the
troposphere?
Compare the temperature changes in the stratosphere with those
in the thermosphere. Include the role of ozone in your
explanation
Describe at least two paths that a unit of energy could take from
its arrival at Earth’s atmosphere until it is reradiated out to space
Critical Thinking: Based on what you have learned about the layers
of the atmosphere, explain why jets generally fly at or above the
tropopause.
Physical Science: Draw and label a diagram explaining why the
water at the bottom of a pot of simmering water becomes less
dense as it is heated.
Warm up (1-8-16)
• How do Humans impact the Earth?
• Think of 3 examples and explanations of how
humans impact the Earth. Be specific as to
which zone (biosphere, geosphere,
hydrosphere, atmosphere) is being impacted
and why this human impact can be harmful
Outline
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Objectives
Partner Notes scavenger hunt 17.3
Read 17.4
Claim Evidence Reasoning Justification
Introduction
Objectives
• Describe how energy from the sun moves
through the atmosphere by radiation,
conduction, and convection
• Identify the characteristics of each
atmospheric layer
• Analyze Earth’s heat budget
Chapter 17 Carbon in Atmosphere Lab
• You will be working on this lab as a table
group. Please read through the instructions
and work through the procedure. You can cut
out the graph paper and tape it directly into
your composition notebooks.
Warm up (1-11-16)
• Based on your warm up from last week, Write
down an example of a valid claim that says
how humans impact the Earth
Outline
• Objectives
• Partner Notes on Human Impact
• Chapter 17 Carbon in Atmosphere Lab
Objectives
• Describe how energy from the sun moves
through the atmosphere by radiation,
conduction, and convection
• Identify the characteristics of each
atmospheric layer
• Analyze Earth’s heat budget
Chapter 17 Carbon in Atmosphere Lab
• You will be working on this lab as a table
group. Please read through the instructions
and work through the procedure. You can cut
out the graph paper and tape it directly into
your composition notebooks.
Warm up (1-12-16)
• Explain what you have been learning about
the atmosphere from the Carbon in the
Atmosphere chapter 17 lab
Outline
• Objectives
• Chapter 17 Carbon in Atmosphere Lab
• Partner Notes on Human Impact
Objectives
• Describe how energy from the sun moves
through the atmosphere by radiation,
conduction, and convection
• Identify the characteristics of each
atmospheric layer
• Analyze Earth’s heat budget
Chapter 17 Carbon in Atmosphere Lab
• You will be working on this lab as a table
group. Please read through the instructions
and work through the procedure. You can cut
out the graph paper and tape it directly into
your composition notebooks.
Write to Learn
• Explain why you think there are different
temperatures from place to place on the
Earth?
• Use some of the terms that we reviewed
yesterday, like insolation, heat budget, green
house effect, ozone
Ch. 17.3 Local Temperature Variations
• Insolation heats Earth’s surface and
atmosphere unequally
– Intensity of insolation varies with the time of day,
latitude, and time of year
– Characteristics of material affect how much
insolation is absorbed and how the absorbed
energy changes the temperature
• Pavement gets hotter than grass
• Page 374
Partner Note Scavenger Hunt
• Starting on page 374
• Read through your section with a partner
• You need to develop a set of notes for your
section
• We will be presenting your notes to the class and
writing them down together.
