Transcript atmosphere_ppt_1x - Cabarrus County Schools

Warm up
• Notebooks: Label the next page unit 3.
• Paste, staple, or tape in your new vocabulary
list.
• Using your new vocab words, complete the warm
up.
• When you finish-you have 10 minutes to finish your
test. If you don’t finish, you will need to finish it
during power/homework.
Honors warm up
• Snowball fight instructions
• 1. Put your name on your warm up and answer the first 3
questions using your new vocabulary
• 2. Paste your new vocab in your notebook
• 3. crumple your warm up into a ball.
• 4. When the music starts you may throw your paper around the
room. Do not destroy property or aim for heads/faces
• 5. When the music stops, find a snowball, open it, put your name
on it and answer the next 3 questions.
• 6. We will do this 3 times, so last time you will answer the
remaining questions
Notebooks
• I will check notebooks as follows:
• 2nd period=collected Friday and returned Monday-if
you are missing items make your list today.
• 3rd period=collected Monday and returned Tuesday
• 4th period=collected Tuesday and returned
wednesday
Progress reports go home Oct 3
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Turn in missing work before that date!!!!
You already have a pre-progress report.
Refer to that if you don’t know what you are missing
Honors=I will have to enter zeros for missing items
Sunday night.
Good things!!!!
Atmosphere Unit
Goal: You will
understand the structure
of and processes within
our atmosphere
Atmosphere standard 1
• EEn.2.5.1 Summarize information from charts and
graphs regarding layers of the atmosphere,
temperature, chemical composition, and interaction
with radiant energy.
• Question: What do you think our atmosphere is
made out of ?
How our atmosphere evolved
I. The early atmosphere did not support life. It contained deadly
gases such as Methane and Ammonia. There was very little
Oxygen.
II. Over time, gases were added to the atmosphere by volcanic
eruptions, and as a result of chemical reactions due to
sunlight.
How many atmospheres have we
had?
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Earth Formed around 5 billion years ago
•
Atmosphere 1= Hydrogen and Helium
•
Lost to space because Earth’s gravity cannot hold these light elements, especially when they are heated by the
sun
•
Atmosphere 2=Volcanic outgassing, meteors and comets create early atmosphere of methane, ammonia, water
vapor
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Earth moon impact creates a global magma ocean and also blows away the atmosphere. Other hypothesis
suggest that millions of smaller meteors hitting earth may have destroyed and then replaced earth’s
atmosphere as well.
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Atmosphere 3= Caused by volcanic outgassing mostly methane, and ammonia-very toxic!) and water vapor.
Sunlight caused chemical reactions with these gases and new materials formed-nitrogen, hydrogen, and
carbon dioxide.
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The methane and ammonia broke down but not water vapor also in the atmosphere.
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Meteors brought amino acids and other building blocks of life, comets, meteors, and asteroids bring water to
earth’s surface
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Water vapor from degassing condenses in atmosphere and it rains possibly for a million years.
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Amino acids and other building blocks of life from comets/meteors form earth life form: blue green algae.
Blue green algae built algal mats called stromatolites which created the oxygen we breathe today.
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Oxygen created by the algae first oxygenated the ocean and created iron rich deposits and later entered the
atmosphere
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Some of the oxygen rose into the stratosphere where sunlight reacted with the oxygen to create ozone. The
Video strategy
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https://www.youtube.com/watch?v=X5oR-IaPY_I
In your notebook:
A
E
I
O
U
How our atmosphere evolved cont.
III. The OZONE LAYER formed as a result of chemical
reactions. Ozone is made of three oxygen atoms bonded
together. It blocks out ultraviolet radiation from the sun.
IV. The formation of the ozone layer allowed MICROORGANISMS such as Blue-Green Algae to appear on
earth. They take in carbon dioxide and release oxygen, so
the amount of OXYGEN in the atmosphere steadily
increased.
How our atmosphere evolved continued…
V. Stromatolites were some of the early organisms that
used Photosynthesis to convert CO2 into Oxygen. They still
exist today and have survived 5 mass extinctions!
2nd/3rd In your notebook title: What
is the composition of our current
atmosphere?
Nitrogen: 78%
Oxygen: 21%
Other gases including:
Argon: 0.9%
Carbon dioxide: 0.037%
Water vapor
Honors: pie graph worksheet- in
notebook
Today’s atmosphere
Practice quiz questions
• Which gas makes up the
• Which of the following is
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largest component of the
Earth’s atmosphere?
A argon (Ar)
NOT an important minor
gas in the atmosphere?
B oxygen (O2)
(a) water vapor
carbon dioxide
C nitrogen (N2)
(c) neon
D carbon dioxide (CO2)
(d) argon
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(b)
Layers of the Atmosphere
Warm up
• Quizlet live
Honors IDEA Universe project
• Directions: Prepare your project for viewing at your table
• On a sheet of paper write IDEA at the top. For each project pick one of
the following ratings. Write the name of the group (group number) after
your rating.
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I (interesting)– write about something interesting
D (different) – write about something different
E (exciting) – write about something exciting
A (advanced) – write about something advanced
• You may begin when the music starts
Basis for Layers
•Layers are based on
TEMPERATURE
CHANGE within
the layer.
Troposphere
Stratosphere
This layer
extends from
________ to
_________.
This layer extends This layer
This layer extends
from _______ to extends from
from __________
________.
____________ to ____________.
_ to
____________
_
______ cruise
All ____________ near the bottom
occurs in this
of this layer.
layer.
Air pressure is
__________ in
this layer.
This layer
contains
_________% of
Earth’s
_________
The __________
layer occurs here.
Mesosphere
Thermosphere
__________
Shimmering
burn up in this curtains of light
layer.
called
_______________
occur here.
Exosphere
This layer
extends from
___________
_ to
___________
_.
Many
___________
_ orbit in this
layer.
This is the
This is the
Air pressure
____________ _______________ is
layer.
layer.
___________
in this layer.
______________ Hard to
The ___________ Sometimes
_ balloons fly in
__________. __________ orbits considered
this layer.
Planes don’t fly in this layer.
part of
__________
___________
enough and
___________
Closure
• Create a compliment for someone you worked with
today.
• Turn the compliment in to Mrs. Chapel
Warm up
• Multiple choice and T/F quizlet warm up
• Troposphere:
surface warms troposphere
so it gets colder
Why Earth’s
the temperature
differences?
farther from the surface
• Stratosphere: Ozone reaction creates heat, and because the ozone layer
is near the top the stratosphere gets hotter as you go up
• Mesosphere: very little ozone, but there is CO2 which rises and
absorbs heat. Mesosphere gets colder with altitude.
• Thermosphere: it is molecular oxygen (O2) that causes the
temperature increase. The oxygen absorbs light from the Sun,
and since there is very little air in the thermosphere, just a little
absorption can go a long way!
•
Characteristics of layers
• Troposphere: Contains Convection Currents created by the sun’s
heat which cause most of our weather
• Stratosphere: Contains the Ozone Layer.
• prevents some ultraviolet radiation UV light from reaching Earth’s surface, also
where airplanes fly.
• Mesosphere: Meteors burn up when they hit this layer. Coldest
layer
• Thermosphere: Divided into Ionosphere and Exosphere. Satellites
& Radio waves travel in this layer. This is the hottest layer.
Ozone Layer
• Ozone in the Earth's stratosphere is created by
ultraviolet light striking
ordinary oxygen molecules containing two
oxygen atoms (O2), splitting them into individual
oxygen atoms (atomic oxygen); the atomic oxygen
then combines with unbroken O2 to create ozone,
O3.
Thermosphere has 2 parts:
• Ionosphere: Lower Thermosphere. Contains electrically charged
particles due to absorption of ultraviolet radiation and X-rays that are
given off by the sun. Aurora Borealis can be seen in this layer.
Radio waves travel easily in this layer.
• Exosphere: Upper thermosphere. Air is extremely thin. Satellites
travel here because there is very little friction with air.
Aurora Borealis 
A glow in the night sky
produced in the upper atmosphere by ionized
particles from the solar wind interacting with
Earth’s magnetic field.
Video Aurora
• https://www.youtube.com/watch?v=KAIyVZoXv9M
ISS
• https://www.youtube.com/watch?v=5HjD6vKK3H0
Wisconsin
• http://video.nationalgeographic.com/video/short-filmshowcase/brilliant-time-lapse-of-alaskas-northern-lights
alaska
Analyze this!!!!
Closure: Practice test questions
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The layer of the atmosphere that
contains most of the water vapor
and weather is
(a) the thermosphere
(b) the mesosphere
(c) the stratosphere
(d) the troposphere
Temperature in the troposphere
decreases with height because
(a) the troposphere is warmed by the
land and water at the Earth’s surface
(b) infrared light is absorbed by the
water vapor in the stratosphere
(c) the troposphere is warmed by the
overlying stratosphere
(d) ultraviolet light is absorbed by the
ozone layer in the stratosphere
Warm up
• Quizziz on atmosphere
Good Things
Daily weather report
• http://www.wsoctv.com/weather
• Which layer of the
atmosphere has weather?
• In which layer of the
atmosphere do meteors burn
up?
• In which layer of the
atmosphere does the ozone
layer occur?
• Which layers get hotter with
altitude?
• Which layers get colder with
altitude?
Review
Review-continued
• What are the layers of the
atmosphere from bottom to top?
• What is the composition of our
current atmosphere?
• What are the minor gases in our
atmosphere?
Closure Questions from Friday
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The layer of the atmosphere that
contains most of the water vapor
and weather is
(a) the thermosphere
(b) the mesosphere
(c) the stratosphere
(d) the troposphere
Temperature in the troposphere
decreases with height because
(a) the troposphere is warmed by the
land and water at the Earth’s surface
(b) infrared light is absorbed by the
water vapor in the stratosphere
(c) the troposphere is warmed by the
overlying stratosphere
(d) ultraviolet light is absorbed by the
ozone layer in the stratosphere
Honors Graphing activity
• Remember no horseplay during activities
• You will work with a partner for this activity.
• When the music begins, you may find a partner for
this activity-you choose.
• Obtain a packet once you have your partner.
• Put both names on the top of the sheet.
3rd atmosphere poster
• No horseplay during lab-points will be lost!!!
• Choose your group roles: Leader/timekeeper, materials
manager/affirmer, reader, and scribe. All members will draw
and create the poster. Write roles at the top of your paper.
• When the music begins you may obtain materials. Materials
need to be checked out by the materials manager. Any
damage/abuse of materials will result in the whole group losing
points
• You must remain with your group and not roam the room
during this activity
2nd period graphing activity
Each person will graph the atmosphere and answer the
questions
You may work QUIETLY with your group on the activityPlease do not be louder than the music.
You are expected to remain in your seat during this activity
You may use computers if you need to look anything up.
Closure
• 1. The layer of the atmosphere with the highest air
pressure is_____________?
• 2. ______(low/high) pressure is associated with
good weather.
• 3. _______(low/high) pressure is associated with
lousy weather.
Warm up: pop quiz
• Answer the riddles that are at your desk
• When you finish, turn them into the second period
basket. This will be a warm up quiz grade.
Good things
• http://www.wsoctv.com/weather
Weather report
Air pressure
• Which layer of the atmosphere has the greatest air
pressure?
• Air around you has weight -around 15 lbs per square inch
(psi) but we can’t feel it because the air in our body is at
the same pressure.
• Weather forecasters use a barometer to measure air
pressure
• Air pressure is measured in bars or millibars. It also can be
measured in inches of mercury or psi
In your notebook: high vs low pressure Venn diagram!
• High pressure
Low pressure
Cold air sinking
Warm air rising
Fair weather
Clouds and precipitation
Rotates clockwise
Rotates counter-clockwise
Represented as a blue ‘H’
Represented as a red ‘L’
Good ‘H’air Day!
Question: If a storm is
approaching is pressure
rising or falling?
‘L’ousy Weather
Day!
In your notebooks, draw these diagrams:
High Pressure
Low Pressure
Pressure Systems – High Pressure
a.
b.
c.
d.
Cold air sinking
Fair weather
Rotates clockwise
Represented as a
blue ‘H’
Good ‘H’air Day!
http://www.windows2universe.org/earth/Atmosphere/high_pressure.html
Pressure Systems – Low Pressure
a.
b.
c.
d.
Warm air rising
Clouds and precipitation
Rotates counter-clockwise
Represented as a red ‘L’
‘L’ousy Weather Day!
http://www.windows2universe.org/earth/Atmosphere/high_pressure.html
Headaches and pain?
• http://www.intellicast.c
om/Health/AchesPains
.aspx?location=default
&region=ATL
• Low pressure is
generally associated
with cold, wet weather
and an increase in pain.
• Clear, dry conditions
signal high pressure and
a decrease in pain.
Air pressure demonstrations
• Each person will fill out the activity box as we do
each activity
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I will need lab helpers for each activity
Helpers will be chosen randomly using sticks method
Put the answer sheet in your notebook
https://www.youtube.com/watch?v=ucRCSyIUI5I
Balloon in a bottle lab

