Glencoe Science
Chapter Resources
The Atmosphere
in Motion
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Section Focus Transparency 1: Tim Fuller/© Columbia University Biosphere 2 Center; Oracle, AZ
Section Focus Transparency 2: Glenn Oliver/Visuals Unlimited
Section Focus Transparency 3: Cameron Davidson/Stone
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1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Observing Condensation and Evaporation . . . 3
MiniLAB: Creating a Low-Pressure Center . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Interpreting Satellite Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Creating Your Own Weather Station . . . . . . . . 7
Laboratory Activity 1: Measuring Air Pressure . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Hurricanes . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
The Atmosphere in Motion
1
Hands-On Activities
Hands-On
Activities
2 The Atmosphere in Motion
Name
Date
Class
Hands-On Activities
Observing Condensation
and Evaporation
Procedure
1. Fill a glass with ice water. Make sure that the outside of the glass is dry.
2. Let the glass stand for 10 min and observe what happens on the outside of
the glass. Record your observations in the Data and Observations section.
3. Pour 500 mL of water into a shallow pan.
4. Leave the pan out for several days.
5. Use a ruler to measure the amount of water in the pan each day. Record
your data.
Data and Observations
Observations
Glass with ice water
Amount of water
Analysis
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1. Infer why water droplets formed on the glass.
2. Infer where some of the water in the pan went.
The Atmosphere in Motion
3
Name
Date
Class
Procedure
1. Fasten a birthday candle firmly to the bottom of a pie pan or plate with clay.
2. Fill a tall, narrow jar halfway with water, and pour the water into the pan
or plate.
3. Light the candle. Invert the jar over the candle. Set the jar mouth down into
the water and rest it on a penny.
4. In the Data and Observations Section, write a brief description of what
happens to the water level inside the jar when the candle goes out.
Data and Observations
Analysis
1. Infer what happens to the air inside the jar when the candle is lit.
2. Infer what happens to air inside the jar when the candle goes out, and why water rises in the
jar when this happens.
4 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Creating a Low-Pressure Center
Name
Date
Class
Hands-On Activities
Interpreting Satellite Images
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. What is the weather in your city or town today?
2. What does the satellite image in today’s newspaper show for your city or town?
Satellite images show clouds and weather systems across a large region. In
this lab, you’ll learn to interpret weather from a satellite image.
Real-World Question
Procedure
What can you learn about the weather from
satellite images?
1. Examine the satellite image in your textbook. Identify the color that represents
clouds. What color is ocean water? Where
is the United States in this image? Where is
your state?
2. Describe which regions in the United States
have clear skies. Which regions have cloud
cover? How do you know?
3. Locate your town or city on the satellite
image. What can you infer about the
weather conditions at your location when
this satellite image was made?
Materials
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
satellite image in your textbook
Goals
■
■
■
Interpret a satellite image.
Predict future weather from the image.
Explain the advantages of satellite
technology for weather forecasting.
The Atmosphere in Motion
5
Name
Date
Class
(continued)
Draw your state from the satellite image in the space below.
Conclude and Apply
1. Identify A tropical storm, named Bill, can be seen in this satellite image. Where is tropical
storm Bill located? Which regions of the United States might be affected by this storm if it is
moving toward the north? Will tropical storm watches and warnings be issued?
2. Locate A stationary front is causing some precipitation in the Midwest. Locate the stationary
front on this map. How do you know its position? List some states that are receiving rainfall
from this front. Which regions might receive rainfall tomorrow if the front is moving slowly
toward the south?
3. Observe Find a region of low pressure in Canada. What shape can you see in the pattern of
clouds?
4. Explain why satellite images are helpful for weather forecasters. What could you learn from the
satellite image in today’s newspaper?
6 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
Design Your Own
Hands-On Activities
Creating Your Own Weather Station
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. What types of weather instruments will you be constructing in this lab?
2. What already assembled weather instruments will you be placing in your weather station?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The weather can be very unpredictable. Being able to forecast severe weather
such as thunderstorms, tornadoes, and flash floods can save property or lives.
Weather stations use instruments to help predict weather patterns. Simple
instruments that can be found in a weather station include thermometers for
measuring temperature, barometers for observing changes in air pressure,
anemometers for measuring wind speed, and rain gauges for measuring
precipitation.
Real-World Question
Possible Materials
How can you use weather instruments and
design your own weather station to monitor
and predict weather conditions?
peanut butter jar
olive jar
permanent marker
metric ruler
meterstick
confetti
*shredded tissue paper
wind vane
anemometer
compass
coffee can
barometer
thermometer
Form a Hypothesis
Based on your reading in the text and your
own experiences with the weather, form a
hypothesis about how accurately you could
predict future weather conditions using the
weather instruments in your weather station.
Goals
■
■
■
Use weather instruments for measuring air
pressure, wind data, temperature, and precipitation.
Design a weather station using your weather
instruments.
Evaluate current weather conditions and
predict future conditions using your weather
station.
*Alternate materials
Safety Precautions
The Atmosphere in Motion
7
Name
Date
Class
(continued)
Make a Plan
1. Decide on the materials you will need to construct a rain gauge. A wide mouth jar is best for
rain, and a small, tall jar is best for accurately measuring the rain collected in the larger jar.
Decide how you will mark your jars to measure centimeters of rainfall.
2. To measure wind speed you can use an anemometer or you can make a wind-speed scale.
Lightweight materials can be dropped from a specific height, and the distance the wind carries
them can be measured with a meterstick. A compass can be used to determine wind direction.