• You are the expert for your section, so take good
notes and look for the important material
– KEY things to look for: bold, or underlined words,
specific data or information (numbers), repeated
words, terms, or phrases
Time of Day
Latitude
Time of Year
Cloud Cover
Time of Day
• Intensity of insolation is greatest at noon
• Earth’s surface gets hotter after noon
– Reflects more heat than it loses
– Causes temperature to rise because Earth is still
gaining sunlight while also reflecting sunlight
• Coldest hour: before sunrise
– Ground and lower air loses heat through the night
Latitude
• Shape of Earth and tilt on its axis causes sun’s
rays to hit the Earth at different angles
• Seasons and temperatures will be different in
different locations
• Sunlight varies with altitude
Time of Year
• Yearly highest temperatures occurs at
maximum insolation
• Angle of sunlight varies with the time of year
– June – strongest sunlight
– July – warmest month
– Dec. 21st – weakest sunlight
– January – coldest month
• In the southern hemisphere, warmest and
coldest months are reversed from above
Cloud Cover
• More clouds = more energy reflected
• No clouds = more solar energy reaches Earth’s
surface
• Example:
– When it is foggy out, bright headlights reflect back
at you and don’t penetrate the fog
– Temperature in the shade on a sunny day is cooler
than in the direct sunlight
Warm up (1-13-16)
• Explain what insolation is and how insolation
can impact the surface of the Earth. Be as
specific as possible
Outline
• Objectives
• Ch. 17.3 Partner Notes Scavenger Hunt
• Heating of Land vs. Water Lab
Objectives
• Describe how energy from the sun moves
through the atmosphere by radiation,
conduction, and convection
• Identify the characteristics of each
atmospheric layer
• Analyze Earth’s heat budget
Heating of Water and Land p. 376
Water
• Warms more slowly
– Heat energy spreads through a
greater depth in water
– Water spreads heat easily by
convection
– Some solar energy is used in
evaporation
• Less available to raise temp of
water
– Needs more energy to raise the
temperature by the same
amount
• High specific heat
Land
• Heats quickly
• Low specific heat
• Less depth to spread the
heat through to get an even
temperature
Temperature Maps
• What do you notice about these temperature
maps? P. 377
• Isotherms: lines that connect places with the
same temperature
Apply what you know…
• Based on the information we have talked
about so far, such as insolation, local
temperature variation, differential heating of
the Earth’s surface, and the way heat energy is
transferred, how would you explain the
temperature of Colorado today compared to
the temperature of Arizona today?
Claim, Evidence, Reasoning,
Justification
• Look at your sheet…
• Let’s Discuss…
• Let’s Practice…
Human Impact Research
• http://www.nationalgeographic.com/earthpulse/
human-impact.html
• Go to the site above to figure out how humans
impact the Earth
• You have some freedom with this. Use the site as
a tool to research something specific you are
curious about human impact on the planet.
• After you have read information about this, find
at least 2 other scholarly sites that provide detail
about your claim (either humans do or do not
affect the environment)
Claim Evidence Reasoning Practice
• What are these scientists curious about -what do they want to know?
• What data will the rover collect?
• How will this data help scientists answer -make claims about -- their questions?
Chapter 17 Carbon in the Atmosphere
• Lab
• Work in table groups to complete this lab
• Write this in your composition notebooks. You
may paste the graph paper directly into your
notebooks
Warm up (1-14-16)
• What are some of the ways that we as
humans can measure our personal impact?
• Think about some ways that you might work
on reducing your personal impact on our
world.
Outline
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•
Objectives
Claim Evidence Reasoning
Human Impact Research
Partner Notes on Human Impact
Objectives
• Describe how energy from the sun moves
through the atmosphere by radiation,
conduction, and convection
• Identify the characteristics of each
atmospheric layer
• Analyze Earth’s heat budget
Chapter 17.4 Partner Note Scavenger
Hunt
• Starting on page 378
• Read through your section with a partner
• You need to develop a set of notes for your
section
• We will be presenting your notes to the class and
writing them down together.
• You are the expert for your section, so take good
notes and look for the important material
– KEY things to look for: bold, or underlined words,
specific data or information (numbers), repeated
words, terms, or phrases
Human Impact on the Atmosphere
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Common Air Pollutants
Acid Rain
Smog
Ozone Depletion
Global Warming
Common Air Pollutants
Air Index Quality
Acid Rain
Acid Rain
Smog
Smog
Ozone Depletion
Ozone Depletion
Global Warming
Global Climate Change
Warm up (1-15-16)
• Develop a scenario where human impact
causes possible damages to the Earth.
• For example: If humans started dumping
waste in the oceans, marine life would suffer.
Outline
• Objectives
• Ch. 17.4 Partner Notes on Human Impact
• Claim Evidence Reasoning
• Human Impact Research
Objectives
• Research and describe human impact on the
Earth and possible damaging effects from that
impact
• Provide suggestions and ideas for
conservation and restoration
Common Air Pollutants
Acid Rain
Smog
Ozone Depletion
Global Warming
Warm up (1-19-16)
Write down what you can remember about the
4 layers of the atmosphere and other
information introduced in chapter 17
Outline
• Objectives
• Chapter 17 review
• Chapter 17 quiz
Objectives
• Describe the three states in which water can
exist in the atmosphere
• Explain how air temperature affects the
amount of water vapor air can contain
• Analyze how condensation occurs in the
atmosphere
Chapter 17 Quiz
• When you finish your quiz, please turn it in to
the folder
• You need to read chapter 18.1 when you finish
Warm up (1-20-16)
• In our atmosphere, what are the states of
matter in which water exists?
