Download Review for Test on Wind, Humidity, Clouds, Pr

Name ___________________________________ Date ______________________ Period ______
Review for Test on Wind, Humidity, Clouds, Precipitation
Quiz on Friday, March 2, 2012
Test Format: Multiple choice, fill in the blank, diagrams/charts/labeling or using, short answer
The test will be mainly closed notes, but there may be an open notes part.
Section 2-3
Study Materials: Chapter 2, Section 3 (pages 48-60), “Section 2-3 Winds” notes (both parts),
“Wind Concept Map, “ Summary of Winds”, “Temperature-Pressure-Wind Review”, and
“Coriolis Effect in Weather” Lab (to be returned)
• Know the definition of wind, what causes wind (differences in heating, differences in pressure), and how
winds are named.
• Know the differences between and causes of local winds (sea and land breezes, temperature differences
between land and water), regional winds (summer and winter monsoons, temperature differences between
land and water), and global winds (temperature differences between poles and equator).
• Know that land heats up and cools down faster than water and how this relates to land and sea breezes,
and monsoons.
• Know the definition of the Coriolis Effect and how it affects wind directions in each hemisphere. Be able
to draw directions of rotating water streams with different directions of rotation like in the lab.
• Know the directions of rotation of the two hemispheres and which way winds are bent in each.
• Know the definitions of global winds and jet streams.
• Label the global winds on a map of earth (trade winds, prevailing westerlies, polar easterlies).
Study Topics: Sections 2-4 and 2-5
Study Materials: Sections 4 and 5 of Chapter 2 in text (pages 61-69)
“Humidity Notes” sheet with Relative Humidity Mini Lab and Followup plus Visual Model of
Relative Humidity (sheet with x’s and circles),
“Steps to Cloud Formation” (Cloud Lab wrap-up sheet) based on “How Clouds Form” Lab
“How Clouds Form” notes, “Types of Clouds” notes, ”The Water Cycle” notes, and notes and
activities on types of precipitation
• Understand how condensation and evaporation relate (how phase changes occur) and how changes in
energy are involved. Remember the pompom activity.
• Be able to define temperature, humidity, relative humidity, and dew point.
• Describe the tool we used to measure relative humidity and dew point (psychrometer): what that tool is
made of, why the temperatures are different on the two thermometers, and how and why that temperature
difference is affected by humidity.
• Know that warm air can hold more water vapor than cold air and what that has to do with energy.
• Be able to calculate relative humidity from the dry and wet bulbs using a relative humidity chart.
• Know how clouds form, including the steps illustrated in the lab. Know the importance of particles.
• Know ways that nature makes air rise: warmer air, one side of a mountain, global circulation
• Know the descriptions of the basic types of clouds: cirrus, cumulonimbus, cumulus, and stratus.
• Know the descriptions of the types of precipitation: rain, freezing rain, sleet, snow, hail.
• Know the steps of the water cycle: evaporation, condensation, precipitation, surface runoff (collection).
Be able to define them and recognize them in a diagram.
Chapter 2 (sections 3, 4, and 5) Practice Test – Part 1 (out of 3 parts)
Review Paragraphs: Use the word banks to finish the review paragraphs.
No word bank for first paragraph.
Wind can be defined as the horizontal movement of air from an area of _____________ pressure to an
area of _____________ pressure. In convection high pressure can be associated with ______________
temperatures since air becomes denser and sinks while low pressure can be associated with _____________
temperatures since the molecules spread out and air becomes _____________ dense and rises. The name of
a wind tells you the direction the wind is coming ______________.
Word Bank (Some words will be used more than once):
faster
land
water
warmer
sea
monsoons
land
rises
cooler
Simple examples of winds caused by uneven heating can be seen in local sea and land breezes. The
figure on the left below illustrates a _____________ breeze. During the day sunlight warms the surface.
Land changes temperature ______________ than water. Thus the land is ______________ than the water.
Warm air _____________ over the land and cooler air from over the water replaces the rising air. This
creates a wind at the surface from the _____________ to the _____________. The figure on the right
below illustrates a ____________ breeze, which happens at night when land is _____________ than water.
Draw and label arrows to indicate a) the direction of the breeze and b) where the air is rising. In some
places differences between land and water also cause seasonal winds called _____________________ that
bring rain in summer and dry conditions in winter.
DAY
Water
prevailing westerlies
poles
polar easterlies
Coriolis
NIGHT
Land
right
warmer
Water
trade winds
equator
directions
distances
Land
left
hurricanes
jet streams
drains
toilets
Global winds blow steadily from specific ___________________ over long __________________.
Global winds are also produced by differences in temperature. The equator is ________________ than the
poles. Thus air rises at the ______________ and sinks at the ___________. If the Earth did not rotate this
would produce a surface wind that would blow in a straight line from the poles to the equator. From the
perspective of someone who is on the rotating Earth, however, the winds curve. The winds curve to the
_______________ in the northern hemisphere and to the _______________ in the southern hemisphere.
This curvature of winds is due to the ________________ effect caused by the rotation of Earth. This
affects winds and _____________________, but not __________________ or __________________. At
about 10 km altitude are bands of fast wind from west to east called _____________________________.