Now it is your turn to experience air pressure first hand.

Complete the balloon in a bottle lab

Answer the questions associated with the lab found on
google classroom
Honors: Make
own barometer
Create your
a Barometer
• With your group of 4, create a barometer to use to determine
differences in pressure.
• Directions for the barometer can be found on google classroom
Closure
1. What tool do we use to measure pressure?
 2. What is the unit we use?
 3. What kind of weather do we get with a Low pressure system?
 4. What kind of weather do we get with a High pressure system?
 5. Does air rise around High or Low pressure ?
 6. Which way does the air move around a Low? Which way does the
air move around a High?
Warm up
Quizlet live using our atmosphere vocab words
Daily weather report
• http://www.wsoctv.com/weather
Review
1. What tool do we use to measure pressure?
 2. What is the unit we use?
 3. What kind of weather do we get with a Low pressure
system?
 4. What kind of weather do we get with a High pressure
system?
 5. Does air rise around High or Low pressure ?
 6. Which way does the air move around a Low? Which
way does the air move around a High?
Review: Air Pressure &
Weather
High pressure generally
means fair weather
No clouds
Blue H on a
weather map
Cool air is
sinking
Low pressure generally
means cloudy, rainy
weather
Red L on a
weather
map
Warm air
rises, clouds
form
Measuring Air Pressure
Air Pressure
is measured by
an instrument
called
Barometer
Types of
Barometer
Mercury Barometer
Aneroid
Air pressure
increases,
column of
mercury rises