A wind vane also can be used to determine wind direction.
3. Decide where you will place your thermometer. Avoid placing it in direct sunlight.
4. Decide where you will place your barometer.
5. Prepare a data table in your Science Journal or on a computer to record your observations.
6. Describe how you will use your weather instruments to evaluate current weather conditions
and predict future conditions.
Follow Your Plan
1. Ask your teacher to examine your plans and your data table before you start.
2. Assemble your weather instruments.
3. Use the weather instruments to monitor weather conditions for several days and to predict
future weather conditions.
4. Record your weather data.
Analyze Your Data
1. Compare your weather data with those given on the nightly news or in the newspaper.
2. How well did your weather equipment measure current weather conditions?
3. How accurate were your weather predictions?
4. Compare your barometer readings with the dates it rained in your area. What can you conclude?
Conclude and Apply
1. Determine Did the results of your experiment support your hypothesis?
2. Identify ways your weather instruments could be improved for greater accuracy.
3. Predict how accurate your weather predictions would be if you used your instruments for a year.
8 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Test Your Hypothesis
Date
1
Laboratory
Activity
Class
Measuring Air Pressure
Since air has mass, it is subject to the pull of Earth’s gravity. Although air is constantly pushing
down on Earth’s surface, the amount of air pressure can change from day to day. A barometer
makes it possible to predict the weather by showing changes in air pressure. A rise in air pressure
usually indicates fair weather, while a decrease in air pressure usually indicates stormy weather. An
aneroid barometer consists of a container with a metal needle that bends down when air pressure
is low and bends upward when air pressure is high.
Strategy
You will construct a simple aneroid barometer for measuring air pressure.
You will measure air pressure for five days using a simple aneroid barometer and another
non-mercury barometer.
Materials
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
large round balloon
small jar
petroleum jelly
rubber band
scissors
drinking straw
tape
piece of cardboard
thermometer
non-mercury barometer
Procedure
1. Cut a circle from the balloon larger than
the mouth of the jar.
2. Use your finger to spread a thin coating of
petroleum jelly around the outside mouth
of the jar.
3. Stretch the balloon circle over the mouth
of the jar and secure it with a rubber band.
4. Use the scissors to cut a point on the end
of the straw. Place straw across the balloon
and tape the uncut end to the center of the
balloon.
5. Place the jar next to a wall and away from
any direct source of heat.
6. Draw a horizontal line across the middle of
the cardboard. This will mark the position
of the straw point. Above the line write
High. Below the line write Low.
7. Tape the cardboard to the wall behind the
jar. Position the straw so that the pointed
end falls along the horizontal line drawn on
the cardboard. Your barometer is complete.
8. Read your barometer three times a day, at
the same time each day, for five days.
Observe the movements of the pointer. At
the same time, note the air temperature,
the barometer reading from the other
barometer, and the weather conditions.
Record your data in the table in the Data
and Observations section.
The Atmosphere in Motion
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
Air pressure
Day
Aneroid
Non-Mercury Temperature
Weather
1. a.
b.
c.
2. a.
b.
c.
3. a.
b.
c.
4. a.
b.
c.
5. a.
b.
c.
Questions and Conclusions
1. Describe how the aneroid barometer works.
2. Describe any relationship you see between your barometric data and the weather.
10 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
Name
Date
Class
3. How did your results from the two different barometers compare? Was one more accurate than
the other?
Strategy Check
Can you construct a simple aneroid barometer for measuring air pressure?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Can you measure air pressure for five days using a simple aneroid barometer and another
non-mercury barometer?
The Atmosphere in Motion
11
Hands-On Activities
Laboratory Activity 1 (continued)
Name
Date
Hurricanes
Laboratory
Activity
Hands-On Activities
2
Class
Hurricanes are classified according to the Saffir-Simpson Scale, which categorizes the storms
from one to five depending on sustained wind speed, height of storm surge, and extent of
damage. Some of the specifics for each hurricane category are listed in Table 1.
Table 1
Saffir-Simpson Hurricane Scale
Wind speed
(km/h)
Effects
One
119–153
No real damage
Two
154–177
Some roof and window damage
Three
178–209
Some structural damage to small
residences; mobile homes destroyed
Four
210–249
Extensive building failures
Five
greater than 249
Complete roof failure on buildings;
some complete building failures
Category
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The National Weather Service issues a hurricane watch when there is a threat of hurricane
conditions within 24 to 36 hours. They issue a hurricane warning if hurricane conditions are
expected within 24 hours.
Strategy
Part B—Hurricane Tracking
You will determine the Saffir-Simpson category
of several past hurricanes.
You will plot the path of a hurricane.
You will determine the intensity of a storm and
decide whether to issue a hurricane warning.
1. Use the data in Table 2 to plot the course of
a hurricane. Start by plotting the storm’s
location on Day 1 on the Hurricane Tracking Chart in Figure 1. Mark the hurricane’s
location with a dot, and label it as Day 1.
2. Considering only wind speed, classify the
storm as a tropical storm or a hurricane.
If the wind speed is less than 119 km/h,
consider it a tropical storm. If the wind
speed is 119 km/h or more, use the SaffirSimpson Scale to decide what category
describes the hurricane on this day. Write
your observations in Table 2.
3. Plot the storm’s location at Day 2, label the
dot, and connect the two dots with a
straight line. Classify the storm as
described in step 2.
Materials
pencil
Procedure
Part A—Historical Hurricanes
1. Familiarize yourself with the classifications
of hurricanes according to the SaffirSimpson Scale in Table 1.
