Download Geology 110: Earth and Space Science

Geology 110: Earth and Space Science
Chapter 16 (Earth’s Climate System)
Homework
SELF-REFLECTION AND COMPREHENSION SURVEYS
Checkpoint 16.1, p. 455
#1: The following map shows the locations of 4 climate extremes. Match each extreme
climate with its locations. Each location is used only once.
Highest temperature (136 F) is . . . .
Highest average annual precipitation (1331 cm; 524 inches) is . . . .
Second lowest temperature (-90ºF) is . . . .
Lowest average annual precipitation (0.08 cm) is . . . .
Checkpoint 16.2, p. 458
#2: Florida lies at the same latitude as the Sahara desert. Why do you think Florida is not
a hot, dry desert?
Checkpoint 16.3, p. 460
#3: Describe how the distribution of maximum precipitation rates and maximum
temperatures would vary on a map of the world over the course of a year.
Checkpoint 16.4, p. 460
#4: Make a concept map of the global circulation system using at least 10 of the
following terms and others of your own choosing, with no more than 15 terms total.
Coriolis effect
convection cell descending air
equatorial low
Ferrel Cell
Hadley Cell hot deserts
jet stream
polar front
precipitation
rising air
solar radiation
subtropical high
trade winds westerlies
Checkpoint 16.5, p. 461
#5: The following graph illustrates mean monthly high and low temperatures and the
average monthly rainfall for Sydney, Australia. Estimate average monthly temperature as
halfway between the mean high and low temperatures. On the basis of these data, in what
climate region does Sydney belong? Explain your reasoning.
a) Tropical
b) Dry
c) Warm temperate
d) Cool temperate
Explain:
Checkpoint 16.6, p. 462
#6: How does the distribution of people on Earth compare to the distribution of climate
zones and biomes?
Checkpoint 16.7, p. 463
#7: Mt. Kilimanjaro is a 6,000-meter-tall (19,685 feet) mountain in Tanzania, Africa, just
320 km (200 miles) south of the equator. Moving from bottom to top, a hiker would pass
through savannah grasslands, tropical rainforest, treeless moorland, alpine desert, and end
on a glaciated peak. Explain why climate conditions and biological environments change
as you hiked up the mountain.
Checkpoint 16.8, p. 465
#8: With all the media reports of climate change, people in your community turn to you
to help them figure out if it is really happening. (You are taking an Earth Science class
after all). They ask you to generate a common sense index of climate change that could
be used by long-time residents (>20 years) of your community. The index should not be
too complicated, so you must identify just 3 things that an interested resident could
observe, using data from the evening news, the Internet, or a local paper. Finally,
residents should not have to collect daily weather data, but they may be asked to compare
daily data with long-term averages. What 3 factors would you choose and how would
residents use them to identify climate change?
Checkpoint 16.9, p. 467
#9: While hiking in the Sierra Nevada Mountains, California, Josh comes across a high
valley filled with several meters of snow and ice. What would he look for to determine if
it is just a big pile of snow and ice or a glacier?
Checkpoint 16.10, p. 469
#10: Examine the two pictures of glaciers provided here.
a) In photo A, label as many features as you can.
b) In photo B, what do you infer is the origin of the dark stripes?
Checkpoint 16.11, p. 470
#11: Draw a diagram that illustrates the fate of a snowflake that falls in the accumulation
zone of a growing alpine glacier. Begin and end the path of the snowflake in the
atmosphere.
Checkpoint 16.12, p. 470
#12: In the introduction section we discussed the fact that glaciers in Alaska are
shrinking. Discuss how you would plan a study of glaciers from other places to determine
if this was a local, short-term phenomenon or part of a larger, long-term global trend.
Include a description of how you would measure changes in the size of a glacier.
Checkpoint 16.13, p. 470
#13: The area around the South Pole receives just a few centimeters of snowfall each
year. Is the South Pole a desert? Give reasons to support your answer.
Checkpoint 16.14, p. 472
#14: Sand dunes along sandy beaches along the Atlantic coast also contain cross beds.
Identify 2 characteristics that you could look for to determine if a sandstone with cross
beds was deposited in a desert or on a beach.
Checkpoint 16.15, p. 472: Wind Action and Glacial Processes Compared
#15: Complete the Venn diagram provided here by placing the 6 listed terms in the
appropriate locations on the diagram. Add an additional 6 characteristics.
Wind Action
Glacial
Processes
1. Transport sediment in direction of movement
2. Can transport large boulders
3. Form dunes
4. Occur most frequently at high latitudes
5. Few associated plants and animals
6. Occur on at least five continents
7.
8.
9.
10.
11.
12.
13.
14.
Checkpoint 16.16, p. 473
#16: Discuss how you would plan a study of desert environments to determine if they are
increasing or decreasing in size. Include a description of how you would measure
changes in the size of a desert.
Checkpoint 16.17, p. 477
#17:
Compare the tree ring record of precipitation in New Mexico graphed here with the same
interval of the record from Wyoming illustrated in Figure 16.28. How do the records
compare, and what does this imply about drought conditions in the West over this time
period?
Checkpoint 16.18, p. 480
#18: The following graph illustrates the relative length of time that each proxy climate
indicator can be applied. Match the 7 proxies below with the bars on the diagram.
tree rings
microfossils
pollen
ice cores
instrumental records
archeological data
varves
Checkpoint 16.19, p. 481
#19: Imagine that a 12-year record of ice layers, varves, and tree rings that corresponded
with the rapid warming representing the transition from the Younger Dryas to the
Holocene. Draw 3 diagrams, one for each proxy record, showing the changes in each
proxy during the transition. Describe at least 2 additional proxies that might be associated
with these records that would also signal a dramatic warming trend.
Checkpoint 16.20, p. 482
#20: You are selected to serve on a Presidential panel to review the consequence for the
United States of an abrupt climate change that would either raise or lower global
temperatures by 5 to 10 oC in a decade. Your job is to work with the other panel members
to plan how to adjust to the impact of such an event if it were to begin to happen in 100
years. What 3 important recommendations would you make for each scenario?
Checkpoint 16.21, p. 484
#21: What combination of changes in the Milankovitch cycle would cause the highest
and lowest summer temperatures in North America?
Checkpoint 16.22, p. 484
#22: Would the amount of incoming solar radiation increase or decrease at the Arctic
Circle during July in the Northern Hemisphere if:
a. Earth’s axis was vertical rather than tilted?
b. Earth had a circular rather than elliptical orbit?
c. The tilt of Earth’s axis was opposite to its present orientation? (away from Sun)
Checkpoint 16.23, p. 484
#23: Concisely describe 5 factors that could cause the temperature of a region at Earth’s
surface to decrease.
Checkpoint 16.24, p. 484
#24: From information in the chapter, discuss what you think would be some potential
climate scenarios for North America over the next 1,000 years. Include estimates of
temperatures.
Earth’s Climate System Concept Map
#25: Complete the following concept map to evaluate your understanding of the
interactions between the Earth system and the climate system. Label as many interactions
as you can, using information from this chapter.
A Eccentricity of Earth’s orbit controls incoming solar radiation
B
C
D Lighter oxygen isotopes preferentially evaporate to atmosphere
E
F
G
H
I
J Winds pick up and transport small particles (e.g., sand grains)
K
L
M
N Human actions have changed the composition of the atmosphere; plants expire
oxygen, take in carbon dioxide