Air pressure
decreases,
column of
mercury drops

Mapping Pressure
What are isobars?
Iso=
Bars=
• http://www.srh.noaa.gov/jetstrea
m/synoptic/ll_analyze_slp.htm
• Use the site above (in my links) and the provided map (air pressure map
activity directions) to map isobars.
Factors that affect
Pressure
Air
Temperature
Water Vapor
Elevation
TEMPERATURE AND AIR PRESSURE
HEAT
increase
LESS AIR
PRESSURE
Molecules
move faster
Move apart,
become fewer
and weigh less
(Expand)
HIGH TEMPERATURE=
LOW AIR PRESSURE
LOW TEMPERATURE=
HIGH AIR PRESSURE
Topic 1: Measuring Temperature
• Thermometer: Mechanical or electrical device for
measuring temperature. Early thermometer was invented
by Galileo.
• Most things expand when heated-this is how a
thermometer works
• On a weather map=lines connecting equal temperatures
are called isotherms
Celsius Scale
• Celsius Scale: Most commonly used scale. Unit of temperature
is called a degree. Based on the boiling and freezing points of
water.
• Boiling Point: The temperature at which water boils. 100
degrees C at sea level.
• Freezing Point: The temperature at which water freezes. 0
degrees C at sea level.
Fahrenheit
• Official scale used by meteorologists in the US, Unit
of temperature is called a degree.
• Water freezes at 32 degrees
• Water boils at 212 degrees
Kelvin
• Kelvin is another way of measuring temperature.
• Scientists use Kelvin to explain the behaviour of
gases.
• “Absolute Zero” is measured in Kelvin – which is the
coldest possible temperature
• 0 Kelvin = -273 ºC
Honors: Converting Temperature
• F = 9 C + 32 or F=1.8 C + 32
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5
K = C + 273
(F-32)/1.8= C
Water freezes at 32°F, what is this in Celsius?
In Kevin?
Water boils at 100°C. What is this in Fahrenheit?
In Kelvin?
Temperature activities- In your
notebook
• Temperature gallery walk
• OR if you cannot handle stations lab, you can do
book work instead.
• Directions: Begin at designated station. When the
music begins, answer the question. When you finish
and the next station is open, move to the next
station. When you finish return to your desk.
Closure QUESTIONS
Write an affirmation for at least one person
Hand it to Mrs. Chapel and she will put it on
our bulletin board.
Warm up
• Your warm up is at your seat
• you have 10 minutes
Review
• Temperature scales=
• Low temperature air has __________air pressure
• High temperature air has _____________air
pressure.
Good things
• http://www.wsoctv.com/weather
Weather report
Humidity: A measure of the
amount of water in the air
consists of
air and
water
molecules
More water vapor means
less air molecules
LOW AIR PRESSURE
DRY AIR = HIGH AIR PRESSURE
Waterdense=higher
vapor and
Air
• Dry air=more
pressure
• Moist air=less dense=lower pressure
•
pressure?
Why?
• When you add water molecules to air, some of the nitrogen and
oxygen leave. They are “larger ” than water molecules, so adding
water vapor to air makes it less dense.
• Also, warm air holds more moisture
Evaporation
• Water is added to the air by the process of
EVAPORATION.
Relative Humidity
• RELATIVE HUMIDITY is the amount of water in the air compared
to the amount of water the air could possibly hold at a certain
temperature.
• Humidity values are usually given as Relative Humidity.
• Examples:
• if the air is holding half the water it could hold, it’s Relative
Humidity is 50%.
• If the air is holding ALL the water it can hold it is saturated
and the relative humidity is 100%
• If the air is holding no water, relative humidity is 0%
• If it holding a quarter of the water it could hold, 25%
Relative Humidity (RH) =
(Actual Vapor Density)
-------------------(Saturation Vapor Density -max)
X 100%
Problem
Relative Humidity (RH) =
(Actual Vapor Density)
-------------------(Saturation Vapor Density)
X 100%
Finding dewpoint
• If the RH is > 50%, then you can use this equation
to find the dewpoint.
• dew point =temperature of air mass – (100-RH/5)
Measuring Humidity
• Relative Humidity is measured using a PSYCHROMETER.
• A psychrometer is made of two thermometers. One is covered with a wet cloth.
When air moves over the wet cloth, evaporation occurs and lowers the
temperature on that thermometer. If you compare the temperature on the two
thermometers you can get the relative humidity.
Condensation
• Condensation is the process by which a gas,
such as water vapor, becomes a liquid.
Condensation will occur when:
• the air is SATURATED, or has a relative humidity
of 100%. (The air can’t hold any more water vapor,
so the water condenses out of the air.)
• moist air is cooled, or comes in contact with a
cool surface.
Dew Point
• 1. DEW POINT is the
temperature at which
condensation will occur.
• 2. The Dew point is the
temperature the air must
be in order to be
saturated.
• (Remember, cooling the air
makes it unable to hold as much
water vapor, so water will
condense out at a certain
temperature.)
The ice makes the air
near the glass cooler
and it reaches its’ dew
point, cool air can’t
hold as much moisture
and condensation
occurs
How humid is “VERY” humid?
• The human body cools down through perspiration
(evaporation of body liquids from the skin surface).
• If the relative humidity is high, the evaporation is
inhibited and we cannot cool efficiently. The body
temperature rises.
• Heat Index: shows what the air temperature feels like. It
takes into account the humidity and the actual
temperature of the air.
• Humans feel comfortable if HI<80 F. Heat index above
90 F is uncomfortable. HI>100 F is dangerous.
Factors Affecting Air Pressure
FACTOR
Density
Density
Temperature
Temperature
Water Vapor
Water Vapor
Altitude
Altitude
Increase/Decrease Air Pressure
Team members- choose 1 activity per team
Project
5 day weather report- video or performed live
Comic strip using pixton, toondoo, or drawn
by hand
Fakebook page created online or as a poster
Voki presentation
Magazine using jilster or another free
magazine generator, or make from scratch
Make a powtoon presentation
Make a song and perform it for the class
A book written as an account of someone
experiencing hurricane matthew
Informational booklet produced by FIMA
Photo collage-can make as a poster, or use
photocollage, befunky, fotojet
Create a drama about hurricane matthew and
perform it
Create a hurricane lab activity
Create a weather station to track the weather
here and connect the results with Hurricane
Matthew
Create a hurricane diorama
Dew point lab
• 2nd period and 3rd period determine dew point using
ice water
• 2nd period- We will not be doing the outside portion
• Not doing lab: Elijah, Mitou, Dawan, Walter,
• 4th period=sling psychrometer lab
Closure
• As the amount of moisture in the air increase, the
density of the air_____________
a.
b.
c.
d.
Increases
Decreases
Stays the same
Doubles
Warm up
• Kahoot review: humidity, pressure and temperature
Review
• 1. Adding moisture to air masses_____________the
air pressure.
• RH=
• What is the dew point?
• What did we measure in lab yesterday?
• RH table practice-do the worksheet problems
Good things
• http://www.wsoctv.com/weather
Weather report
Different names are given to hurricanes depending on
where they form
1. Atlantic—we call them hurricanes
2. Pacific—they are called typhoons
3. Indian Ocean—they are called cyclones
HURRICANE Recipe:
Low pressure systems that form over warm, tropical
waters near the equator
Most form between 5 and 20 degrees north latitude
Our hurricanes form off the coast of Africa — they
almost never form in the South Atlantic
•Mature hurricanes average about 350 miles across
•They have the lowest barometric pressures ever
recorded with any storm (905 millibars is lowest recorded)
•These huge air pressure differences is what creates the
rapid, inward spiraling of winds
HURRICANE DEVELOPMENT
When winds have
developed
speeds from 39
to 73 miles per
hour, it is called a
tropical storm
(storms are given
names when
they begin to
have winds of
this speed).
2005 Katrina Developing
The storm becomes
a hurricane when it
reaches a wind
speed of over 74
mph
Hurricane
Formation
When a
season is
very
active,
Greek
letters are
used to
name
tropical
storms
after the
letters of
the
alphabet
had been
used.
THE death OF A HURRICANE
When a hurricane travels over land or cold water, its
energy source (warm water) is gone and the storm
weakens, quickly dying.
HURRICANE SEASON
•Occurs from June through November
•Most hurricanes form during the late summer
months because the ocean is still retaining heat
from the warmer earlier months
MEASURING DESTRUCTION
We use the Saffir-Simpson scale to rank hurricane
intensities
Saffir-Simpson Scale
CATEGORY
WIND SPEED
STORM
SURGE
DAMAGE
1
2
3
74-95 mph
96-110 mph
111-130 mph
4-5 feet
6-8 feet
9-12 feet
Minimal
Moderate
Extensive
4
5
131-155 mph
Greater
than 155
13-18
Greater
than 18
Extreme
Catastrophic
Video Clip on Wind Tunnel
STORM SURGE =Storm surge is an abnormal rise of water
generated by a storm, over and above the predicted tides. Produced by water
being pushed toward the shore by the force of the winds moving cyclonically
ACCOUNTS FOR 90% OF
HURRICANE-CAUSED DEATHS.
Category 5 Status includes:
Hurricane Wilma (October 2005) -- Gulf of Mexico, Yucatan
Peninsula, Mexico, Cuba, and Southern Florida
Hurricane Rita (September 2005) -- hit Texas, Louisiana
Hurricane Katrina (August 2005) -- hit southern Louisiana, Mississippi
and Alabama
Hurricane Isabel (September 2003) -- hit North Carolina, Maryland,
Delaware, Virginia, and Washington, D.C.
Hurricane Andrew (August 1992)-- hit southeastern Florida and
southeastern Louisiana
Hurricane Camille (August 1969) -- hit Mississippi, SE Louisiana, and
Virginia
AMAZING EARTH SCIENCE FACTS
High pressure systems move clockwise and outward in
_______
the northern hemisphere
Low pressure systems (ex. hurricanes) move
_______
counterclockwise and inward in the northern hemisphere.
The opposite is true in the southern hemisphere!!!
CLOSURE
• Review the atmosphere using the handout, find
people around the room that know the answers to
the questions about the atmosphere.
• Give Mrs. Chapel your completed handout.
Warm up
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Your warm up is at your desk.
When you finish staple/tape into your notebook.
Mrs. Chapel will come around with a sticker or stamp
You have 10 minutes
Good things
• http://www.wsoctv.com/weather
Weather report
• 1. Hurricanes need these ingredients:
Review: hurricanes
• 2. Hurricanes rotate_____________in the northern hemisphere,
and they rotate _____________ in the southern hemisphere.
• 3. What is a storm surge?
• 4. What scale is used to rate hurricanes?
• 5. What causes a hurricane to die out?
Stapled/taped in Notebook so far
• 1. Title unit 3
• 2. Glossary unit 3
• 3. Layers of the atmosphere fill in the blank-Labeled
“Layers of the atmosphere
• 4. Pressure, temperature, humidity notes sheet
• 5. Temperature gallery walk –labeled “Temperature walk”
• 6. Hurricane foldable
•
•
•
•
•
•
Winds and
Pressure
Pressure moves from HIGH to LOW
Air moves from High to Low pressure
Moving air is wind
Wind blows from high pressure to low pressure
Winds move parallel to isobars
Winds move clockwise around a high and
counterclockwise around a low
• Isobars close together indicate strong winds (steep
pressure gradients)
2/24/16
Isotherm mapping
• Connect the same temperatures to create isotherms
(lines of equal temperature).
7. Isobar mapping exercise
• http://www.srh.noaa.gov/jetstream/synoptic/ll_anal
yze_slp.html
• Go to this website on my links and follow the
directions for the isobar and isotherm maps.
• You have 30 minutes
• Label next page in notebook “Isobar/isotherm
mapping” tape/staple in notebook
NC has lots of wind
• 1. Hurricanes and sometimes tornados
• 2. Wind in the mountains-called mountain and valley breezes
• 3. Wind along the coast- called land and sea breezes
Wind
• Wind caused by changes in air pressure
• Air pressure changes caused by uneven heating of the
