Download Atmosphere

Atmosphere
Chapter 11
http://www.youtube.com/watch?v=1YAOT9
2wuD8
Solar Energy as Radiation
Figure 1.1
Nearly 150 million kilometers separate the sun and earth, yet solar
radiation drives earth's weather.
LESSON 1:
Describing Earth’s Atmosphere
Importance of Earth's Atmosphere
Thin Gaseous
envelope
Figure 1.2
The atmosphere is a thin layer of air that protects the Earth’s
surface from extreme temperatures and harmful sun rays.
Origin & Composition of
Atmosphere
(Mixture of gases, solids, and liquids)
• Early atmosphere was much different than
today
• Volcanoes produced nitrogen and carbon
dioxide, but little oxygen
• More than 2 billion years ago, early
organisms began producing oxygen
• Eventually, oxygen formed an ozone layer
that protected Earth from harmful rays
• Green plants and diverse life forms
developed
Atmospheric Gases
(Mixture of gases, solids, and liquids)
• Nitrogen - 78%
• Oxygen - 21%
• Water Vapor – 0 to 4%
• Used for clouds and precipitation
• Carbon Dioxide - .037%
• Keeps Earth warm and is used by
plants to make food
• Argon - .93%
• Traces of neon, helium, methane,
krypton, xenon, hydrogen, and ozone
Atmospheric Gases
(Mixture of gases, solids, and liquids)
• Atmosphere is changing with the
introduction of pollutants; increasing
human energy use is increasing the
amount of carbon dioxide
• Pollutants mix with oxygen and other
chemicals to form smog
• Aerosols include solids such as dust,
salt, and pollen
• Liquids include water droplets and
droplets from volcanoes
http://www.watchknowlearn.org/Video.aspx
?VideoID=28457&CategoryID=2666
Five Layers
of the
Atmosphere
Lower Layers of Atmosphere
• Troposphere: lowest layer – extends up
to 10km; contains 99% of the water vapor
and 75% of the atmospheric gases
• The troposphere is the first layer above
the surface and contains most clouds and
half of the Earth's atmosphere.
• Weather occurs in this layer.
• Most of the layer’s heat is from Earth
• Temperature cools about 6.5 degrees
Celsius per kilometer of altitude.
Lower Layers of Atmosphere
• Stratosphere – directly above
troposphere, extending from 10 km to
about 50 km above Earth’s surface
• Portion of the upper layer contains
high levels of a gas called ozone
• Many jet aircrafts fly in the
stratosphere because it is very
stable. Also, the ozone layer absorbs
harmful rays from the Sun.
Upper Layers of Atmosphere
• Mesosphere – extends from the top
of the stratosphere to about 85 km
above Earth
• Coldest layer with little ozone
• Meteors or rock fragments burn up
in the mesosphere.
• Ionosphere here – layer of charged
particles
Upper Layers of Atmosphere
• Thermosphere – thickest atmospheric
layer found between 85 km and 500 km
above Earth’s surface
• The thermosphere is a layer with
auroras, known for its high
temperatures.
• Warms as it filters out X-rays and
gamma rays from the Sun
• Ionosphere here, too – help carry
radio waves.
Upper Layers of Atmosphere
• Exosphere - The atmosphere
merges into space in the
extremely thin exosphere. This is
the upper limit of our
atmosphere.
• Outer layer where space shuttle
orbits.
Layers of the Atmosphere
http://www.pbslearningmedia.org/asset
/ess05_int_vertical/
Atmospheric Pressure
• Molecules closer to the surface
are more densely packed (at
higher pressure) together than
those higher in the atmosphere
because of the mass of gases
pressing down on them from
higher in the atmosphere
Temperature in atmospheric layers
• The troposphere is warmed primarily by the Earth’s
surface; temperature decreases as altitude
increases in this layer.