2. Read about some major hurricanes of the
past, which are described in the Data and
Observations section.
3. Use the Saffir-Simpson Scale to classify
each of the historical hurricanes described
in the Data and Observations section.
Write the category number in the space
provided next to each description.
The Atmosphere in Motion
13
Name
Date
Class
Laboratory Activity 2 (continued)
Day 2. If yes, what areas would you warn?
Write your observations in Table 2.
5. Repeat steps 3 and 4 for the storm’s
duration.
Questions and Conclusions
1. Which of the storms described in Part A were category five hurricanes?
2. What information did you use to classify each of the storms?
3. Describe the conditions that led you to issue a hurricane warning.
4. Did the center of the storm pass over the areas to which you decided to issue warnings?
5. When did the hurricane tracked in Part B reach the status of a category three hurricane? (Hint:
The data presented in Table 3 shows one measurement for each day of the storm.)
6. Did the hurricane that you tracked in Part B show characteristics of every category described
by the Saffir-Simpson scale?
Strategy Check
Can you determine the category of several past hurricanes using descriptions of the
hurricanes and the Saffir-Simpson Scale?
Can you plot the path of a hurricane on a Hurricane Tracking Chart?
Can you try to predict whether a hurricane will hit land within 24 hours?
14 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
4. Consider that you are a forecaster with the
National Weather Service. You must issue a
hurricane warning to any land 24 hours
before the center of a hurricane passes over
it. Decide if you should issue a warning on
Name
Date
Class
Hands-On Activities
Laboratory Activity 2 (continued)
Data and Observations
1. ____
Hurricane Fran moved into North Carolina’s southern coast in September 1996.
Total damages from the hurricane exceeded $5 billion. Hurricane Fran had
sustained winds of approximately 184 km/h and gusts as high as 200 km/h.
2. ____
The Halloween Storm of 1991 has been called the “perfect storm.” It packed
sustained winds of 120 km/h.
3. ____
Hurricane Bertha pounded the southeast coastline as well as the Bahamas in
July 1996. The storm had winds peaking at 184 km/h.
4. ____
When Hurricane Andrew slammed southern Florida in August 1992, it was the
most costly natural disaster in United States history, with about $26 billion in
damage. The storm killed 26 people and destroyed more than 25,000 homes.
5. ____
Hurricane Celia hit Texas in August 1970, causing $1.6 billion in damage. The
storm was characterized by very high winds that damaged an airport and
destroyed a nearby mobile home park.
6. ____
Hurricane Camille, which hit the Gulf Coast and then swerved east toward the
Carolinas in August 1969, was the fifth most costly disaster in United States
history with damages of $5.2 billion. Camille caused the death of 250 people. Its
sustained wind speeds reached 320 km/h.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Table 2
Day
Latitude
(˚N)
Longitude
(˚W)
Wind speed
(km/h)
1
15
47
56
2
17
53
80
3
18
57
112
4
21
60
144
5
23
64
160
6
23
69
232
7
25
74
216
8
27
78
216
9
32
79
168
10
41
74
96
11
45
67
72
12
48
56
64
Type of storm
Issue warning? Where?
The Atmosphere in Motion
15
16 The Atmosphere in Motion
90⬚
85⬚
80⬚
75⬚
70⬚
COLOMBIA
65⬚
VENEZUELA
60⬚
55⬚
DOMINICAN REPUBLIC
PUERTO RICO
VIRGIN ISLANDS
HAITI
BAHAMA ISLANDS
JAMAICA
PANAMA
NICARAGUA
BELIZE
HONDURAS
CUBA
Miami
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
95⬚
EL SALVADOR
Savannah
Jacksonville
Tampa
Cape Canaveral
Key West
New Orleans
GUATEMALA
Corpus Christi
Mobile
Cape Hatteras
Charleston
Norfolk
Boston
New York
Atlantic City
Washington D.C.
Portland
50⬚
45⬚
10⬚
15⬚
20⬚
25⬚
30⬚
35⬚
40⬚
45⬚
Date
100⬚
MEXICO
UNITED STATES
OF AMERICA
CANADA
NOVA SCOTIA
50⬚
Hands-On Activities
Hurricane Tracking Chart
Name
Class
Laboratory Activity 2 (continued)
Figure 1
Name
Date
Class
Hands-On Activities
The Atmosphere in Motion
Directions: Use this page to label your Foldable at the beginning of the chapter.
Know
Want
Learned
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
– – ––
The Atmosphere in Motion
17
Meeting Individual Needs
Meeting Individual
Needs
18 The Atmosphere in Motion
Name
Date
Directed Reading for
Content Mastery
Class
Overview
The Atmosphere in Motion
Directions: Complete the concept map using the terms in the list below.
wind direction
cloud cover
wind speed
air pressure
Air molecule
speed
Dew point and
humidity
determines
determines
determine
1.
2.
3.
which influences
Meeting Individual Needs
Air density
which influences
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
humidity
temperature
which influences
atmospheric
conditions
which influences
which influences
which influences
4.
5.
6.
determines
determines
determine
Water vapor
The Coriolis
effect
Temperature and
air pressure
The Atmosphere in Motion
19
Name
Date
Directed Reading for
Content Mastery
Section 1
Section 2
■
■
Class
The Atmosphere
Earth’s Weather
Directions: Match the definitions in Column I with the terms in Column II by writing the correct letter in the
spaces provided.