atmosphere
• Winds measured by direction (from where it comes) and
speed (miles per hour) using an anemometer
• Wind chill is increased cooling caused by wind in the
winter
Title in notebook: Local, daily
(diurnal) breezes
• Local daily (also called diurnal) breezes include:
Land and sea breezes
Mountain and valley breezes
2nd and 3rd Local Breezes booklet for
your notebook
• We are going to make a breezes booklet
• You will define and illustrate:
1. Mountain breezes
2. Valley breezes
3. Sea breezes
4. Land breezes
Honors: write the following
definitions/diagrams in your
notebook
You will make them as octagon minis
Valley and mountain breezes
• Valley breezes:
• During the day
1.
the mountain side is directly heated
• Mountain breezes:
• At night
1.
the mountain side cools down very
2.
Air in the valley is cooler and so it
has sunk (high pressure).
2.
3.
Since air moves from high pressure
to low pressure, the air moves
from the valley up the mountain
side.
This creates high pressure on the
mountain side and air flows down
the mountain into the valley.
3.
Water condenses in the valleys and
is seen in the morning as fog.
4.
Water vapor is brought with the air
which condenses as clouds at the
peaks of mountains.
by the sun.
quickly due to altitude.
Mountain and
Valley breezes
Sea and Land
• Caused by :
• Differential heating of land
and sea
• Demonstrations/miniLab
http://bborucki.com/weather.ht
ml
The effect of sunlight on the temperature of land and sea-class lab
activity.
Temperature
Initial
Land
Sea
5 min
10 min
15 min
20 min
25 min
30 min
GPM Virtual lab
• Partner lab
• Go to
http://oceanservice.noaa.gov/education/pd/oceans_weat
her_climate/media/specific_heat.swf on my links
• Take 20 minutes to do the lab activity
• Remain in your seats
• One person should write while the other person performs
the virtual lab
• 1. Choose lab roles
Lab directions GPM lab:
• 2. since we do not have enough materials for each group, you
will need to assign one person in your group to take the
temperatures
• 3. You will have to set a timer for the times on your lab paper.
• Send your temperature reader over when the timer goes off.
Group 1 and 2 go to station 1, Group 3 and 4 go to station 2,
group 5 and 6 go to station 3, group 7 and 8 go to station 4.
• Answer the questions as a group once you gather all the
information.
• https://pmm.nasa.gov/education/sites/default/files/lesson_pla
n_files/Global%20Energy%20Budget/GPM%20Global%20Ene
rgy%20Budget%20-%20Land%20vs%20Water%20Lab.pdf
Lab questions
• 1. Calculate the total change in temperature for each material. Sand/Soil:
heated by ___________ degrees in 10 minutes; cooled by __________
degrees in 10 minutes Water: heated by ___________ degrees in 10
minutes; cooled by __________ degrees in 10 minutes
•
2. Based on your data, which material heated up faster?
_______________________________ Which material cooled faster when
the light was shut off ? _______________________________ 3. How do
these results compare to your hypothesis?
• 4. Air in the troposphere (bottom layer of the atmosphere) is heated from
the bottom up by heat given off by the surface and trapped by clouds and
other particles in the atmosphere. If the sun shines equally on Seattle (near
water) and Bismarck, North Dakota (near center of continent), which
would get hotter during the day? (Hint: Think about your lab.) Explain.
Sea Breezes (named for where the
wind blows from)
• Sea Breeze blows from the ocean toward the land
• Explanation for sea breeze:
1. during the day, the sun heats both the land and sea.
2. Land heats up quicker during the day than the water. This
3.
4.
causes the air over the land to be warmer and to rise (lower
pressure).
Over the ocean, the air is cooler during the day and it sinks
(higher pressure).
Wind will blow from the ocean to land (from high to low).
Land Breeze (named for where the
wind blows from)
• Land Breeze blows from the land toward the ocean.
• Explanation for land breeze:
1. At night, the water is now warmer than the land.
2. Water takes longer to cool down than land. Now, air is
3.
4.
warmer over the ocean and rises (low pressure).
Meanwhile air over the land is colder and sinks (high
pressure).
Wind will blow from the land to the ocean (high to low)
Closure identify the breezes
A
C
B
D
Warm up/review
• Go to my links and click on the link for land and sea
breezes
• http://oceanservice.noaa.gov/education/pd/oceans
_weather_climate/media/sea_and_land_breeze.swf
• Using the handout, answer the questions and fill in
the blanks
Review
• Which way do the winds blow for each of these: sea breeze, land
breeze, mountain breeze, valley breeze
•
•
•
•
During a sea breeze, why does the wind come in from the ocean?
During a land breeze, why does the wind go out from the land?
When do sea/land breezes occur?
During a mountain breeze, why does the wind move down the
mountain?
• During a valley breeze, why does the wind move up the mountain
from the valley?
• Why do mountain and valley breezes occur?
The Coriolis effect
The Coriolis effect
Is a result of Earth’s rotation
Causes moving objects to follow curved paths:
In Northern Hemisphere, curvature is to right
In Southern Hemisphere, curvature is to left
Changes with latitude:
No Coriolis effect at Equator
Maximum Coriolis effect at poles
The Coriolis effect on Earth
As Earth rotates, different
latitudes travel at different
speeds
The change in speed with
latitude causes the Coriolis
effect
Figure 6-9a
Coriolis effect influences air movement
Northern Hemisphere winds
curve to the right as they move
from high to low pressure
Causes wind to circulate:
Clockwise around high-pressure
regions
Counterclockwise around lowpressure regions
Figure 6-12
What do you think global winds look
like?
• Fill in the arrows on your paper
Wind belts of the world
Figure 6-10
Pressure Belts (convection cells)
• As warm air rises at the equator
and moves toward the poles, it cools
• As it cools, some of the air sinks
around 30° north and south of the
equator creating the Hadley cell
Hadley Cell
Pressure Belts
• Around 60° north and south, the
air begins to heat up and rise
creating the Ferrell cell.
• At the poles, cold air sinks and
moves towards the equator
creating the polar cell
Ferrell cell
• From 30° latitude to 60° latitude,
• known as the Ferrel Cell.
• produces prevailing westerly winds at the surface
within these latitudes.
Ferrell Cell
Polar cell
• air from the poles rises at 60° latitude where the
polar cell and Ferrel cell meet, and some of this air
returns to the poles completing the polar cell.
• Prevailing easterlies
Polar cell
Global Convection cells
Global Winds
• The combination of pressure
belts and the Coriolis Effect
cause global winds
• These are polar easterlies,
prevailing westerlies, and
trade winds
Polar Easterlies
• Wind belts that extend from the
poles to 60° latitude
• Formed from cold sinking air
moving from the poles creating
cold temperatures
Prevailing Westerlies
• Wind belts found between 30°
and 60° latitude
• Flow towards the poles from west
to east carrying moist air over the
United States
Trade Winds
• Winds that blow from 30°
almost to the equator
• Called the trade winds because
of their use by early sailors
Doldrums also called the intertropical
convergence zone (ITCZ)
• Located along the equator
where no winds blow because
the warm rising air creates and
area of low pressure
Horse Latitudes
• Occur at about 30° north and south
of the equator where the winds are
very weak
• Most deserts on the Earth are
located here because of the dry air
Characteristics of wind belts and
boundaries
Region/Latitude
Equatorial (0-5º)
5-30º
30º
30-60º
60º
60-90º
Polar (90º)
Wind belt or
boundary name
Characteristic
Doldrums
Low press. boundary
Trade winds
Persistent easterlies
Horse latitudes
High press. boundary
Prevailing westerlies Mid-latitude winds
Polar front
Low press. boundary
Polar easterlies
Cool easterly winds
Polar high pressure
High press. boundary
Closure
Warm up 2nd
• Sea breeze land breeze interactive
• Go to my links and click on the link for land and sea
breezes
• Fill in the times by running the interactive
Warm up 3rd period
• Amelia airheart story
Warm up honors
• Go to
https://www.youtube.com/watch?v=_R7L5DNvgfU
• Watch the video
• Mythbust: does the Coriolis effect cause drains and
toilets to drain counterclockwise in the northern
hemisphere and clockwise in the southern
hemisphere?
• You may do some research
Review: Coriolis balloon lab
• 1. obtain a balloon and marker (with partner)
• 2. Blow up the balloon and draw the equator, label the north
and south pole
• 3. Hold the balloon at eye level and rotate it left to right,
simulating the rotation of the earth.
• 4. While 1 partner rotates the earth balloon, the other examines
the movement of the earth from the North Pole perspective
and from the South Pole perspective. Answer questions 1 and 2.
• 5. While 1 partner continues to rotate the balloon steadily from
left to right, the other slowly tries to draw a line straight south
from the North Pole to the equator, using the other marker.
While the earth continues to rotate, 1 partner tries to draw a
line straight north from the South Pole to the equator. Answer
questions 3 and 4.
Questions
• As you look down from the North Pole toward the equator,
which way is the balloon spinning, clockwise or
counterclockwise?
•
•
As you look up from the South Pole toward the equator, which
way is the balloon spinning, clockwise or counterclockwise?
What happened when you tried to draw a straight line from the
North Pole to the equator?
• What happened when you tried to draw a straight line from the
South Pole to the equator?
• Predict what would happen if you again drew lines in the
Northern and Southern Hemispheres but with the earth
rotating in the opposite direction.
Terminology- air masses
New title in your notebook=Air
masses
• An air mass is a large
body of air that has
similar moisture
(density) and
temperature
characteristics.
•
•
•
•
•
Continental=land
Maritime=water
Polar=cold
Tropical =warm
Arctic=very cold
Fill out the diagram for your
notes
Air Masses…
• Continental Tropical
• Abbreviation - cT
• Origin - land
• Origin - tropical
• Moisture Content - dry
• Temperature - warm
http://earth.usc.edu/~stott/Catalina/WeatherPatterns.html
Air Masses…
• Maritime Tropical
• Abbreviation - mT
• Origin – ocean/water
• Origin - tropical
• Moisture Content - humid
• Temperature - warm
Air Masses…
Continental Polar
• Abbreviation - cP
• Origin - land
• Origin – high latitudes
• Moisture Content - dry
• Temperature – cool or cold
Air Masses…
• Maritime Polar
• Abbreviation - mP
• Origin – ocean/water
• Origin – high latitudes
• Moisture Content - humid
• Temperature – cool or cold
Air Masses…
• Arctic (Continental)
•
•
•
•
•
Abbreviation - A
Origin – land
Origin - Arctic
Moisture Content – dry
Temperature – very cold
Air Masses That Affect Our
Weather…
http://www.acer-acre.org/ClimateChangeCD/sec3/images/323a-airmasses.jpg
Closure
•
•
•
•
•
•
What are the air masses
1. cA
2. mP
3. cP
4. mT
5. cT
Warm up
• 2nd and 4th Amelia Airheart sheet
• 3rd: quizlet live –use vocab 3
Good things-Share it!!!
• http://www.wsoctv.com/weather
Weather report
http://www.centennialofflight.gov/essay/Dictionary/Jet_Stream/DI68G1.jpg
* Definition of Jet Stream…
* Narrow bands of fast, high altitude westerly
winds (which resemble jets of water)
* Jet streams follow the boundaries between hot
and cold air and are strongest in the winter.
* blow in the upper troposphere and lower
stratosphere
*Location by Wind Systems…
A. Polar jet stream (separates polar easterlies from
prevailing westerlies)
B. Subtropical jet stream (where the trade winds meet the
prevailing westerlies)
* Top Speeds – normally between 80 – 140 mph,
but up to 275 mph!
* Elevations – between 4-8 miles
http://www.srh.noaa.gov/jetstream//global/jet.htm
2. Why are jet streams so named?