• Temperatures increase as altitude increases in the
stratosphere, particularly in the upper portion –
ozone
• Temperatures decrease with altitude in the
mesosphere
• Thermosphere and exosphere are the first to receive
Sun’s rays, so they are very hot
The Ozone Layer
• About 19 km to 48 km above Earth in the
stratosphere (90%) and troposphere (10%).
• Layer of 3-atom oxygen molecules (O3) that
protects the Earth from the Sun’s harmful
ultraviolet radiation
• Life depends on the ozone!
The Ozone Layer
• Pollutants called chlorofluorocarbons (CFCs) (Chlorine Fluorine and
Carbons) are destroying the ozone
• CFCs are used in refrigerators, air conditioners, aerosol sprays, and
foam packaging ~ if products leak, CFCs enter atmosphere
• Ozone layers has a large hole over Antarctica and a smaller one over
the North Pole
• What are chlorofluorocarbons (CFCs)?
•
Chlorofluorocarbons (CFCs) are a group of manufactured chemical compounds that contain
chlorine, fluorine, and carbon. This group includes CFC-11, CFC-12, CFC-113, CFC-114, CFC115, and many forms of Freon. They are colorless, odorless, nontoxic, nonflammable, and stable
when emitted. When they are emitted and reach the stratosphere, they break apart and
release chlorine atoms, which destroy the earth’s ozone layer. CFCs can last for more than 100
years in the stratosphere. Because they destroy the ozone layer, CFCs have been banned from
production in the United States since December 31, 1995. Only recycled and stockpiled CFCs can
now be used on a limited basis. Retrieved from: http://www.toxtown.nlm.nih.gov/text_version/chemicals.php?id=9
Quick Video
• http://www.watchknowlearn.org/Video.aspx
?VideoID=51029&CategoryID=2666
LESSON 2:
Energy in Earth’s Atmosphere
•Some of the Sun’s
energy coming
through Earth’s
atmosphere is
reflected or absorbed
by gases and/or
clouds in the
atmosphere.
Greenhouse Effect
•Solar energy that is
absorbed by the Earth’s
land and water is
changed to heat that
moves/radiates back into
the atmosphere
(troposphere) where
gases absorb the heat, a
process known as the
greenhouse effect.
Greenhouse Animation
Global Warming
• Effects of Global Warming on Wildlife
• Global Warming VIDEO
• Global Warming VIDEO #2
Heat
• Energy that flows from an object with a higher
temperature to an object with a lower
temperature
• Heat is transferred through the atmosphere by:
• Radiation:energy that is transferred in the form of rays
or waves
• Conduction:energy that is transferred when molecules
bump into each other
• Convection:energy that is transferred by flow of
material
• Molecules move closer together, making air more
dense, and air pressure increases
• Cold air sinks, pushing up warm air, which then
LESSON 3:
Air Currents
Air Movement
• Wind: Movement of air from one temperature or pressure
area to another
• Different areas of Earth receive different amounts of the
Sun’s energy. The uneven heating of Earth’s surface result in
air movement…
• Equator’s warm air, being less dense, is pushed upward
by denser, colder air
• Poles’ cold air, being more dense, sinks and moves along
Earth’s surface
• CORIOLIS EFFECT: spinning of the Earth
causes moving air to turn to the right in the
northern hemisphere and to the left in the
southern hemisphere
Global Winds
• Wind patterns, caused by convection currents combined
with the Coriolis effect, of Earth that affect the world’s
weather
• Near equator, very little wind and daily rain patterns
called the doldrums
• Surface winds:
• Between equator and 30 degrees N and S latitude
are steady trade winds
• Between 30 and 60 degrees N and S latitude, the
westerlies blow in opposite direction from the trade
winds.
• The polar easterlies blow from northeast to
southwest near the north pole and from southeast
to northwest near the south pole
Global Winds
TRADEWINDS
Equatorial doldrums
TRADEWINDS
The Weather Highways
• The rotation of the
earth creates the
Coriolis effect.