Column I
Column II
1. the most abundant gas in the atmosphere
a. oxygen
2. the force that prevents Earth’s atmosphere from
moving into outer space
b. nitrogen
4. the atmospheric layer that contains the most ozone
d. gravity
5. the atmospheric layer that contains the ionosphere
e. ice caps
and glaciers
6. the location of 2.05% of Earth’s water
f. thermosphere
Directions: Choose the correct term from the list below and write it in the space by its description.
conduction
evaporation
convection
condensation
precipitation
7. liquid water becomes water vapor
8. water vapor becomes liquid water
9. drops of water or ice crystals become too large to stay
suspended in clouds
10. molecules collide and transfer energy
11. warm air rises and cool air sinks
Directions: Use the following terms to complete the sentences below.
prevailing westerlies
trade winds
jet streams
polar easterlies
12. Mild winds blowing toward the west are called ________________________.
13. Cold winds blowing toward the west are called ________________________.
14. Winds blowing toward the east are called ________________________.
15. High altitude rivers of air are called ________________________.
20 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
3. the second most abundant gas in the atmosphere
c. stratosphere
Name
Date
Directed Reading for
Content Mastery
Section 3
Class
Air Masses
and Fronts
■
Directions: Write the following terms that describe the illustrations below in the numbered spaces provided.
warm front
cold front
stationary front
B
Cold air mass
Warm air mass
Cold air mass
Warm air mass
2.
1.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
A
occluded front
C
Warm air mass
D
Warm air mass
Cold air mass
Cold air mass
3.
Cool air mass
4.
The Atmosphere in Motion
21
Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
The Atmosphere in Motion
Directions: Match the descriptions in Column I with the terms in Column II. Write the correct term in the blank
at the left.
Column II
Meeting Individual Needs
1. the boundary where air masses of
different temperatures meet
tornado
2. the current condition of the
atmosphere
temperature
3. a large body of air that develops
over a particular region
4. tiny solids and liquids in the
atmosphere
5. the temperature at which
condensation can occur
22 The Atmosphere in Motion
dew point
humidity
weather
convection
6. the atmosphere layer closest to
Earth
relative humidity
7. the never-ending process followed
by Earth’s water
front
8. all the layers of gas that surround
Earth
troposphere
9. the amount of water vapor in the
atmosphere
aerosols
10. measures how fast air molecules
are moving
air mass
11. drops of water or ice crystals too
large to be suspended in a cloud
atmosphere
12. process of warm air rising and
cool air sinking
precipitation
13. measure of amount of water vapor
present in the atmosphere compared
to the amount that could be held at
a specific temperature
water cycle
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Column I
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
La atmósfera en movimiento
Instrucciones: Completa el mapa de conceptos con los siguientes términos.
La densidad
del aire
La rapidez
de las moléculas
del aire
El punto de
rocío y la
humedad
determina
determina
determina
1.
2.
3.
lo cual influye sobre
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
humedad
presión atmosférica
temperatura
lo cual influye sobre
Satisface las necesidades individuales
dirección del viento
cobertura de nubes
rapidez del viento
lo cual influye sobre
las condiciones
atmosféricas
lo cual influye sobre
lo cual influye sobre
lo cual influye sobre
4.
5.
6.
determina
determina
determina
El vapor de agua
El efecto
Coriolis
La temperatura y
presión del aire
La atmósfera en movimiento
23
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Sección 1
Sección 2
Clase
■
■
La atmósfera
El tiempo
de la Tierra
Instrucciones: Relaciona las definiciones de Columna I con los términos de la Columna II escribiendo la letra
correcta en los espacios dados.
Columna II
Satisface las necesidades individuales
1. el gas más abundante en la atmósfera
a. oxígeno
2. la fuerza que evita que la atmósfera de la Tierra
escape al espacio
b. nitrógeno
3. el segundo gas más abundante en la atmósfera
d. gravedad
4. la capa atmosférica que contiene la mayor cantidad
de ozono
e. casquetes
polares y
glaciares
f. termosfera
5. la capa atmosférica que contiene a la ionosfera
6. la ubicación del 2.05% del agua de la Tierra
c. estratosfera
Instrucciones: Escribe el término correcto de la siguiente lista al lado de su descripción.
conducción
evaporación
convección
condensación
precipitación
7. el agua líquida se vuelve vapor de agua
8. el vapor de agua se vuelve agua líquida
9. las gotas de agua o cristales de hielo se vuelven
demasiado grandes para quedarse suspendidos en las
nubes
10. moléculas que chocan y transfieren energía
11. el aire caliente sube y el aire frío se hunde
Instrucciones: Usa los siguientes términos para completar las oraciones.
vientos prevalentes del oeste
vientos alisios corrientes de chorro vientos polares del este
12. Los vientos templados que soplan hacia el oeste se llaman ________________.
13. Los vientos fríos que soplan hacia el oeste se llaman _____________________.
14. Los vientos que soplan hacia el este se llaman ________________________.
15. Los ríos de aire a gran altura se llaman ________________________.
24 La atmósfera en movimiento
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Columna I
Nombre
Fecha
Lectura dirigida para
Clase
Sección 3
Dominio del contenido
■
Masas y frentes
de aire
Instrucciones: Escribe en los espacios numerados los términos que describen las ilustraciones.
frente cálido
frente frío
frente estacionario
frente obstruido
B
Masa de aire frío
Masa de aire cálido
Masa de aire frío
Masa de aire cálido
2.
1.
C
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
A
Masa de aire cálido
D
Masa de aire cálido
Masa de aire frío
Masa de aire frío
3.
Masa de aire fresco
4.