• In other words, what are the states of matter
that water is found in in our atmosphere?
Outline
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•
Objectives
Read 18.1
Notes
Chapter 18
HOMEWORK: 18.2 SRQ #1-6 due Friday 1/22
Objectives
• Describe the three states in which water can
exist in the atmosphere
• Explain how air temperature affects the
amount of water vapor air can contain
• Analyze how condensation occurs in the
atmosphere
• Describe the three basic forms of clouds
• Explain how the shape of a cloud shows how
air is moving through it
Warm up (1-21-16)
• What are the three states of water that exist
in the atmosphere and give examples of each
state.
Outline
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•
Objectives
Read 18.1-18.3
Notes 18.1-18.3
Cloud creation in a bottle
HOMEWORK: 18.2 SRQ #1-6 due Friday 1/22
Objectives
• Compare and contrast how precipitation
forms in warm clouds and in cold clouds
• Describe how rising air produces condensation
Chapter 18.1 Notes
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18.1 Humidity and Condensation
Molecules of liquid water are always in motion
Characteristics of water
Water is the only substance that commonly exists
in all three states of matter
– Solid – 0*C or below; ice, snow, hail, and ice crystals
– Liquid – between 0*C and 100*C; rain and cloud
droplets
– Vapor (gas) – 100*C clouds and steam are liquid, not
gas
• Water often changes state in the atmosphere
– Condensation – the change from water vapor to
liquid water
• Dew, fog, and clouds
• Releases heat
• Slows down the rate at which air cools
• Dew point – the temperature at which saturation
occurs and condensation begins
• In order for water vapor to condense
– There must be material for water vapor to condense onto
– The air must cool to or below its dew point
• Condensation nuclei – tiny particles that water vapor
condenses onto to form clouds
– Evaporation – the change from liquid water to
water vapor
• Absorbs heat
• Is a cooling process
• Humidity
• Amount of water vapor present in the air varies
– Specific humidity – actual amount of water vapor in
the air at a given time and place
• There is a limit to the amount of water vapor that
can be present in the air
– Saturated – so much water vapor in the air that the
rate of condensation equals the rate of evaporation
– Amount of water vapor present in saturated air
depends on the temperature of the air
– Warmer air can contain more water vapor
• Relative Humidity – how near the air is to its
maximum capacity for holding water vapor
– Compares the actual amount of water vapor in the
air with the maximum amount of water vapor that
can be present in air at a given temperature and
pressure
– Stated as a percentage
• Psychrometer – an instrument that works on
the principle that evaporation causes cooling,
used to measure humidity
18.2 Notes
• 18.2 Clouds
– Form when the air cools to its dew point
– Form at any altitude in the troposphere
• Types of Clouds
• Low clouds, middle clouds, high clouds, and clouds of
vertical development
• Clouds are classified according to their height or
altitude – low, middle, or high – and shape
– Stratiform clouds- air movement is mainly horizontal,
layers of clouds
– Cumuliform clouds – air movement is mainly vertical,
clouds grow upward in puffs
18.2
• Altitudes of Clouds
– 2000 – 7000 meters – add “alto”
– Above 7000 meters - add “cirro”
– Below 2000 meters – add “strato”
• Names of Clouds
– Stratus and strato – describe clouds that form in layers. Stratus
clouds are layered, low clouds
– Cumulus and cumulo – describe clouds that grow upward.
Cumulus clouds are fluffy clouds with flat bases
– Cirrus and cirro – describe feather clouds. Cirrus clouds are high,
feathery ice clouds
– Alto- describes clouds between 2000 and 7000 meters
• Numbus and numbo- refer to dark rain clouds
18.2
• Cloud Formation
• Cloud shape shows how the air moves through it
– Condensation level – the atmospheric level at which
condensation occurs
• Clouds need a steady amount of moist, warm air
otherwise it will evaporate
– Dry-adiabatic lapse rate – the rate at which
unsaturated air cools as it rises
– Moist-adiabatic lapse rate – the rate at which
saturated air cools as it rises
18.3 Precipitation
• Precipitation – any form of water that falls
from a cloud to Earth’s surface, rain, snow,
sleet, hail
• Growth of Water Droplets
– Droplets grow by bumping into and combining
with other droplets
– Large droplets fall faster than smaller ones
– Drops that have been in the cloud longer have had
more time to grow
18.3
• Growth of Ice Crystals
– Temperature in the upper layers of clouds are
usually below freezing
– Supercooled water evaporates, and the resulting
water vapor becomes deposited on the ice crystals
– If ice crystals get heavy enough, they start to fall
18.3
• Kinds of Precipitation
– Many forms – drizzle, rain, snow, sleet, freezing
rain, and hail
• Sleet – supercooled rain drops that freeze
• Freezing rain – causes sheet ice, or glaze on sidewalks,
trees, roofs, and power lines
• Hail – precipitation in the form or balls of ice or
irregular clumps of ice
18.3
• Measuring Precipitation
– National Weather Service reports rainfall in
hundredths of an inch, measured by a rain gauge
– Precipitation occurs all over the world
– One of the main causes of precipitation is the
rising and cooling of moist air
Warm up (1-22-16)
• Name and describe at least 5 kinds of
precipitation.