• The Coriolis effect
causes the air and
water to be
deflected to the
right north of the
equator.
• This creates global
weather highways
The Westerlies
• Because of our
latitude, most of our
weather comes from
the west
• Looking at the
weather map, what
type of weather
might we expect?
• What type of
weather might we
expect in a few days?
Lets try
• Students will get
with shoulder
partners and
conduct the
Launch Lab on
page 395 of Text
Book Lesson 3.
• Independent
activity – on the
output page of the
iNB answer the
questions for
Launch Lab 1 – 3
on page 395
LESSON 4:
Air Quality
Read (10 min)
Individual
Read Lesson Four and answer question #9 of
Lesson Review on page 407. Write answer on
the output page of iNB
For Lesson Four we will be doing a “Read-Pair-Share”
Students will partner with their shoulder partners for this portion of the chapter
A/B C/D
1. Students will take turns reading paragraphs from the chapter while the other partner takes
notes
Students A & C will read first
2. One student will read the other will take down notes in his/her iNB
3. After the paragraph is read they will compare thoughts and summarize the paragraph
4. Students will switch roles and B & D will read while A & C take notes and repeat step 3.
Test Warning
Test is projected for 1
October 2014 over
Chapter 11 Atmosphere
Accountable Team Task (35 min)
As a team complete Radiant Energy Absorption mini-lab on page 408 steps
1-5. Journal the lab on the Output page in the iNB (40 min)
Change the size beaker to 250 mL and time to 7 min
Student A –
1. read lab safety items to the team – refer to Flinn Contract and
ensure students know and understand their roles.
2. Keep time
Student B – Monitor temperature using temp probe
Student C – Record data for team on data chart in iNB. Share with group
Student D – Measure materials going into the beaker – prep lab
ATT
Today as a team you will
1. Observe close v. open system & journal the what you
see/discover on the Output page in the iNB (40 min)
2. Complete Radiant Energy Absorption mini-lab on
page 408 step 6 (Hypothesis) based on table
assignment.
3. Complete pre-lab for Radiant Energy Absorption in
lab report worksheet.
Pre-Lab & Observation
The entire class will be part of one lab (see Table assignments below)
While temperature is adjusting for the close v. open system (40 min) students
can be working on the pre-lab in the lab report worksheet.
1.Write the question (page 408)
2.Determine the variables
3.Write the hypothesis
4.Determine materials
T1 – Forest
T2 – grass field
T3 – lake
T4 – snowy mountain top
T5 – desert
T6 – ocean
5.Refer to procedures for Procedures portion of lab report 
Tasks for student developed Radiant
Energy Absorption Lab (Steps 6 – 12)
Student A –
1. Read lab safety items to the team – refer to Flinn Contract and
ensure students know and understand their roles.
2. Keep time
Student B – Monitor temperature using temp probe
Student C – Record data for team on data chart in iNB. Share with
group
Student D – Measure materials going into the beaker – prep lab
All write pre-lab in Lab Report Worksheet
(Question/Purpose – Procedures)
Radiant Energy Absorption Lab
Weather
Chapter 12
Let’s take a look at the weather
picture and why we have weather!
LESSON 1:
Describing Weather
What is Weather?
• State of the atmosphere at a specific time and
place
• Includes such conditions as air pressure, wind,
temperature, and moisture in the air
• Temperature is a measure of air molecule
movement
• Sun’s energy causes air molecules to move
rapidly; temperatures are high and it feels
warm
• When less of the Sun’s energy reaches air
molecules, they move less rapidly and it feels
cold
What is Weather?
• Energy is transferred between fast-moving
molecules and slower-moving molecules
Remember from Chapter 11/Lesson 2…
• CONDUCTION – transfer of energy when
molecules collide
• CONVECTION – occurs when warm air
rises and cool air sinks; it’s the transfer of
heat, usually in liquids or gases
Water Cycle – water makes up 70%
of Earth’s surface!!