La atmósfera en movimiento
25
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Términos claves
La atmósfera en movimiento
Instrucciones: Relaciona las descripciones en la Columna I con los términos en la Columna II. Escribe el término
correcto en el espacio a la izquierda.
Columna II
Satisface las necesidades individuales
1. el límite donde se encuentran masas
de aire de diferentes temperaturas
2. las condiciones actuales de la
atmósfera
3. un gran cuerpo de aire que se desarrolla
en una región particular
4. sólidos y líquidos diminutos en la
atmósfera
5. la temperatura a la cual puede ocurrir
la condensación
6. la capa de la atmósfera más cercana a
la Tierra
7. el proceso sin fin que sigue el agua de
la Tierra
8. todas las capas de gas que rodean
la Tierra
9. la cantidad de vapor de agua en
la atmósfera
10. mide cuán rápido se mueven las
moléculas de aire
11. gotas de agua o cristales de hielo
demasiado grandes para permanecer
suspendidos en una nube
12. proceso de aire cálido elevándose y aire
frío hundiéndose
13. mide la cantidad de vapor de agua
presente en la atmósfera en
comparación con la cantidad que
podría contenerse a una temperatura
específica
26 La atmósfera en movimiento
tornado
temperatura
punto de rocío
humedad
tiempo
convección
humedad relativa
frente
troposfera
aerosoles
masas de aire
atmósfera
precipitación
ciclo de agua
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Columna I
Name
Date
1
Reinforcement
Class
The Atmosphere
Directions: Use the clues below to complete the crossword puzzle.
1
2
3
4
6
Meeting Individual Needs
5
7
8
9
10
11
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
12
Across
13
Down
3. Atmospheric layer closest to Earth
1. Layer of gases surrounding Earth
6. Contains most of the ozone
2. Electrically charged particle in the
ionosphere
8. Ice is this state of water
10. Tiny solids and liquid droplets in the
atmosphere
12. A solid aerosol
13. ______ carries tiny soil particles into the
atmosphere
4. Liquid water becomes water vapor
5. Water’s never-ending process
7. State of water that is most common on
Earth’s surface
9. Air rises, cools to its dew point and
becomes saturated
11. Absorbs ultraviolet radiation
The Atmosphere in Motion
27
Name
2
Date
Reinforcement
Class
Earth’s Weather
Directions: Write the correct term in the spaces beside each definition. Unscramble the boxed letters to find the
answer to question 11.
1. current conditions of the atmosphere ___ ___ ___
___ ___ ___
___
___ ___ ___ ___ ___
3. the circular movement of warm
air rising and cool air sinking
___ ___ ___ ___ ___ ___
4. varying ______ causes wind
___ ___ ___
___ ___ ___
___ ___ ___ ___ ___ ___ ___
5. measure of water vapor in the air compared to the amount that could be held at a specific
temperature
___ ___ ___
___ ___ ___ ___
6. low clouds form at
less than 2,000 ______
___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___
7. ______ form when air rises,
cools to a dew point, and condenses
into small particles
___ ___ ___
___ ___
8. air deflection caused by Earth’s rotation
___ ___
___ ___ ___ ___ ___
9. giant rivers of air that
develop at high altitudes
___ ___ ___ ___ ___ ___
___
___
___ ___ ___
___ ___ ___
10. rain, sleet, snow, or hail
___ ___
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
11. a measure of how fast air
molecules are moving
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
Directions: Circle the term in parentheses that makes each statement correct.
12. When the Sun’s rays strike Earth’s surface, energy is (reflected/absorbed).
13. The process of warm rising and cool air sinking is called (pressure/convection).
28 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
2. air has weight due to ______
Name
Date
3
Reinforcement
Class
Air Masses and Fronts
Directions: Select the term from Column II that matches the weather conditions described in Column I.
1. a warm air mass advancing under a cold air mass
a. cold front
2. a cold air mass advancing under a warm air mass
b. warm front
3. sinking air, dry weather, few clouds
c. stationary front
4. sound produced due to rapid expansion and contraction of
heated air
d. air mass
5. a storm that can last weeks and has winds of at least 120 km/h
6. a large body of air that develops over a particular region
7. a fast-moving cold front overtakes a slower warmer front
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Column II
e. high pressure
f. low pressure
g. thunderstorms
8. air uplifts rapidly, causing electrical charges to form
h. tornadoes
9. rising air that cools, forming clouds and precipitation
i. hurricane
10. funnel clouds that last about 15 minutes
j. occluded front
11. lightning and thunder
k. thunder
12. a warm air mass and cold air mass meet but neither advances
l. lightning
Directions: Answer the following questions on the lines provided.
13. What instruments are used for monitoring weather?
14. In what types of weather should you be cautious?
15. How does the National Weather Service alert the public to dangerous weather?
The Atmosphere in Motion
29
Meeting Individual Needs
Column I
Name
Enrichment
Class
Auroras
Ghost-like lights that seem to come up from
the ground and waiver in the night sky. Years
ago many tales were told to explain the strange
lights that appeared above the polar regions.
Some thought they were spirits, others thought
they pointed the way to giants hunting and
fishing.
Meeting Individual Needs
Now We Know
We now know them as the aurora borealis,
or northern lights in the north and the aurora
australis, or southern lights, in the south.
These shimmering lights are created in much
the same way neon lights are, an electrical
charge comes in contact with a gas.
The Magnetosphere and Auroras
Solar winds blow the particles from solar
flares around the planets and eventually come
in contact with Earth’s atmosphere, creating an
aurora. Earth is protected from these electrically charged winds when they are forced to
move around Earth and are deflected toward
the poles by the magnetosphere, Earth’s magnetic field.