Outline
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•
Objectives
Read 18.1-18.3
Notes 18.1-18.3
Cloud creation in a bottle
Objectives
• Compare and contrast how precipitation
forms in warm clouds and in cold clouds
• Describe how rising air produces condensation
Warm up (1-25-16)
• What do you remember about water in the
atmosphere?
• Think about things like clouds, weather, the
different forms of matter that water exists in.
Outline
• Objectives
• Chapter 18 Notes
• Acid Rain Virtual Lab
Objectives
• Compare and contrast how precipitation
forms in warm clouds and in cold clouds
• Describe how rising air produces condensation
Acid Rain information
• https://www.teachengineering.org/view_activ
ity.php?url=collection/cub_/activities/cub_air/
cub_air_lesson06_activity2.xml
• Acid Rain simulation: cap and trade program
• http://www.epa.gov/captrade/etsim.html
Acid Rain Virtual Lab
• http://glencoe.com/sites/common_assets/scie
nce/virtual_labs/CT11/CT11.html
Cloud in a bottle
• http://www.weatherwizkids.com/experiments
-cloud.htm
Warm up (1-26-16)
• What causes clouds to form?
• Why are there different kinds of clouds? What
causes those clouds to look differently?
Outline
• Objectives
• Chapter 18 Notes
• Acid Rain Virtual Lab
Objectives
• IWBAT identify the different states of matter
that water exists as in the atmosphere
• IWBAT describe what causes different types of
clouds to form
Acid Rain Virtual Lab
• http://glencoe.com/sites/common_assets/scie
nce/virtual_labs/CT11/CT11.html
Warm up (1-27-16)
• Explain how a cumulus cloud is formed.
• Use words like buoyant, temperature,
condense, condensation level, and saturation
in your answer.
Outline
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•
Objectives
Acid Rain Virtual Lab
Relative Humidity Lab Prep – Set UP
Relative Humidity Lab
Objectives
• IWBAT identify the different states of matter
that water exists as in the atmosphere
• IWBAT describe what causes different types of
clouds to form and how precipitation is
formed
• Use a computer to measure temperature
• Determine relative humidity
Warm up (1-28-16)
• What is necessary for clouds to form?
• What are the three main types of clouds?
Outline
• Objectives
• Relative Humidity Lab
• Review for Chapter 18 Quiz
Objectives
• IWBAT identify the different states of matter
that water exists as in the atmosphere
• IWBAT describe what causes different types of
clouds to form and how precipitation is
formed
• Use a computer to measure temperature
• Determine relative humidity
Relative Humidity Lab
• Fill out the rest of the table
• Arrange your data from your table in a bar
graph
– Label each site and the dry and wet probe temps,
and any other necessary information
• Answer the questions
• Make a conclusion as a group
Types of Precipitation
• http://cimss.ssec.wisc.edu/wxfest/PcpnType/p
cpn.html
Storms Video
• https://www.youtube.com/watch?v=m4FM9t
Re-bw
Warm up (1-29-16)
• Write down what you can remember about
chapter 18.
• Think about: precipitation and the types of
precipitation, how clouds form, types of
clouds, and humidity and condensation.
Outline
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•
•
•
Objectives
Relative Humidity Lab
Chapter 18 Quiz
Read Chapter 19.1
Objectives
• IWBAT identify the different states of matter
that water exists as in the atmosphere
• IWBAT describe what causes different types of
clouds to form and how precipitation is
formed
• Use a computer to measure temperature
• Determine relative humidity
Warm up (2-1-16)
• Why does a bike tire expand as air is pumped
into it?