Water Cycle
Video Link
• Water moves back and forth between Earth’s
atmosphere and surface
• Energy from the sun causes water to evaporate
from the hydrosphere and rise as vapor
• Sun provides water cycle’s energy
• Water on the surface absorbs heat and evaporates,
entering the atmosphere
• Condensation – water vapor changes back into liquid
• Clouds of water become heavy and water falls to Earth
as precipitation
• The cycle repeats itself continuously
• Rain & Drizzle- most
common type of
precipitation.
• Freezing Rain- drizzle from
stratus clouds.
• Freezing Rain- raindrops
freeze when they hit the
ground.
• Sleet- raindrops that freeze
before they hit the ground.
Waters 3 States Video 6:52
•snow- as ice grows and
merges into clouds they
form snowflakes.
•hail- is the largest type
of precipitation.
• Lumps or balls of ice
that fall from
cumulonimbus clouds in
warm weather.
The Sun, Water Cycle, & Climate Video 2:37
The Water Cycle and Clouds Video 15:01
If we were to pick one term to help
explain why we have weather, what
do you think would be a good word?
You might pick heat or sun….but another
good choice would be
Convection
After the atmosphere is warmed by
radiation and conduction, the heat is
transferred throughout the atmosphere by
convection.
• Since warmed air
has more space
between the
molecules, it’s
less dense and
rises
• Cooled air is more
dense and tends
to sink
• In general, air
near the equator
tends to rise and
air near the poles
tends to sink
Take a look at this!
Notice the band of
clouds around the
equator ?
This is the ITCZ or inter
tropical convergence zone
Why do you think there is this band
of clouds near the equator?
Did you figure it out?
• Warm, moist air in the tropics
rises
• Cold air can hold less moisture
than warm air
• As the moist air rises, it
condenses and forms clouds!
Now What?
• Ok, so we know that the weather
moves around on these highways
and that warm air rises and cold
air sinks.
• But why is it sunny one day, and
rainy the next?
Let’s break for a short review
1.Transfer of heat in liquids or
gases_____
2. _____ air is dense and tends to sink.
3. Band of clouds found around the
equator______
4. Cold air holds _____ moisture than
warm air
5. The Coriolis effect causes the air and
water to be deflected to the _____ of
the equator
How did you do?
1. CONVECTION
2. COLD
3. ITCZ
4. LESS
5. RIGHT
LESSON 2:
Weather Patterns
Let’s take another look at the weather map
• Notice that
there are H’s
and L’s on the
map
• There are also
blue lines with
spikes and red
lines with half
circles
• Let’s take a
closer look!
AIR PRESSURE
• Air weight that varies over Earth’s surface
• Warmer air is less dense and exerts less
pressure
• Cooler air is more dense and exerts more
pressure
High Pressure Areas
• When cooler
air sinks and is
warmed, the
air can hold
more moisture
• This usually
means sunny
skies
• Winds tend to
move clockwise
around a high
Low Pressure Areas
• When warm air rises
and is cooled, the air
can not hold as much
moisture
• Often, these areas
are associated with
precipitation and
stormy weather
• Winds tend to move
counter clockwise
around the low
So, if you see a big H on the
weather map over the area you live,
you can expect fair weather
When you see a big L in your area,
there will probably be stormy
weather
These highs and lows move or
less along the jet stream and
bring us our weather changes
Humidity
• The amount of water vapor in the air
• Temperature affects how much moisture is in
the air - warmer air can hold more water
vapor, tending to make it more humid
• Relative humidity – the amount of water vapor
in the air compared to what it can hold at a
specific temperature
• When air cools, it can’t hold as much water
vapor, so the water vapor condenses to liquid
or forms ice crystals
• Dew point – the temperature at which air is
saturated and condensation forms
Clouds
• Form when air rises, cools to its dew point, and
becomes saturated
• Shape and height of clouds vary with temperature,
pressure, and water vapor in atmosphere
Clouds
• Shape
• Stratus-smooth, even sheets or layers at low
altitudes
• Cumulus-puffy, white clouds, often with flat
bases
• Cirrus-high, thin, white feathery clouds made of
ice crystals
• Height
• Cirro – high clouds
• Alto – middle-elevation clouds
• Strato – low clouds
• Nimbus clouds are dark and so full of water that
Clouds
• LOW CLOUDS – form at 2,000 m or less in
altitude
• Cumulus – puffy clouds formed when air
currents rise and carry moisture
• Stratus – layered dull, gray sheets that can
cover the entire sky
• Nimbostratus – low, dark, thick layers that
hide the Sun
Cumulus
· Clouds formed at medium or
low elevation.