Above Earth’s northern and southern poles
the magnetosphere curves toward Earth, like a
funnel. Here some of the solar winds mix with,
and become part of, the atmosphere. As these
electrically charged currents enter the atmosphere they collide with the atmospheric gasses
oxygen and nitrogen, and create the auroras. If
the Sun is very active and creates more winds,
more charged wind particles will come in contact with the atmosphere. This will create larger
auroras that will be visible from farther away in
either direction.
The Colors of Light
Each gas, at different levels in the
atmosphere, will create different colors of
light. From 97 km to 241 km nitrogen creates
blue and red auroral lights and oxygen creates
a green light. Above 241 km oxygen creates a
rare all-red light. Often the lights will mix
creating purple, pink, and other color blends.
1. What protects Earth from solar winds?
2. Why do auroras appear only at the northern and southern poles? How might they be seen in
another place?
3. What creates the light of the auroras?
4. What causes the auroras to be different colors?
30 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1
Date
Name
Enrichment
Health Effects of Weather
Looking at the sky or listening to a news
report can tell you about changing weather in
the atmosphere. But the effects of weather are
noticeable on a much more personal level as
well. Recent studies show a strong connection
between weather conditions and physical
reactions in people.
Bioclimatology
The field of study that examines the effects
of weather on human health is called
bioclimatology, or biometeorology.
Given the physical changes in inanimate
matter as the temperature, air pressure, wind
velocity, and humidity rise and fall, it’s not surprising that human beings are likewise affected.
These factors can affect respiratory conditions,
allergy symptoms, levels of pain, brain
functioning, mood changes, and other effects.
Key Weather Factors
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Class
Some of the most noticeable effects of
weather on human health are those created by
weather conditions that affect air quality. When
air becomes stagnant due to light winds, pressure inversions, fog, or a combination of factors,
airborne pollutants can become trapped near
Earth’s surface. These pollutants can trigger
episodes for people with lung ailments such as
emphysema or asthma. Rapidly falling temperatures and strong winds can cause bronchial
spasms. A recent study in Australia has shown
that the airflow patterns preceding thunderstorms can cause asthma attacks. These winds—
called outflows—are downdrafts that contain a
high percentage of allergen particles.
The Weather and Pain
Temperature, humidity, and air pressure
can trigger painful episodes for arthritis and
migraine sufferers as well. Damp and chilly
weather, rising humidity, falling pressure, and
gusty winds aggravate joint pain by causing
the joints to swell. In addition, researchers in
Canada have found a correlation between
strong winds, called Chinook winds, and
migraines, although the researchers don’t
know exactly how the winds trigger the
migraines.
Brain Functioning and Moods
Temperature, humidity, and air pressure
also affect brain functioning and moods.
People tend to have better reaction times,
good levels of alertness, and positive moods
during times of relatively high pressure and
comfortable temperatures and humidity.
Some studies have shown that extreme conditions tend to negatively affect these qualities.
The amount of bright sunlight people are
exposed to can also affect their health and
moods. One psychological condition known
as Seasonal Affective Disorder (SAD) causes
sufferers to experience depression and
disturbances in sleep and concentration
during the short days of northern winters.
Some researchers believe the disorder is
caused by a lack of sunlight. Decreased
amounts of sunlight can also cause
deficiencies in the body’s production of
vitamin D.
For the next week, keep a journal that describes changes in physical comfort or moods that you
notice. Also record the time of day and weather conditions. If you wish, you may share your
findings with the class. As a group, the class might want to create a graphic to demonstrate if
climate conditions might have caused any of the changes.
The Atmosphere in Motion
31
Meeting Individual Needs
2
Date
Name
Enrichment
Class
Doppler Radar
Meeting Individual Needs
The principle behind Doppler radar,
originally discovered by scientist Christian
Doppler in 1892, uses a sound wave principle
to forecast weather. To forecast weather a
Doppler radar emits a radio wave from an
antenna. The radio wave is reflected back to
the antenna after it encounters rain, snow, or
hail. From 1957 until 1988, Dopplers were
able to determine only the velocity of a storm
cloud, but not what the precipitation was.
Now computers are enabling the Doppler to
do much more to predict bad weather, and
with that, to save more lives.
How Dopplers are Used
Using Doppler radar, a meteorologist can
determine the size, speed, and direction of a
storm. A picture is created by electronically
converting the reflected radio waves to show
the amount and location of the precipitation.
Precipitation and wind moving away from
the radar is reflected at a lower frequency.
Weather moving toward the radar is reflected
at a higher frequency. From this, the speed
and direction of a storm can be determined.
Dopplers can now track storms as well as
determine the most intense area within the
storm. They are also being used to study
tornadoes. Locating two mobile Dopplers at
right angles to a tornado enables a threedimensional picture of the tornado’s wind
patterns to be made.
Multi-colored Images
When you watch a weather report on
television, Doppler radar displays are multicolored. Each color represents a different level
of reflectivity of the waves. The rainfall from
drizzle to turbulent storms is shown in
different colors on a television weather report.
This enables the viewer to easily understand
what kind of weather to expect.
1. How does the Doppler measure the size and location of a storm?
2. How does a Doppler determine which way a storm is traveling?
3. Why would a multi-colored view of weather be more effective at predicting storms than a
single-colored view?
4. Can you think of another type of storm that could be analyzed using the mobile Doppler
radar system?