• Can you identify what this concept is called?
Outline
• Objectives
• 19.1 and 19.2 Reading and discussion
• Notes 19.1-19.2
Objectives
• Define air pressure
• Describe how changes in elevation,
temperature, and humidity affect air pressure
• Explain what makes the wind blow
Chapter 19.1 and 19.2 Reading
• Focus Questions
• 19.1
– What is the relationship between air pressure and
wind?
• 19.2
– Why do winds blow in certain directions?
• 19.3
– How do global wind patterns form?
Chapter 19.1 Notes
• Air Pressure – the weight of the atmosphere
as it pushes down upon Earth’s surface exerts
a force per unit of area
– Is exerted in all directions
– Air pressure decreases as elevation increases
– Most noticeable when you experience a change in
pressure
• Ex. Going in an airplane, swimming to the bottom of
the pool
– Measured using a barometer
19.1 Why does air pressure change?
• Temperature and humidity affect air pressure
– In general – air pressure at sea level decreases as
temperature increases
– The more water vapor air contains, the lighter the air
is because water molecules have less mass than
oxygen or nitrogen molecules
– Can help forecast weather
• Decrease in air pressure often shows approach of warmer,
more humid air along with rain or snow
• Increase in air pressure shows arrival of cooler, drier air and
fair weather
– Isobar – a line that joins points having the same
air pressure
– High – pressure area (high) – air pressure steadily
increases toward the center of a set of closed
isobars, the area defined by the isobars
– Low – pressure area (low) – air pressure steadily
decreases toward the center of a set of closed
isobars, the area defined by the isobars
– Pressure Gradient – pressure change divided by
the distance over which the pressure changes
Warm up (2-2-16)
• Explain how weather and climate are
different.
• Explain some of the factors that influence
weather, and some of the things that are
considered weather.
Outline
• Objectives
• Wind Chill Lab
Objectives
• IWBAT summarize my knowledge from
chapters 17, 18, and 19 and assess my
personal knowledge by completing the review
game and answering review questions at the
end of each chapter.
Warm up (2-3-16)
• Explain what relative humidity is in your own
words.
• How does relative humidity relate to weather?
Outline
• Objectives
• 19.1-19.2 Reading and Notes
• Wind Chill Lab
Objectives
• IWBAT explain and identify sources of
weather.
• IWBAT explain the differences between
weather and climate.
• IWBAT articulate the differences between
varying cloud types and precipitation types.
• What makes the wind blow?
– Pressure differences and winds are caused by
unequal heating of Earth’s surface
19.2 Factors Affecting Wind
• Coriolis Effect – the tendency of an object moving freely
over Earth’s surface to curve away from its path of travel.
– Caused because Earth is a rotating sphere
– Northern Hemisphere – path of object will curve to the right,
Southern Hemisphere the path will curve left
– Greatest near the poles and least near the equator
– Increases if an object increases speed
– Effect doesn’t depend on direction of motion
– Noticeable for objects traveling over great distances – airplanes
and winds
– Friction reduces impact of Coriolis effect on surface winds
– Jet Stream – bands of swiftly moving winds
19.3 Global Wind Patterns
• Effects of Earth’s Rotation
– Coriolis effect prevents air from flowing straight
from the equator to the poles
– Air flowing north from the equator is deflected to
its right and air flowing south from equator is
deflected to its left
– Three – Celled Circulation Model
Warm up (2-4-16)
• How is the direction of wind flow changed at
the equator?
• How is the direction of wind flow changed at
the poles?
• Why does the direction of wind flow change at
these locations?
Outline
• Objectives
• Wind Chill Lab
Objectives
• Identify factors that affect global wind
patterns
• Describe the strengths and weaknesses of the
three-celled circulation model and use the
model to explain prevailing winds and
pressure regions
• Circulation cells are caused by alternating bands of
high and low pressure at Earth’s surface
– Polar Front – air flowing away from the polar regions
collides with warmer air moving up from the lower
latitudes
• Weaknesses of the Three-Celled Model
– Gives a simplified view of circulation between 30* and 60*
latitude
– It does not take into account the effects of the continents
or seasons
– Is based on a simplified view of upper-level winds
– Assumes Earth’s surface is uniform
Winds and Pressure Belts
• Intertropical convergence zone (ITCZ) – surface
winds from the two hemispheres come together
here, air is hot and humid, little or no wind, and
rain is common (called doldrums)
• Trade winds – warm and relatively steady in
direction and speed.