Because they resemble jets of water
3. Which direction do jet streams come from?

The west
FRONTS
What is a front?
A front is a transition zone between two air masses.
http://3.bp.blogspot.com/_275ZCyVPoFk/TNAxxCklePI/AAAAAAAAAJs/VFM3DzpqDzg/s1600/meteo.jpg
http://www.cdli.ca/courses/sci2200/unit02_org01_ilo03/b_activity.html
Cold Front…
• Definition – Cold, dense air displaces warm air and forces it up a
steep front
• Symbol – blue icicles!
• Weather – clouds, showers, and thunder storms
http://earth.usc.edu/~stott/Catalina/WeatherPatterns.html
http://www.cdli.ca/courses/sci2200/unit02_org01_ilo03/b_activity.html
Warm Front…
• Definition – Advancing warm air displaces cold air and moves up
slowly
• Symbol – red lava rocks!
• Weather – extensive cloudiness and precipitation
Stationary (Stalled) Front…
• Definition – Two air masses meet and neither advances
• Symbol – blue icicles alternate with red lava rocks
• Weather – some clouds and precipitation
http://www.kidsgeo.com/geography-for-kids/0129-stationary-fronts.php
http://www.nvwx.com/wximages/occluded_front.png
Occluded Front…
• Definition – A cold air mass moves so rapidly that it overtakes a
warm front and wedges the warm air up.
• Symbol – purple alternating rocks/icicles
• Weather – precipitation on both sides of the front
http://www.aggiecat.com/Logs/logs-0016-Jan-08/occluded_front_sm.jpg
Fronts foldable instructions
•
•
•
•
Obtain two pieces of paper from the front
Fold each one hamburger style and then hotdog style
Unfold and fold hamburger style again
Cut along the line on one side made by the hotdog
fold.
Setting up your foldable…
1. Fold the two edges to the center so
that you end up with three sections or
two flaps.
2. Then cut the two flaps in half.
3. Fold the flaps closed and label each flap
with the name and symbol of a type of
front.
COLD FRONT
WARM FRONT
OCCLUDED
FRONT
STATIONARY
FRONT
4. On the inside of each flap describe:
a. The movement of the two air masses
during this front
b. draw a picture of the air masses’
movements.
C. The type of weather associated with each
type of front (you may also draw a picture
here)
Fronts lab
• Complete the activities in the fronts lab on google
classroom
• Do # 1 and 2 on the fronts lab
• Do worksheet 3 in forecasting weather map
• Put your answers on a separate sheet of paper and
hand them in
Closure
• What are the fronts?
Warm up
Kahoot!
Log in with your full name
This will be a graded Kahoot
Good things-Share it!!!
• http://www.wsoctv.com/weather
Weather report
NC standards
• EEn.2.5.4 • Observe, analyze and predict weather
using technological resources. • Interpret and analyze
weather maps and relative humidity charts. • Explain
the importance of water vapor and its influence on
weather (clouds, relative humidity, dew point,
precipitation).
Good things
Weather mapping Review
Review
Review
Review
Fronts on a weather map
•
The symbols point in the direction that the front
is moving towards
Pressure symbols:
Assignments from Friday
• 20 question mapping= Quiz grade
• Make sure you hand it in!!!
• Warm up and Fronts foldable in notebook
• Closure=homework grade
Surface Data Instruments
• Thermometer
• Measures
temperature.
• Degrees Celsius or
Fahrenheit
Surface Data Instruments
• Barometer
• Measures air pressure
• Millibars or inches of mercury
http://robertwhite.com/marineimages/precision_barometer.jpg
Surface Data Instruments
• Anemometer
• Measures wind
speed
• … mph or km/h
• Wind is also
measured in knots
http://www.smg.gov.mo/www/dm/equip/ws.jpg
Surface Data Instruments
• Hygrometer or
psychrometer
• Measures relative humidity
• Relative humidity:
Percentage of water air is
holding compared to how
much it can hold.
https://www.avogadro-lab-supply.com/item_images/Wet%20Dry3.jpg
Upper Level Data
1.
2.
To make accurate forecasts, meteorologist gather data up to
30,000 m.
2. A radiosonde is a balloon-borne package of weather sensors.
a. Radiosondes take temperature, air pressure and humidity
measurements.
b. They can track how fast and in what direction the radiosonde is
moving to determine wind speed/direction.
http://www.windows2universe.org/milagro/images/radiosonde_sm.jpg
Weather Satellites…
Weather satellites track clouds and cloud systems.
They also can track: City lights, fires, effects of
pollution, auroras, sand and dust storms, snow cover, ice
mapping, boundaries of ocean currents, energy flows
Weather Radar
1. Radar pinpoints where
rain/precipitation is
falling at any given
moment
a.
radio detecting and ranging
b.
A radar system works by
bouncing radio waves off
large rain drops.
http://radar.weather.gov/
http://www.comet.ucar.edu/nsflab/web/remote/1221.htm
The Doppler Effect…
is the change in wave
frequency that occurs in
energy, such as sound or
light, as that energy moves
toward or away from an
observer.
http://science.discovery.com/videos/time-dopplereffect.html
Meteorologists use Doppler
Radar to plot the speed at
which raindrops move
toward or away from a
radar station. This allows
them to detect severe
weather events!
http://24.media.tumblr.com/tumblr_lvut83IRCk1r285ovo1_400.jpg
Doppler Radar
http://www.erh.noaa.gov/gyx/radar.htm
http://www.spc.noaa.gov/faq/tornado/doppler.htm
Doppler colors
• Light green: light rain, or light rain aloft not
reaching ground
Dark green: light to moderate rain
Yellow: moderate rain
Orange: heavy rain
Red: very heavy rain or rain and hail
White or blue: snow or light rain
Pink: freezing rain or sleet or mix of winter
precipitation types
Activity: analyzing doppler
•
•
•
•
Go to google classroom
Click on Doppler radar
Answer the questions using your Doppler notes
Don’t forget to submit, or you will not be graded for
this and it will be entered as a zero in the gradebook
• You have 10 minutes
Closure: Matching
1. A cold air mass moves so
rapidly that it overtakes a
warm front and wedges the
warm air up.
2. Cold, dense air displaces
warm air and forces it up a
steep front-often has
thunderstorms
3. Advancing warm air
displaces cold air and moves
up slowly
4. Two air masses meet and
neither advances
•
•
•
•
A. Occluded front
B . Cold front
C. Warm front
D. Stationary front
Warm up: Maps Gallery walk title
in your notebook
• Do the questions hanging around the room from Friday
when we had the sub.
• Around the room, Mrs. Chapel has hung/taped/hidden
weather maps.
• Find as many as you can and write down EVERYTHING
you know about the maps-graded in notebook.
• When you finish, return to your seat and raise your hand
for a sticker.
Good things-Share it!!!
• http://www.wsoctv.com/weather
Weather report
Closure: Matching
1. A cold air mass moves so
rapidly that it overtakes a
warm front and wedges the
warm air up.
2. Cold, dense air displaces
warm air and forces it up a
steep front-often has
thunderstorms
3. Advancing warm air
displaces cold air and moves
up slowly
4. Two air masses meet and
neither advances
•
•
•
•
A. Occluded front
B . Cold front
C. Warm front
D. Stationary front
Fill in the cloud information for your
notebook
• What is a cloud?
•
•
•
•
Needs three ingredients:
1. water vapor
2. condensation nuclei
3. change in pressure (drops-remember low pressure
is lousy weather and we need clouds for that)
• Create your own cloud
Cirrus Clouds
• Cirrus clouds are thin, white
clouds with a feathery
appearance.
• They are the highest of all clouds
forming at heights of 30,000 feet
or more above the earth's surface.
• Cirrus clouds are formed by ice
crystals.
• They generally occur in fair
weather and point in the direction
of air movement at their elevation.
Cirrus clouds are usually the first
sign of an approaching storm.
Stratus Clouds
Stratus clouds are thin, sheet-like clouds. They are layered with some rippling, and cover large
portions of the sky. They are frequently gray and thick. Stratus clouds are formed when air is
forced up slowly. What kind of front could that be?
Cumulus Clouds:
• Cumulus clouds are flat-based,
billowing clouds with vertical
doming. Often the top of cumulus
clouds have a "cauliflower-like"
appearance. Cumulus clouds are
most prominent during the
summer months.
• Cumulus or fluffy clouds form
when air is forced up rapidly and
therefore rises higher.
• What kind of front forces air up
rapidly?
Title in notebook:
Station modeling