· Cumulus clouds are puffy
with flat bottoms.
· When cumulus clouds are
white they often signal fair
weather, but when they are
darker, they may signal rain
or thunderstorms.
Stratus
•Clouds formed at
medium or low elevation;
spread out layer upon
layer covering a large
area
•As stratus clouds
thicken, precipitation
usually occurs over that
area.
Cumulus
Stratus
Clouds
• MIDDLE CLOUDS – form between 2,000 m and
8,000 m in altitude
• Most are layered
• Names have alto- prefix (altocumulus and
altostratus)
• Can produce light precipitation
Clouds
• HIGH AND VERTICAL CLOUDS
• Cirrus – wispy, high-level clouds
• Cirrostratus – high, layered clouds that can
cover the sky
• Cumulonimbus – known as thunderstorm
clouds; produce heavy precipitation
Cirrus
•Clouds formed at high
elevations; wispy
clouds usually
consisting of ice
crystals that signal fair
weather or may also
signal an approaching
warm front.
Cirrus
Fog
Cloud Cover Symbols
• You will
often see
the circles
drawn on
a weather
map
Fronts and Air Masses
• Because air and moisture move in the atmosphere,
weather is constantly changing
• Air pressure – measured by barometer
• An air mass is a large body of air whose
temperature and moisture are fairly similar at a
given altitude; properties like the part of Earth’s
surface over which it formed
• Fronts are boundaries separating different air
masses – clouds, precipitation, and storms occur at
frontal boundaries
• There are four different air masses that affect
the United States
The Air Masses
• cP( continental polar) : cold, dry
stable
• cT( continental tropical) : hot, dry,
stable air aloft, unstable at the
surface
• mP( maritime polar) : cool, moist,
unstable
• mT( maritime tropical) : warm,
moist, unstable
This map shows the air mass source
regions and there paths
Warm Fronts
• A warm front
is warm air
displacing cool
air
Widespread precipitation develops!
• Shallow leading
edge warm air
must “overrun”
cold air
• These are
usually slow
moving
2. Warm Front: The zone where warm air is
replacing colder air
• In U.S., warm fronts usually move from
southwest to northeast
• Air gets more humid after a warm front
moves through
Cold Fronts
• Cold air advances
into region of Temperature drops; narrow band of violent storms!
warm air
• Intensity of
precipitation
greater, but
short lived
• Clearing
conditions after
front passes
• Usually
approaches from
W or NW
1. Cold Front: The zone where cold air is
replacing warmer air
• In U.S., cold fronts usually move from
northwest to southeast
• Air gets drier after a cold front moves
through
Stationary Fronts
• Surface
positions of
the front do
not move
• Often a region
of clouds and
precipitation
3. Stationary Front: When either a cold or
warm front stops moving
• When the front starts moving again it
returns to either being a cold or warm
front
Occluded Fronts
• Cold front
overtakes warm
front
• Involves three air
masses of
different
temperatures
• Often found
close to the low
pressure center
Cloudy weather with precipitation!