• Prevailing winds – winds that usually blow from
the same direction, like trade winds and polar
easterlies
Wind Chill Lab Prep
• Prediction:
– Part 1 No wind:
– Part 2 With wind:
– Which part will have a greater wind chill and why?
• Data:
– Copy the table into your composition notebook
Warm up (2-5-16)
How does average air pressure over the
southwestern United States in the winter
compare to the average air pressure in the
summer?
Outline
• Objectives
• Wind Chill Lab
Objectives
• Demonstrate knowledge of weather, climate,
and the atmosphere by taking the Quest
Warm up (2-8-16)
• Summarize the main concepts from chapter
17,18, and 19
Outline
•
•
•
•
Objectives
Wind Chill Lab
Chapter 19.4 Reading and Notes
Chapter 17, 18, 19 review
Objectives
• IWBAT explain the main concepts about
weather and atmosphere.
• IWBAT identify the layers of the atmosphere
and describe the formation of clouds.
19.4 Notes
• Continental and Local Winds
– Seasons, land masses, and topography cause
winds to vary from the global patterns depicted in
the three-celled model
– Due to the tilt of the Earth, the relative position of
the sun changes over the course of the year
– As surface temperatures change with the seasons,
so do global winds
19.4 Notes
• Effects of seasons and continents
– Summer – continents become hotter than
surrounding oceans as they absorb more radiant
heat
• Hot land heats air above it = less dense = low pressure
– Winds spiral out of high-pressure areas and into low-pressure
areas
• Causes air pressure to change seasonally, which also
causes the direction of winds to change seasonally
– Monsoons: winds that change direction
seasonally
• Local Winds
– A wind that extends for a distance of 100 km or
less
– Caused mainly by differences in temperature
• Example: land and sea breezes
– Temperature differences also cause mountain and
valley breezes
Warm up (2-9-16)
Explain what the hydrosphere is and where this
sphere is found on Earth. Discuss the different
types of water and where each is found.
Outline
• Objectives
• Chapter 19 Quiz
Objectives
• Describe the effects of seasons and continents
on wind patterns
• Explain the circulation of sea, land, mountain,
and valley breeezes
Warm up (2-10-16)
• What do you know about the water cycle?
• Draw the water cycle in your warm up. Include
arrows to show the direction of water
movement, as well as the names of the phase
changes that water goes through during the
cycle.
Outline
•
•
•
•
•
Objectives
Water cycle discussion and notes
Read Chapter 20.1
Notes
Weather video
Objectives
• IWBAT explain the connection between the
water cycle and the oceans on the Earth
IWBAT explain what the water cycle is and how
this cycle occurs on Earth
Water Cycle
• http://www.montereyinstitute.org/noaa/lesso
n07/l7ex.swf
oceans video
• http://video.nationalgeographic.com/video/o
ceans-narrated-by-sylvia-earle/oceansoverview
• Most of Earth’s surface is covered by water –
which is what drives our water cycle
Chapter 20 Notes
• 20.1 Air Masses and Weather
• An air mass is a large body of air that has
similar characteristics throughout
• Meteorology – the study of processes that
govern Earth’s atmosphere, helps make
weather predictions possible
• Origin of an air mass
– Air mass – a large body of air in the lower troposphere
that has similar characteristics throughout
– Temperature and humidity of an air mass depend on
where the air mass originates
– When an air mass travels from one area to another, it
takes with it the temperature and humidity of its place
of origin.
– As an air mass travels, its characteristics may change
• Earth’s topography can contribute to changes in temperature
and humidity of an air mass as it travels
• Types of Air Masses
– Classify air masses according to where they
originate
• Continental Arctic (cA) – originate in the arctic regions,
where the air becomes extremely cold
– capable of causing extreme cold waves in the regions they
enter
– very dry air masses
• Continental Polar (cP) – originate over the inland
regions of Alaska and Canada
– Somewhat warmer than cA air masses
– Difference in temperature and humidity between cA and cP
air can be slight
• Maritime Polar (mP) – originate over the ocean in high
latitudes
– Both cold and damp, not as cold as cP
• Maritime Tropical (mT) – originates over a warm
tropical ocean and acquires warmth and moisture
• Continental Tropical (cT) – originates over deserts
– Hot and dry
Warm up (2-11-16)
Explain what you know about the oceans and
how they relate to the water cycle. (Include
some details about the salt in the oceans and
what happens to that salt.)