Label the station model and put
it in your notebook.
Temperature
• Top left
number
shows the
temperature
Weather Symbol
• The symbol between
the two numbers on
the left indicate what
the weather is in
terms of precipitation.
• Notice how more
symbols indicate
intensity
• More snow
flake symbols
=more snow
• More rain
symbols =
heavy rain
Dew Point
• The number on the
bottom left shows
the temperature the
air must be for
condensation to
occur or the Dew
Point.
• Humidity is a factor
of the dew point.
• This number will be
lower than the actual
temperature.
• Remember cold air can’t
hold moisture like warm
air
Cloud Cover
The percentage
of the circle that
is shaded in
reflects the
percentage of
cloud cover in
the sky
Similar to a pie
chart
Air Pressure
• This number is displayed on
the top right of the weather
symbol
• When the # is high or rising,
the weather is fair because
the pressure is high
• When the # is low or
dropping, the weather is
rainy, because the pressure
is low
• To get the pressure: Add
either a 10 or 9 in front based
on which would bring the value
closer to 1000. Make the last
number a decimal.
Wind Barb
• This shows the
direction of the wind,
it will point in the
direction the wind is
coming from, this
shows the wind
coming from the
Southeast
• The # of lines and/or
triangles indicates the
speed of the wind
• The wind barb points in the direction it is coming FROM.
• Stronger winds have more flags, or marks
Station modeling practice
• Practice doing station modeling on the provided
packet.
• Do not write on the sheet-do this on a separate sheet
of paper.
Closure
• Go to google classroom and click on the exit ticket
• DO NOT forget to submit.
Warm up
Quizlet live
honors: flipquiz
Good things
Let’s go over that worksheet!
• Go to my documents and click on weather mapping
activity 1
•
•
•
•
OR obtain a paper copy from Mrs. Chapel
DO NOT write on the paper copy
Now go to weather mapping activity 2: MAP 5
Check your work if it is done, if you are not
finished, follow along and complete the worksheet.
• Hand the sheet in when you are finished for a quiz
grade.
Clockwise or counterclockwise?
Practice weather mapping
• Follow the directions on the provided sheet
• Put as many of the items on your map as you can
Notebook check: Atmosphere
Unit 3 notebook
Atmosphere pie graph
Unit 3 atmosphere quizlet glossary
layers diagram fill in the blank
hurricane foldable
air pressure demo sheet
air pressure, temperature, humidity notes
isobar/isotherm map
air masses notes
global winds notes
global winds diagram
high pressure/low pressure venn diagram
hurricanes review warm up half sheet
local breezes
Amelia Dareheart warm up
sea breeze land breeze warm up
measurement tools, clouds, station modeling notes
tornado foldable
weather mapping warm up
journal entry #3
NC standards
• EEn.2.5.3 • Explain factors that affect air density and
understand their influence on winds, air masses,
fronts and storm systems. • Use data to substantiate
explanations and provide evidence of various air
mass interactions. Note: Also address precautions for
severe cyclonic storms to preserve life and property
Storms: Tornados
Tornado Nicknames
Twister
Funnel cloud
Waterspout
262
Grab Toto!!
TORNADOES
a tornado is defined as a violently
rotating column of air extending from a
thunderstorm to the ground… the
rotating column of air is called the vortex
the vortex is only visible when debris
and dirt gets carried up with the winds
THE HOOK
When & Where do they occur?
Are a low pressure storm that usually
forms over land
Most common east of the Rocky
Mountains and west of the
Appalachian Mountains. –called
tornado alley
They occur mostly during the spring
and summer (April-June)
They usually occur during the late
afternoon and early evening.
Usually happen along cold fronts
How do they form?
Watch—means conditions are
favorable for tornado to
develop
Warning—means that tornado
has been spotted
LOOK
AT
THESE
Tornado videos
• https://www.youtube.com/watch?v=7TWSM7jTlqk
• https://www.youtube.com/watch?v=EinzBoVnmRs
• https://extremeplanet.me/2014/05/26/tenincredible-videos-captured-inside-a-tornado/
MEASURING DESTRUCTION
The Enhanced Fujita Scale rates tornadoes based on
the amount and type of wind damage produced.
Where is the safest place to go
during a tornado?
Safest Places
DuringaTornado
Basement
Ditch
Shower
Inner Hallway
Center of Room
270
Pick a tornado/disaster plan
• Look up a tornado and write down the info about
that tornado
• Create a disaster plan for a tornado. Check my links
for several links to sites to help you with this.
Movie
• For rest of period, we will watch Perfect Storm
• Please answer the questions on the question sheet
• It will be a grade
PICK 3:
1. Name at least one tornado nickname.
2. Name one thing needed for a tornado to occur.
3. What is the name of the scale that measures tornadoes?
4. Which state is not in tornado alley: Texas, California,
Nebraska, or Kansas?
5. What is it called when conditions are right for
a tornado to occur?
6. Where is the safest place to go during a tornado?
273
Warm up fronts
• Warm up is at your desk (fronts fill in the blank)
• After the bell rings, you have 10 minutes
• You may use your notes
2nd Period expectations-to start with
NOT following directions below will result in one warning
and then an immediate pass to the control room!
• 1. Do not talk/yell across the room to other students
• 2. NO Talking during active instruction (when Mrs.
Chapel is teaching)
• 3. Do not get out of your seat without permission
• 4. Do not get involved with warnings or discipline of
other students
Good things
Tornado Nicknames
Twister
Funnel cloud
Waterspout
277
Grab Toto!!
TORNADOES
a tornado is defined as a violently
rotating column of air extending from a
thunderstorm to the ground… the
rotating column of air is called the vortex
the vortex is only visible when debris
and dirt gets carried up with the winds
THE HOOK
When & Where do they occur?
Are a low pressure storm that usually
forms over land
Most common east of the Rocky
Mountains and west of the
Appalachian Mountains. –called
tornado alley
They occur mostly during the spring
and summer (April-June)
They usually occur during the late
afternoon and early evening.
Usually happen along cold fronts
How do they form?
Watch—means conditions are
favorable for tornado to
develop
Warning—means that tornado
has been spotted
LOOK
AT
THESE
Tornado videos
• https://www.youtube.com/watch?v=7TWSM7jTlqk
• https://www.youtube.com/watch?v=EinzBoVnmRs
• https://extremeplanet.me/2014/05/26/tenincredible-videos-captured-inside-a-tornado/
MEASURING DESTRUCTION
The Enhanced Fujita Scale rates tornadoes based on
the amount and type of wind damage produced.
Where is the safest place to go
during a tornado?
Safest Places
DuringaTornado
Basement
Ditch
Shower
Inner Hallway
Center of Room
285
Worksheet
NC standards
• EEn.2.5.5 • Explain how acid rain is formed and
how human activities can alter the pH of rain. • Infer
other human activities that impact the quality of
atmospheric composition. (e.g. aerosols,
chlorofluorocarbons, burning, industrial byproducts,
over farming, etc.) • Exemplify methods to mitigate
human impacts on the atmosphere.
Questions
• Throughout the presentation, there are questions that
need to be answered. Answer these on the back of
your warm up.
Acid Rain
1.
The pollutants and how it forms!
Vehicles and factories burn
Petroleum based products
2.. Sulfur Dioxide and
nitrogen oxides emitted by
vehicles, volcanoes,
marshcs, factories
3. Sulfur dioxide and nitrogen
Oxides combine with
precipitation to form:
sulfuric acid and nitric
acid.
4. Deposition (wet and dry)
occurs
5. Damage occurs
1. Practice problems
•What do nitrogen oxides,
sulfur dioxide and carbon
monoxide have in common?
a.They contribute to the
depletion of the ozone layer
b.They are produced by the
evaporation of gasoline,
paint thinner, etc.
c. They are produced by
poor farming and
rangeland management
d. They are produced by
the burning of fuels for
electricity or
transportation
The effects
1. Acidification lakes and
streams
2. Damage to soils
3. Damage to trees and plants
4. Damage to buildings and
paints
5. Negative effects on human
lung function
Deposition=venn or T Chart diagram