4. Occluded Front: Formed when a cold
front overtakes a warm front
• This occurrence usually results in
storms over an area
• In U.S., the colder air usually lies to
the west
MENU
Ready for a little quiz?
• Here we go!
1.
• Winds in a low
pressure
system move
_____ around
the low
L
2.
• What type of
front can be
found close to
point D ?
3.
• Which of these
fronts would
you expect to
have greater
precipitation,
but be short
lived as the
front passes?
4.
• Give the name
of the air mass
that would
have the
following
characteristics
:
• cool, moist,
unstable
5.
That important weather word that
refers to the transfer of heat
6.
In general, air near the equator tend
to_____ ( rise or fall )
7.
It causes air and water to
be deflected to the right
north of the equator
8.
Which of the weather highways usually
controls our weather
9.
Warm air holds ( more or less )
moisture than cold air
10.
• If there is a
big H on the
weather map
where you live,
would you
expect fair or
stormy
weather
H
How did you do?
Let’s check the answers!
Answers
1. Counterclockwise
2. Cold
3. Cold
4. Maritime polar (mP)
5. Convection
6. Rise
7. Coriolis
8. Westerlies
9. More
10. Fair
LESSON 3:
Weather Forecasts
Severe Weather
• Thunderstorms occur inside warm,
moist air masses and at fronts
• Warm, moist air is forced rapidly
upward, where it cools and
condenses
• Strong updrafts of warm air and
sinking, rain-cooled air cause
strong winds
Lightning
• Movement of air inside a storm
cloud causes parts of the cloud to
become oppositely charged
• Current flows between the regions
of opposite electrical charge,
forming a lightning bolt
• Thunder – lightning superheats the
air, causing it to expand rapidly and
then contract, forming sound waves
Tornado
• Violent, whirling wind that moves in
a narrow path over land
Hurricane
• Large, swirling, low-pressure system
that forms over tropical oceans
• Heat energy from moist air is
converted to wind that can reach
speeds of 250 km/h
Blizzard
• A winter storm with strong winds, cold
temperatures, and low visibility, that lasts more
than three hours

Severe Weather Safety
• A National Weather Service WATCH
means conditions are favorable for
severe weather to develop
• A warning means that severe
weather conditions already exist
• Meteorologists study and predict
weather
• National Weather Service makes
weather maps and issues watches
and warnings
Anemometer- A tool used to measure
wind speed in miles per hour.
Wind vane
· A tool used to measure wind direction.
· Sometimes referred to as a
wind-weather vane or a wind sock.
· Wind direction is described by the
direction from which the wind is blowing.
Thermometer - A tool used to measure air
temperature in degrees Fahrenheit or
Celsius.
Sling Psychrometer•A two-thermometer
instrument also referred to
as a wet-dry bulb used to
measure relative humidity
(the amount of water
vapor in the air).
• Temperatures readings
are converted using a
relative humidity table.
Weather Instruments Video 1 15:01
Weather Instruments Video 2 19:41
Barometer- A tool used to
measure air pressure in
inches of mercury or
millibars (mb).
Rain gauge- A tool used for
measuring the amount of
precipitation in inches or
centimeters.
MENU
Reading a weather map
• ISOBAR= connects areas of equal
pressure BAR comes from BARometric
pressure
Reading a weather map...
• Isotherm: Connects areas of equal
temperature; therm means temperature
•Information found on a station
model can include cloud cover,
temperature (85°F), wind direction
and speed, precipitation (snow,
rain), or barometric pressure (1002
mb).
•Station models from specific
locations provide information that
can also be used to predict weather
patterns.
Weather Station (not on the TV)
Weather conditions at specific location
Current Conditions!!
Satellites
· Satellite images are used for seeing cloud
patterns and movements.
· For example, hurricane clouds and movement
can be observed using satellite images.
Radar
· Radar images can be used to detect cloud cover,
rainfall or storm location, intensity, and movement,
as well as the potential for severe weather (for
example, hurricanes or tornadoes).