Outline
• Objectives
• Climate and Weather Video
• Chapter 20.2 reading and notes
Objectives
• IWBAT explain the connection between the
water cycle and the oceans on the Earth
• Identify factors that determine the
characteristics of an air mass
• Compare and contrast different types of air
masses
20.2 Notes
• 20.2 Fronts and Lows
• The movements of fronts and lows greatly influence
the weather at mid-latitudes
– Changes in weather result mostly from the movement of
low-pressure systems and their associated frontal systems
– Front – the boundary that separates opposing air masses
• Most common at mid-latitudes
• Air masses on either side of a front may differ in temperature,
humidity or both
• Less-dense air mass is forced to rise over the denser air mass
• Usually bring precipitation
– Kinds of Fronts
• Weather associated with a particular front depends on
the types of air masses involved and the speed at which
the front is moving
• Cold Front – boundary between an advancing cold air
mass and the warmer air mass it is displacing
– Cold air slides under the warm air and forces it upward
– Weather depends on the type of air mass it is displacing
• Warm Front – boundary between air masses where
warm air displaces cold air
– High cirrus clouds, steady rain or snow
• Occluded Front – warm air caught between two colder
air masses is forced to rise
– Cold fronts move twice as fast as warm fronts
• Stationary front – a front is not moving forward,
flooding can occur if the front remains stationary for
too long
Climate and Weather Video
• http://video.nationalgeographic.com/video/cli
mate-weather-sci
Warm up (2-12-16)
Explain how cold and hot air masses originate.
Outline
• Objectives
• Graphing a front
Objectives
• IWBAT explain the connection between the
water cycle and the oceans on the Earth
• Identify factors that determine the
characteristics of an air mass
• Compare and contrast different types of air
masses
Mini Lab pg. 441 Graphing a Front
• Materials
–
–
–
–
5 sheets of graph paper
Tape
Straightedge
Pencil
• Procedure
– Cut the sheets of paper in half lengthwise
– Tape the sheets of paper side by side to form one piece that is more
than 500 grid squares long
– Draw a front that is 5 kilometers high and has a slope of 1/100 . Use
the scale 1 square grid length = 1 kilometer. Label the warm and cold
fronts
• Analysis
– Describe the slope of the front drawn on the graph. Using the
straightedge, estimate the slope between the warm and cold fronts
Warm up (2-16-16)
Explain how moist and dry air masses originate
Outline
•
•
•
•
•
Objectives
20.2 mini lab – graphing a front
Read 20.3
Notes 20.3
Thunder and lightning video
Objectives
• Describe the weather conditions associated
with different types of fronts
• Describe the life cycle of a mid-latitude low
Mini Lab pg. 441 Graphing a Front
• Materials
–
–
–
–
5 sheets of graph paper
Tape
Straightedge
Pencil
• Procedure
– Cut the sheets of paper in half lengthwise
– Tape the sheets of paper side by side to form one piece that is more
than 500 grid squares long
– Draw a front that is 5 kilometers high and has a slope of 1/100 . Use
the scale 1 square grid length = 1 kilometer. Label the warm and cold
fronts
• Analysis
– Describe the slope of the front drawn on the graph. Using the
straightedge, estimate the slope between the warm and cold fronts
20.3 notes
• 20.3 Thunderstorms and Tornadoes
• Thunderstorms, which form in warm, moist, unstable air,
can result in destructive weather including tornadoes
• Thunderstorms – storms with lightning, thunder, rain, and
sometimes hail
–
–
–
–
Cumulonimbus clouds, form in warm, moist, unstable air
Often occur in the afternoon
All thunderstorms produce lightning
Lightning – a discharge of electricity from a thundercloud to the
ground, to another cloud, or to another spot within the cloud
itself.
– Tornado – violently rotating column of air that usually touches
the ground
Lightning and thunder
• http://cimss.ssec.wisc.edu/wxfest/Lightning&
Thunder/ltg.html
• Lightning 101
• http://video.nationalgeographic.com/video/1
01-videos/lightning?source=relatedvideo
Warm up (2-17-16)
Explain what a hurricane is and where a
hurricane gets its strength from.
Outline
•
•
•
•
Objectives
Read Ch. 20.4
Ch. 20.4 SRQ #1-4
Notes ch. 20.4
How hurricane Katrina formed video
Objectives
• Describe the weather conditions associated
with different types of fronts
• Describe the life cycle of a mid-latitude low
• Describe the conditions necessary for the
formation of thunderstorms and tornadoes
• Describe the hazards of thunderstorms and
tornadoes, and discuss related safety
measures.
