Download Unit 5 - Notes_Meteorology

Unit 5 –
Meteorology
Essential Questions
•What is the atmosphere made of?
•How does energy transfer affect the
atmosphere?
•How does movement of the air cause
weather?
•What is weather?
•How do storms form?
Unit 5 –
Meteorology
Lesson 1 – Earth’s
Atmosphere: Vocabulary
•troposphere
•ozone layer
•ultraviolet (UV) radiation
•chlorofluorocarbons (CFC’s)
Unit 5 –
Meteorology
Lesson 1 – Earth’s Atmosphere
•The atmosphere is made up of gases, solids
(dust, salt, and ice), and liquids (water
droplets found in clouds).
•Nitrogen is the most common substance
(78%), oxygen is the second (21%), and
water vapor makes-up the third (0.0 – 4.0%).
•The five layers of Earth’s atmosphere are:
the troposphere, stratosphere, mesosphere,
thermosphere, and exosphere.
Unit 5 –
Meteorology
Lesson 1 – Earth’s
Atmosphere (cont.)
•The troposphere is the layer closest to the
ground. It contains all clouds and weather.
•The stratosphere is the next up and
contains the ozone layer, a thick blanket of
oxygen that shields out harmful UV
radiation.
Unit 5 –
Meteorology
Lesson 1 – Earth’s
Atmosphere (cont.)
•Too much exposure to ultraviolet (UV)
radiation from the sun can cause cancer and
other health problems in plants or animals.
•Chlorofluorocarbons (CFC’s), a group of
chemical compounds used in refrigerators
and aerosol cans, destroy ozone, causing a
hole in the layer.
Unit 5 –
Meteorology
Lesson 1 – Earth’s
Atmosphere (cont.)
•Some of the atmosphere’s layers contain
gases that absorb the sun’s energy and
some do not. So, as you go higher up, it
does not necessarily get cooler.
•Atmospheric pressure, however, does
decrease as you move away from Earth’s
surface.
Unit 5 –
Meteorology
Lesson 1 – Earth’s Atmosphere :
Barometer Lab – Day 1
•Step 1) Question: Can I predict the weather
with a homemade barometer?
•Step 2) Research: Use the materials
provided by the teacher.
•Step 3) Hypothesis:
Unit 5 –
Meteorology
Lesson 1 – Earth’s Atmosphere :
Barometer Lab – Day 1 (cont.)
•Step 4) Procedures:
– a) Cut the balloon and stretch it tightly over the can.
Secure it in place with the rubber band.
– b) Using tape, attach a piece of construction paper
vertically to the side of the can.
– c) Tape one end of the straw to the middle of the
balloon and point the other end toward the paper.
– d) Draw a line across the paper where the straw
touches. Write HIGH above and LOW below this line.
– e) Record the movement of the straw and the
weather each day for five days on the data table.
Unit 5 –
Meteorology
Lesson 1 – Earth’s Atmosphere :
Barometer Lab – Day 2
•Step 5) Perform:
•Step 6) Data Table: (Day 1)
•Step 7) Interpret Data:
•Step 8) Conclusion:
– Was there a connection between barometric
pressure and the weather? If so, what was it? If
not, why didn’t you find one?
– Refer to your hypothesis.
Unit 5 –
Meteorology
Lesson 2 – Sun Energy:
Vocabulary
•radiation
•conduction
•convection
Unit 5 –
Meteorology
Lesson 2 – Sun
Energy
•All of Earth’s water is called the
hydrosphere.
•97% is salt water, 2% is frozen, and
1% is freshwater.
•This fresh water is heated by radiant
energy from the sun and constantly
moves between the atmosphere and
the surface in the water cycle.
Unit 5 –
Meteorology
Lesson 2 – Sun Energy :
Heat Transfer Lab – Day 1
•Step 1) Question: Does soil or water
absorb and release heat faster ?
•Step 2) Research: Use the materials
provided by the teacher.
•Step 3) Hypothesis:
•Step 4) Procedures:
Unit 5 –
Meteorology
Lesson 2 – Sun Energy :
Heat Transfer Lab– Day 2
•Step 5) Perform:
•Step 6) Data Table: (Day 1)
•Step 7) Interpret Data:
•Step 8) Conclusion:
– Based on your data, which absorbed and released
the most heat?
– What are some factors that might have effected
your results?
– Refer to your hypothesis.
Unit 5 –
Meteorology
Lesson 3 – Air
Movement: Vocabulary
•Coriolis effect
•jet stream
Unit 5 –
Meteorology
Lesson 3 – Air Movement
•Temperature differences at Earth’s surface
are caused in part by its curved surface.
•The rotation of Earth creates the Coriolis
effect, a bending of all free-moving objects
to the right north of the equator and to the
left south of it.
•Distinct wind patterns are caused by the
uneven heating of the Earth and the Coriolis
effect.
Unit 5 –
Meteorology
Lesson 3 – Air Movement (cont.)
•These distinct wind patterns have names
based on location and direction: polar
easterlies, prevailing westerlies, trade
winds, and doldrums.
•At high altitudes, narrow belts of strong
wind, called jet streams, blow near the top
of the troposphere. They have a major effect
on our weather.
Unit 5 –
Meteorology
Lesson 3 – Air Movement (cont.)
•Smaller wind patterns determine local
weather.
•During the day, where the land meets the
sea, a steady breeze from the sea towards
the land is called a sea breeze.
•At night, a steady breeze from the land
towards the sea is called a land breeze.
•A similar cycle can be found in mountainvalley winds.
Unit 5 –
Meteorology
Lesson 4 – Weather:
Vocabulary
•weather
•relative humidity
•dew point
Unit 5 –
Meteorology
Lesson 5 – Storms:
Vocabulary
•air mass
•fronts
•Doppler radar