Dry deposition=
acidic gases and particles

50 % of acidity in
atmosphere

Wind can blow it around

Ends up in runoff
Wet deposition=
acidic rain, fog, and snow
1. Acidification of Lakes and streams
Causes aluminum to increase in
water

Acid and aluminum levels kill
fish (acid shock)

Stream diversity declines
Rain can increase acid very
Quickly over a short period
Of time.

2. Practice problems
•Episodic
acidification/acid shock
can cause fish kills
because
a.The acidity increase
gradually over a long time
b.The acidity decreases
gradually over a long time
c. The acidity decreases
a lot in a short period
of time
d. The acidity increases a
lot in a short period
of time
2. Damage to soils




If soils have limestone
bedrock neutralizes acid in
rain
If soils do not, acid
accumulates in lakes,
streams, soils
Nutrients leached from soils
Aluminum increases in soils
3. Damage to trees/plants




needles and leaves turn
brown and fall off.
stunted growth
damaged bark and leaves,
vulnerable to weather,
disease, and insects.
3. practice
•Forest soils can be
damaged by acid rain
when
a.Nutrients are added to
the soil be acidic
infiltration
b.Nutrients are added to
the soil by acidic runoff
c. Nutrients are leached
out of the soil by
acidic infiltration
d. Nutrients are leached
out of the soil by
acidic runoff
3. Damage to buildings and paints



Accelerated weathering of
building stone/statues
Deterioration of paints and
finishes
Corrosion of metals
4. practice
•Damage from acid rain
to infrastructure includes
a.Deterioration of paints
and finishes
b.Accelerated weathering
of building stone and
statues
c.Corrosion of metals
•d. All of the above
5. Neg Affects on human lung
function
• Harmful to swim in lakes or rivers that are acidic
• Harmful to drink acidic water
• Breathing in the Sulfur dioxide and Nitric oxide that
create acid rain is harmful
5. practice
•The pollutants that cause b. Volatile organic compounds
acid rain can also cause
human health problems
because
a.Sulfur dioxide from
sulfate particles that can
be inhaled and become
acid in the lungs
combine with hydrocarbons
to form smog
c. Carbon monoxide combines
with oxygen to form carbon
trioxide
d. Nitrogen oxides form
sulfate particles that cannot
be inhaled
2nd:Acid rain class lab
• 1. watch the dmonstration closely without talking or
leaving your seat
• 2. Once you finish watching the demonstration, fill
out Day 1 in the acid rain lab diagram.
• Mrs. Chapel will give you a chance to look closely at
the test tubes
3rd period
• Acid rain lab
• Follow directions, choose lab roles, obtain materials,
complete the lab, clean up your lab station
• Put your completed experiment over by the sink
• No horseplay
• Stay focused
• No phones
Closure:
• Do you think acid rain occurs here?
• Do you wear sunscreen?
• Honors: Over the weekend it is supposed to rain. Collect
some samples and bring them in, we will test them!
Warm up
• Your warm up is at your desk. There are reference
sheets at your desk in the worksheet packets.
• Please return packets the way you found them.
Agenda
• 1. Go over mapping worksheet
• 2. Finish air pollution
• 3. quickly cover tornados
Good, Good things!!!!
Pollutants




Carbon monoxide =colorless, odorless gas emitted from
combustion processes
Nitrogen oxides= NO2 forms quickly from emissions from
cars, trucks and buses, power plants, and off-road equipment.
contributes to the formation of ground-level ozone, and fine
particle pollution
Sulfur dioxide= industrial processes such as extracting metal
from ore, and the burning of high sulfur containing fuels by
locomotives, large ships, and non-road equipment.
Lead=a metal found naturally in the environment as well as in
manufactured products.
More Pollutants



VOCs=volatile organic compounds: chemicals used to
manufacture and maintain building materials, interior furnishing,
cleaning products and personal care products. "Volatile" means
that these chemicals evaporate or can easily get into the air at
room temperature. "Organic" means these chemicals are carbon
based.
Particulates=extremely small particles and liquid droplets, acids
(such as nitrates and sulfates), organic chemicals, metals, and soil
or dust particles.
Ground level ozone =created by chemical reactions between
oxides of nitrogen and volatile organic compounds (VOCs) in
the presence of sunlight.
Practice problem
• All of the following are primary air pollutants
except
•
•
•
•
a. carbon monoxide.
b. VOCs.
c. sulfur oxides.
d. ozone.
Pollutants Make a T chart in your notebook.

Primary pollutants
emitted directly from a source.

Examples: sulfur dioxide,
nitrous oxide, carbon
dioxide,
Secondary pollutants
forms when other pollutants
(primary pollutants) react in
the atmosphere. Examples:
1. ozone which forms when
the sunlight reacts with NO2
and hydrocarbons(VOC s) ,
2. NO2, which is formed as
NO combines with oxygen
in the air; and 3. acid rain,
which is formed when sulfur
dioxide or nitrogen oxides
react with water
Smog…
1. Smog is a yellow-brown photochemical haze.
2. Smog is caused by the action of solar radiation on an atmosphere
polluted with hydrocarbons and nitrogen oxides, mostly from car
exhaust.
3. Smog can make it difficult to breathe!
4. The major chemical in smog is ozone.
5. Ozone irritates the eyes, nose, throat, and lungs.