20.4 Notes
• 20.4 Hurricanes and Winter Storms
• Hurricanes develop over warm water, fueled by
the heat water releases during condensation
• Snow, wind, and freezing-cold temperatures can
occur with mid-latitude lows in winter
• Hurricane – a large rotating storm of tropical
origin that has sustained winds of at least 119
kilometers per hour
– Low air pressure at the center
– Gets energy from the heat of surface ocean water
– Winds and rain are strongest at the eye wall
surrounding the eye
– Eye of the storm – winds are mild and there is no
rain
• Saffir-Simpson scale – how meteorologists
rate a hurricane’s strength, helps predict the
damage that will occur when the hurricane
makes landfall
Hurricanes 101 Video
• http://video.nationalgeographic.com/video/1
01-videos/hurricanes-101
How Hurricane Katrina Formed
• http://video.nationalgeographic.com/video/n
ews/katrina-formation?source=relatedvideo
Warm up (2-18-16)
Explain how a hurricane is formed
Outline
• Objectives
• Read ch. 20.5 / notes
• review
Objectives
• Describe the weather conditions associated
with different types of fronts
• Describe the life cycle of a mid-latitude low
• Describe the conditions necessary for the
formation of thunderstorms and tornadoes
• Describe the hazards of thunderstorms and
tornadoes, and discuss related safety
measures.
Eye of the storm – Day after tomorrow
• https://www.youtube.com/watch?v=MjMmDs
ycHC0
20.5
• 20.5 Forecasting Weather
• To prepare accurate weather forecasts, meteorologists
must gather, distribute, and analyze huge amounts of
atmospheric data
• Gathering Data
– Satellite – images provide weather info about every spot
on Earth
• Visible and infrared images
– Radiosondes – measure temperature, pressure, and
humidity of air at different altitudes
– Surface Observations – analyzing data from weather
stations
Warm up (2-19-16)
What are some questions you still have about
weather and the atmosphere? (chapter 17-20)
Outline
• Objectives
• Review ch. 17-20
Objectives
• Describe the weather conditions associated
with different types of fronts
• Describe the life cycle of a mid-latitude low
• Describe the conditions necessary for the
formation of thunderstorms and tornadoes
• Describe the hazards of thunderstorms and
tornadoes, and discuss related safety
measures.
Warm up (2-22-16)
Write down what you remember from the
weather and atmosphere unit. Be as specific as
possible.
Outline
• Objectives
• Read Chapter 21
• Activity – Climate and climate change
Objectives
• Describe the weather conditions associated
with different types of fronts
• Describe the life cycle of a mid-latitude low
• Describe the conditions necessary for the
formation of thunderstorms and tornadoes
• Describe the hazards of thunderstorms and
tornadoes, and discuss related safety
measures.
Warm up (2-23-16)
What is the difference between atmosphere and
climate?
Outline
• Objectives
• Read Chapter 21
• Activity – Climate and climate change
Objectives
• Describe the weather conditions associated
with different types of fronts
• Describe the life cycle of a mid-latitude low
• Describe the conditions necessary for the
formation of thunderstorms and tornadoes
• Describe the hazards of thunderstorms and
tornadoes, and discuss related safety
measures.
• https://www.google.com/maps/@40.0476926
,105.1407346,9z/data=!3m1!4b1!4m2!6m1!1s
zNzAnhRriW1E.kWOU9ZSalF4I
Warm up (2-24-16)
Why doesn’t average temperature give a
complete picture of climate?
Outline
• Objectives
• Read Chapter 21
• Google Trek
Objectives
• Describe Earth’s major climate zones
• Explain how climate zones are characterized
Warm up (2-25-16)
Describe several ways mountains can affect
climate.
Outline
• Objectives
• Read Chapter 21
• Google Trek
Objectives
• Describe Earth’s major climate zones
• Explain how climate zones are characterized
• Describe the factors that influence climate
Warm up (2-26-16)
Choose three of the climate controls (latitude,
elevation, nearby water, ocean currents,
topography, prevailing winds, vegetation) and
describe how they affect the climate where we
live.
Outline
• Objectives
• Read Chapter 21
• Google Trek
Objectives
• Describe Earth’s major climate zones
• Explain how climate zones are characterized
• Describe the factors that influence climate