32 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
The Atmosphere in Motion
The Atmosphere
A. ____________________—a layer of gases surrounding Earth
B. The atmosphere is composed of a mixture of gases, water and other liquids, and microscopic particles of solids.
1. Many _______________ are in the atmosphere.
Meeting Individual Needs
a. __________________ makes up 78%.
b. ________________ makes up 21%.
c. _____________________ is responsible for clouds and precipitation.
d. ________________________ keeps Earth warm and is used by plants to make food.
2. __________________—solids such as dust, salt, pollen, and tiny acid droplets in the
atmosphere
C. The atmosphere is divided into ________________.
1. _____________________—from Earth’s surface to about 10 km
a. Contains most clouds and ________________
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
b. Most of the troposphere’s ___________________ is from Earth.
c. Temperature cools about 6.5 degrees Celsius per kilometer of ________________.
2. ______________________—from 10 km to 50 km above Earth’s surface, this layer contains
ozone that absorbs much of the Sun’s ultraviolet radiation.
3. _______________ layers include the mesosphere (from 50 km to 85 km above Earth’s
surface), thermosphere (from 85 km to 500 km above Earth’s surface), and the exosphere.
a. ____________________—coldest layer with little ozone
b. ______________________—warms as it filters out X-rays and gamma rays from the Sun
c. ___________________ contains few atoms and extends into space without a clear
boundary.
D. _______________—makes up about 70% of Earth’s surface
E. _____________________—water is in constant motion.
1. _____________ provides water cycle’s energy.
2. Water on the surface absorbs heat and ____________________, entering the atmosphere.
3. ______________________—water vapor changes back into liquid.
The Atmosphere in Motion
33
Name
Date
Class
Note-taking Worksheet (continued)
4. Clouds of water become heavy and water falls to Earth as _______________________.
5. The cycle _________________ itself continuously.
Section 2
Earth’s Weather
A. _________________— the atmosphere’s condition in terms of temperature, cloud cover, wind
speed and direction, humidity, and air pressure
1. _____________________—a measure of how fast air molecules are moving
b. Celsius and Fahrenheit thermometers measure air temperature.
2. Energy is _____________________ between fast-moving molecules and slower-moving
molecules.
a. ____________________—transfer of energy when molecules collide
b. ____________________ occurs when warm air rises and cool air sinks.
3. ______________________—air weight that varies over Earth’s surface
a. Warmer air is less dense and exerts ______________ pressure.
b. Cooler air is more dense and exerts ______________ pressure.
B. __________________—the amount of water vapor in the air
1. _____________________ affects how much moisture is in the air.
2. __________________—when the air is holding as much water vapor as it can
3. ___________________________—a measure of the amount of water vapor present
compared to the amount that could be held at a specific temperature
C. ________________—form when air rises, cools to its dew point, and becomes saturated
1. _____________ clouds—form at 2,000 m or less in altitude
a. _________________—puffy clouds formed when air currents rise and carry moisture
b. _________________—layered dull, gray sheets that can cover the entire sky
c. ______________________—low, dark, thick layers that hide the Sun
2. ________________ clouds—form between 2,000 m and 8,000 m in altitude
a. Most are _________________.
b. Names have _______________ prefix (altocumulus and altostratus)
c. Can produce light _______________________
34 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
a. When molecules are moving rapidly, temperature is ______________.
Name
Date
Class
Note-taking Worksheet (continued)
3. High and __________________ clouds
a. ________________—wispy, high-level clouds
b. ______________________—high, layered clouds that can cover the sky
c. ______________________—known as thunderstorm clouds; produce heavy precipitation
D. _______________________—falling water in the form of rain, freezing rain, sleet, snow, or hail
1. _________________________—deflected air moves to the right in the northern
hemisphere and to the left in the southern hemisphere
2. _______________________ include the trade winds near the equator, the prevailing
westerlies from about 30 degrees to 60 degrees latitude north and south of the equator, and
the polar easterlies near the poles.
3. _____________________—bands of strong winds near the top of the troposphere at the
northern and southern boundaries of the prevailing westerlies
Section 3
Air Masses and Fronts
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
A. __________________—large body of air that develops over a particular region; it acquires the
characteristics of the area over which it occurs
B. _______________—boundary between different air masses
1. ____________________—cold air mass pushes under a warm air mass and can cause a
narrow band of violent storms; temperatures drop
2. ____________________—warm air mass slides up over a cold air mass; widespread
precipitation develops
3. __________________________—warm air mass and cold air mass meet but neither
advances; cloudiness and precipitation result
4. ________________________—fast-moving cold front overtakes a slower-moving warm
front or vice versa; cloudy weather with precipitation
C. Centers of __________________
1. ______________ pressure—air sinks and spreads away from the high-pressure center;
moisture cannot rise and condense; usually dry with few clouds
2. _____________ pressure—air rises and cools forming clouds and precipitation
The Atmosphere in Motion
35
Meeting Individual Needs
E. ______________—air moving from one temperature or pressure area to another
Name
Date
Class
Note-taking Worksheet (continued)
D. ________________ weather—causes strong winds and heavy precipitation; can threaten
property or life
1. _______________________—develop from cumulonimbus clouds that form along cold
fronts; can have strong wind, dangerous hail, lightning and thunder
2. _________________—violent, whirling wind that moves in a narrow path over land
3. ___________________—large storm that begins as an area of low pressure over tropical
oceans; heat energy from moist air is converted to wind that can reach speeds of 250 km/h
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
4. The __________________________________ monitors weather and issues watches when
severe weather is a potential threat and warnings when severe weather is an actual threat.