Smoke + fog
Primarily composed of
ground level ozone
Two types: industrial and
photochemical
Industrial=from the burning
of coal and oil that contains
sulfur

Photochemical=automobile
exhaust, contains Nitrogen
Oxides, Ozone, Alkanals,
Peroxyacyl Nitrates (PANs),

react in the atmosphere
with sunlight to form
secondary pollutants
SMOG
Ground level Ozone Formation
•
•
•
•
Secondary Pollutant
VOCs+ NOx  Ozone
In presence of sunlight
Ozone + NOX + HCs  Smog (haze)
EGEE 102 - Pisupati
315
6. practice
•Which of the following
is not required for the
production of smog?
a.Sunlight
b.Nitrogen oxide
c.Carbon monoxide
d.hydrocarbons
Ozone
•
•
•
•
O3
a gas composed of three atoms of oxygen
bluish gas that is harmful to breathe
Nearly 90% of the Earth's ozone is in the
stratosphere and is referred to as the ozone layer
• Ozone absorbs a band of ultraviolet radiation called
UVB
EGEE 102 - Pisupati
317
Ozone depletion: How does it
happen?



certain chemicals used on earth escape into the
atmosphere
they are broken down by solar radiation and release
chlorine and bromine atoms
in a chain reaction, they destroy ozone molecules
EGEE 102 - Pisupati
319
INGREDIENTS
Various sources
EGEE 102 - Pisupati
321
Practice test problem
• All of the following are emissions by humans that led
to or can lead to ozone depletion except
• a. chlorofluorocarbons (once used in refrigeration,
aerosol propellants, and air conditioning systems)
• b. chlorine and bromine emitted by oceanic and
terrestrial ecosystems
• c. halons (were used in fire extinguishers)
• d. aerosols
Effects of OLD
• -- Skin Cancer (melanoma and nonmelanoma)
-- Premature aging of the skin and other skin
problems
-- Cataracts and other eye damage
-- Immune system suppression
EGEE 102 - Pisupati
324
The Antarctic Ozone Hole
EGEE 102 - Pisupati
Source: http://jwocky.gsfc.nasa.gov/multi/recent_ozone91200.gif
325
EGEE 102 - Pisupati
326
http://www.cpc.ncep.noaa.gov/products/stratosphere/sbuv2to/ozone_hole_plot.gif
What can we do?
• Make sure that technicians working on your car
air conditioner, home air conditioner, or
refrigerator are certified by an EPA approved
program to recover the refrigerant (this is
required by law).
• Have your car and home air conditioner units
and refrigerator checked for leaks. When
possible, repair leaky air conditioning units
before refilling them.
EGEE 102 - Pisupati
327
What can we do?
• Contact local authorities to properly dispose of
refrigeration or air conditioning equipment.
• Protect yourself against sunburn. Minimize sun
exposure during midday hours (10 am to 4 pm).
Wear sunglasses, a hat with a wide brim, and
protective clothing with a tight weave. Use a
broad spectrum sunscreen with a sun protection
factor (SPF) of at least 15 and 30 is better.
EGEE 102 - Pisupati
328
Air pollution activities
• Honors: Log into goosechase
• You will find instructions for your lab activity. Some
activities require you to go somewhere else in the
school or on the school grounds.
• What are expectations if you leave the room?
• When you are done with your lab, you will give a
short presentation of the results to your classmates.
Mitigation: What did we avoid
• http://earthobservatory.nasa.gov/Features/WorldWi
thoutOzone/page2.php
3rd period labs
• What is your air pollution impact activity AND Particulate
lab (below)
• On the back of the card: Label the provided index card
with your name, period #, and the title Particulate labdo not touch!
• 2. spread Vaseline on the provided index card in a circle
around 1 inch (2.54 cm) in diameter.
• 3. Brainstorm some good locations around the school to
put the card.
Closure
• Make sure to get your study guide and finish it as
homework over the weekend. It will be collected and
graded.
• Remember: Test is on Monday!!!
• Closure: Create a affirmation for someone in the
class, or text an affirmation to someone important to
you.
Mapping Pressure
What are isobars?
Iso=
Bars=
• http://www.srh.noaa.gov/jetstrea
m/synoptic/ll_analyze_slp.htm
• Use the site above (in my links) and the provided map (air pressure map
activity directions) to map isobars.
Air vortex cannon
•
The Bernoulli Principle states that as air picks up speed, air pressure drops. This means that the air in the ring is at a
lower pressure than the air on all sides around it. This causes the air around it to push inwards, like a giant mold,
keeping the torus together as it moves. And so, smoke rings jet around, amusing and entertaining all.
•
When the membrane is released, it creates an increase of pressure inside the cannon. Since there is a hole for the air
to escape, the air is able to leave the cannon, but it is moving fast and that air mixes with the still air outside the
cannon. This forms an air vortex.
There is higher air pressure on the outside of the ring and low air pressure on the inside, making the ring spin,
keeping it together and allowing it to continue to advance.
Eventually, the ring breaks up because there is too much friction between the fast-moving and still air molecules.
This imbalance of pressure is an example of Bernoulli's Principle and is also the reason why planes fly.
Honors Mini project

Due next Friday as the test grade

Test will count as a quiz grade

This week, gather weather reports daily through Sunday


Next week, learn about weather mapping and create your own
forecast.
Present your forecast on Friday to the class in the style of a
meteorologist
Review-from yesterday
• What are the layers of the atmosphere from bottom to top?
• Which layers of the atmosphere increase in temperature as you go upward
(with altitude)?
• Which layers of the atmosphere decrease in temperature as you go upward
(with altitude)?
• Where is: the ozone layer, weather, the magnetosphere, airplanes,
people/life, satellites, meteors burning up
• What is the composition of our current atmosphere?
• What are the minor gases in our atmosphere?
Air pressure demonstrations
•
•
•
•
Ping pong funnel
•
•
•
•
•
•
Cartesian diver
Can you lift paper?
Can you blow paper into a soda bottle?
What happens to a marshmallow when your remove all the air from around it (change
the air pressure)?
Air cannon?
Balloon in a bottle activity
Build a barometer
Leaky bottle
Balloon attraction
Physical properties of the atmosphere:
Temperature
Troposphere is:
Lowermost part of the
atmosphere
Where most weather occurs
Temperature of troposphere
cools with increasing altitude
Figure 6-4
Physical properties of the atmosphere:
Water vapor
Cool air cannot hold much water vapor, so is typically dry
Warm air can hold more water vapor, so is typically moist
Water vapor decreases the density of air
Physical properties of the atmosphere:
Density
Warm, low density air rises
Cool, high density air sinks
Creates circular- moving loop
of air (convection cell)
Figure 6-5
Physical properties of the atmosphere:
Pressure
A column of cool,
dense air causes high
pressure at the surface,
which will lead to
sinking air
A column of warm,
less dense air causes
low pressure at the
surface, which will lead
to rising air
Figure 6-6
Why is pressure important
Pressure. Why is it so important? Because imbalances in air
pressure cause wind and weather
Isobars are those lines on a weather map joining together
places with the same surface pressure.
The shape of the isobars describes the weather pattern, so
changes in the weather can be forecast by tracking the
changing isobar pattern or by observing pressure change.
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZG
VmYXVsdGRvbWFpbnxtc25vd2Frc3N0ZW04fGd4OjMxZ
jk4YjhhMzBhNTllNmI
https://www.youtube.com/watch?v=XtWlAwSAPNE
Measurement
Pressure is measured in millibars
Pressure is measured using a barometer
Physical properties of the atmosphere:
Movement
Air always moves from high-pressure regions toward lowpressure regions
Moving air is called wind
Review
• 1. Which layer of earth’s atmosphere has the most air pressure?
• 2. Pressure on the top of a mountain is (less, more ) than at sea
level?
•
•
•
•
3. What instrument do meteorologists use to measure pressure?
4. What units are used to measure pressure?
5. Air moves from __________pressure to___________pressure.
6. Air moves___________________around high pressure and air
moves ______________________around low pressure.
• 7. Warm air rises and cold air sinks because of differences in
____________.
Warm up
• Your warm up is at your desk
• Remember, warm up time is a time to be quiet
(below the music), be seated, and working
• Phones need to be away when the bell rings
Isobars: connect areas with equal air pressure
The distance between the isobars is called the pressure gradient
• The closer the isobar
lines, the greater the
change in air pressure,
and the greater/faster
the winds speeds.
• High pressure systems
bring clear/sunny
weather and wind flows
out and clockwise
(right)
• Low pressure systems
bring overcast/stormy
weather and wind flows
in and counterclockwise (left)
Surface Data Instruments
• Ceilometer
• Measures the
height of cloud
layers and
estimates cloud
cover
• meters above
ground level
http://apollo.lsc.vsc.edu/classes/met130/notes/chapter5/graphics/ceilometer.jpg