Transcript Warm Up 11/27

Friday 2/14 – Inv. Science
Warm-up
1. In what direction does the Earth
2.
3.
4.
5.
rotate? (think sunrise and sunset)
What is the degree we tilt at?
What was the range of tilt?
What was the highest storm surge
that hit during Hurricane Katrina?
What percentage of New Orleans
was flooded?
Learning Goal
• Explain what causes
climate and how
human and natural
activities have
changed the Earth’s
climate.
Agenda
• Finish Katrina movie
• Coriolis Effect and
Ocean Currents
notes
Thursday 2/20 – Inv. Science
Warm-up
1. Where on the planet where
the most direct sunlight
occur?
New lab groups, so don’t
get comfy!!!
Learning Goal
• Explain what causes
climate and how
human and natural
activities have
changed the Earth’s
climate.
Agenda
• Review Coriolis Effect
and Ocean Currents
notes
• Convection Currents
activity
• Ocean currents Map
• Review Guide
• Carbon Cycle
Coriolis Effect and Ocean
Currents
The Coriolis Effect
The earth's eastward rotation creates
an apparent force called the "Coriolis
force" that deflects moving air to the
right of its initial direction in the
Northern Hemisphere and to the left
of its initial direction in the Southern
Hemisphere.
•The apparent curving of air
and water in relation to the
surface of earth is because of
earth’s rotation.
 In the Northern Hemisphere water and air
spin in a clockwise direction (to the right)
from the North Pole.
 In the Southern Hemisphere water and air
spin in a counterclockwise direction (to the
left) from the South Pole.
 The Coriolis deflection is therefore related to the motion
of the object (air and water), the motion of the Earth, and
the latitude.
 Example: If a cannon were fired toward a target at the
Equator from the North Pole, the projectile would land to
the right of its true path. In this case, the target area would
have moved eastward (because of the earth’s rotation)
before the shell reached the ground.
Coriolis Demo
This image shows Myrtle Beach, SC the intended
location but Dallas, TX is the location of contact
due to the Coriolis effect.
Ocean Currents
 The world's oceans travel in well-defined circular
patterns called currents, which flow like rivers.
 Winds, continents, temperature differences, and the
Coriolis effect make currents flow around the
oceans in huge loops called gyres that move large
amounts of water great distances on a global scale.
Notice the warm Gulf Stream that runs north along the
East Coast of North America and cool the N. Pacific
current California coast.
 Of the countless currents that circulate the
Earth, two have a direct effect on the United
States – the California Current and the Gulf
Stream.
 The warm Gulf Stream usually travels north
at a speed of 3 or 4 knots off the eastern coast
of Florida and eastern U. S. coast.
The image right shows the
warm current of the Gulf
Stream which effects the
East Coast’s climate.
 The warm Gulf Stream current effects the
climate and warmed the East Coast of the U.S.
 The reason for this, like the lab on heating
sand/water, water (oceans) has a higher heat
capacity than sand (land) and keeps in heat longer
than sand.
Another view of
warm/cool
currents in the
oceans of the
world.
A Change in Earth’s Tilt
 What would happen if the Earth’s tilt
changed?
 What would the seasons be warmer or cooler
if the tilt was less than 23.5 degrees?
 According to scientists, the Earth’s axis has varied
between 20.5 and 24.5 degrees during a cycle of 41,000
years.
 Earth's tilt is currently 23.5 degrees and decreasing.
Without the much more rapid anthropogenic or human
influences on climate, Earth would probably be slowly
moving toward glaciation.
 If the tilt increased, so does the annual average sunlight
reaching high latitudes, and these are conditions would
find glaciations ending.
Monday 2/24 – Inv. Science
Warm-up
1. Is the current that moves
down the California coast a
warm current or cold
current?
Learning Goal
• Explain what causes
climate and how
human and natural
activities have
changed the Earth’s
climate.
Agenda
• Seasons and
Coriolis Quiz
• Carbon Cycle
Reading and Color
Sheet
Carbon Cycle directions
 Read through the reading section. As you read use a
highlighter/marker or pencil to highlight the author’s main
points.
 On either a separate sheet of paper, or at the bottom of the
reading answer the following questions:
1.
2.
3.
4.
5.
What are the macronutrients in the biosphere?
What is a biogeochemical cycle?
How does carbon get from the atmosphere to the biosphere?
Which part of the cycle do humans have the most influence on?
Why?
Explain why is the process called a cycle.
 Color code the cycle.