36 The Atmosphere in Motion
Assessment
Assessment
38 The Atmosphere in Motion
Name
Date
Chapter
Review
Class
The Atmosphere in Motion
Part A. Vocabulary Review
Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in
the blank at the left.
Column I
Column II
1. current conditions of the atmosphere
a. conduction
2. transfer of energy when molecules collide
b. weather
3. boundary between air masses of different
temperatures
c. precipitation
4. process involving condensation and evaporation
d. atmosphere
5. water vapor in the air that is too large to stay
suspended in a cloud
e. dew point
f. aerosol
7. layer of gases surrounding Earth
g. front
8. layer of atmosphere that contains most of
the ozone
h. water cycle
9. air cools to this point and a cloud becomes
saturated
10. large storm with winds of at least 120 km/h
i. tornado
j. hurricane
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. funnel cloud
k. troposphere
11. formed from solids and tiny liquid droplets
12. layer of atmosphere closest to Earth’s surface
l. stratosphere
13. a measure of how fast air molecules are moving
m. thunder
14. the sound produced due to the rapid expansion
and contraction of heated air
n. temperature
Part B. Concept Review
1. Number these layers of the atmosphere in the correct order from Earth to space.
a. troposphere
b. thermosphere
c. exosphere
d. mesosphere
e. stratosphere
The Atmosphere in Motion
39
Name
Date
Class
Chapter Review (continued)
Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.
2. During evaporation, water (loses, gains, absorbs) energy.
3. When warm air rises and cool air sinks, it is called (conduction, convection, clouds).
4. (Low, High, Vertical) clouds extend through all layers.
5. Giant rivers of (water, air, ozone) develop at high altitudes and are called the jet stream.
6. When a warm air mass and a cold air mass meet but neither advances, it is a
(stationary, occluded, cold) front.
Directions: Answer the following questions using complete sentences.
7. Name the two most abundant gases in the atmosphere. What percentage of the total do they
account for? Name two important trace gases.
Assessment
9. What is a warm front? What is a cold front? What kinds of weather are associated with each?
10. Describe the water cycle.
40 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. Explain how aerosols are formed in Earth’s atmosphere.
Transparency Activities
Transparency
Activities
The Atmosphere in Motion
45
Name
1
Date
Section Focus
Transparency Activity
Class
A Really Big Lab
Transparency Activities
1. Name some parts of our environment you see in this picture from
Biosphere 2.
2. How could Biosphere 2 help scientists plan a space station?
46 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Below is Biosphere 2, a sealed complex that recreates many of
Earth’s different environments. Scientists are studying how various
factors affect ecosystems. One fact they’ve discovered is that
increased levels of carbon dioxide in the air can have a harmful
effect on coral reefs.
Name
2
Date
Section Focus
Transparency Activity
Class
Mountain Winds
1. When it’s cold, do winds usually make you feel warmer or colder?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
The chinook winds are warm winds that come down the eastern
side of the Rocky Mountains, mainly in winter. The arch you see
announces the arrival of the chinook winds. Many people are happy
to see this arch because it can mean a break from freezing winter
conditions.
2. What role might the warming effects of the chinook winds play in
the water cycle?
The Atmosphere in Motion
47
Name
3
Date
Section Focus
Transparency Activity
Class
Storm Watch
Transparency Activities
1. Describe the weather associated with a hurricane.
2. How do you think a Category Two storm compares to a Category
One storm?
3. What causes the winds of a hurricane to rotate?
48 The Atmosphere in Motion
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
How powerful are hurricanes? They are capable of generating
winds of 251 kph (156 mph)! Meteorologists use the Saffir-Simpson
scale to indicate hurricane strength. This scale rates hurricanes from
Category One through Category Five, based on increasing wind
speed. Winds from a Category One storm, Hurricane Lenny, produced
the effect below.
0⬚
5⬚
10⬚
15⬚
20⬚ 25⬚ 30⬚
Temperature ⬚C
35⬚
40⬚
45⬚
50⬚
Date
The Atmosphere in Motion
Transparency Activities
10
20
30
40
Teaching Transparency
Activity
50
60
70
80
90
2
Amount of water vapor in grams
per cubic meter of air
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name
Class
Water Vapor and
Temperature
49
Name
Teaching Transparency Activity
Date
Class
(continued)
1. If air is 40 degrees Celsius, how much water vapor can it hold?
2. If the water vapor is 39 g/m3 what is the temperature?
3. In general, what does this graph tell you about the relationship between temperature and water
vapor?
4. What is relative humidity?
5. What happens when air becomes saturated?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. What is the temperature called when condensation occurs?
50 The Atmosphere in Motion
Name
Date
Assessment
Transparency Activity
Class
The Atmosphere in Motion
Directions: Carefully review the table and answer the following questions.
Layers of the Atmosphere
Layer
Important characteristic
Troposphere
0–10 km
Contains most clouds
Stratosphere
10–50 km
Has ultraviolet radiation–
absorbing ozone
Mesosphere
50–85 km
Coldest layer
85–500 km
Hottest layer
Thermosphere
1. According to this table, what is the height of the mesosphere?
A 65 km
C 40 km
B 35 km
D 400 km
2. According to the table, in which layer does Earth’s atmosphere
absorb most of the Sun’s ultraviolet radiation?
F troposphere
G stratosphere
H mesosphere
J thermosphere
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Height
above Earth
3. According to this table, what is the most likely reason the
thermosphere is the hottest layer in the atmosphere?
A It generates its own heat.
B It is where clouds reside.
C It has radiation-absorbing ozone.
D It is closest to the Sun.
The Atmosphere in Motion
51