2. Topics for the current event on Atmosphere/Hydrosphere include: Weather Storms Global warming Greenhouse gases Climate change Clouds Air quality Air masses Weather technology Acid Rain Human impact on the atmosphere Water currents and heat transfer Ground water/surface water Human impact on freshwater availability Water quality in NC river basins, wetlands and tidal environments

3. Climate Definition – Long term weather patterns in an area that describes annual variations Types Tropical Mild Dry Polar Continental Microclimates Natural Change Earth’s Rotation Volcanic Activity Solar Activity Precession Human Change Increase of greenhouse gases Deforestation Heat islands Industrial emissions Fossil fuel use Causes of Latitude Topography Air Masses Global wind patterns Closeness to lakes and oceans Ocean currents Availability of moisture

4. Climate Categories (Types) p. 359-368 Koppen climate classification system Temperate Tropical Polar Dry Continental

5. Bellringer What are the gases that make up the atmosphere? Draw a pie chart to show the quantities of each gas. Text p. 272

8. Climatology – Define Climate  Describes What?  Why use normals with caution?

9. Causes of Climates – Give an Example of each Latitude Topography Closeness to lakes and oceans Availability of moisture Wind pattern Ocean currents Air masses

10. Koeppen Classification System – Describe each Tropical Dry Mild Continental Polar

11. Microclimates Define Give an example

12. Climate Changes – give example Ice ages Seasons El nino

13. Natural causes – give example Solar Activity Earth’s orbit Earth’s wobble Volcanic activity

14. Human Impact – How? Global Warming Other human activities

15. Structure and composition of our atmosphere p. 271-277 Summarize Information from charts and graphs regarding layers of the atmosphere, temperature, chemical composition, and interactions with radiant energy E:\Removable Disk\biology\Evolution\Creating_the_Potential_for_L ife.asf E:\Removable Disk\biology\Evolution\Creating_the_Potential_for_L ife.asf

16. Describe the Earth’s early atmosphere Mainly methane and ammonia. volcanic activity that added water vapor, chlorine, carbon dioxide, hydrogen and nitrogen. introduction of cyanobacteria allowed oxygen in atmosphere

17. What makes up atmosphere today? 78% Nitrogen 21% oxygen 1% other gases

18. Joshua and Jennifer Mosser, Briar Woods High School Structure of Atmosphere Lower Atmosphere Troposphere (most of mass of atmosphere) Stratosphere (ozone) Upper Atmosphere Mesosphere Thermosphere Exosphere

19. Draw the layers of the atmosphere and briefly describe each (Activity) Exosphere: Is the outermost layer of the Earth’s atmosphere. Hydrogen and helium are found here and beyond the exosphere is outer space Thermosphere: Minute portion of the atmosphere’s mass. Increase in temperature but would not seem warm to us because of lack of molecules. (The Ionosphere is part of the thermosphere and is made up of electrically charged particles) Mesosphere: No ozone and temperature decreases again Stratosphere: Contains ozone; O3 and protects us from UV radiation. Ozone is a pollutant in the troposphere. This heats the stratosphere Troposphere: Layer closest to Earth, contains most of the mass including water vapor and most weather. It also contains most of the pollutants. It decreases in temperature from bottom to top.

21. Bellringer Draw the image below. Read p. 294

22. Bellringer NCFE 2014 #9 Which is associated with an increase of chlorofluorocarbons in the environment? A an increase in health risks associated with UV radiation B an increase in levels of methane gas in the atmosphere C an increase in ozone levels in the upper atmosphere D an increase in acid precipitation

23. Joshua and Jennifer Mosser, Briar Woods High School Temperature vs Heat Measure of movement of molecules Rapid movement increased temperature Transfer of energy due to temperature differences

24. Create a Venn diagram showing the similarities and differences between heat and temperature. HEAT -transfer of energy -Joules -transferred by radiation, convection, conduction -dependent on mass, size, and number of molecules Similar -Contribute to weather -deal with energy and matter -dependent on molecules TEMPERATURE -calculation of how fast or slow molecules move -Celsius, Kelvin, Fahrenheit -dependent on speed of molecules

25. Joshua and Jennifer Mosser, Briar Woods High School Dew point Temperature to which air must be cooled at constant pressure to reach saturation

26. Joshua and Jennifer Mosser, Briar Woods High School Why is dew point important? Air must be saturated for condensation to occur.

27. Joshua and Jennifer Mosser, Briar Woods High School The Atmosphere Earth’s atmosphere is 21% oxygen and 78% nitrogen Human activities (cars, factories, burning land, coal) have increased carbon dioxide levels, causing a slight greenhouse effect Water vapor and carbon dioxide help the Earth to retain heat and make it warmer Burning fossil fuels also causes smog and contributes to acid rain Venus has an extreme greenhouse effect due to carbon dioxide Energy transfer in the atmosphere involves convection, radiation and conduction

28. Why is radiation important to us in terms of the sun? This is the way we get energy through space. Earth absorbs solar radiation. send back 35% Infrared radiation is changed into heat when it strikes an object.

29. What is conduction?conduction? heating by direct contact when molecules collide with each other. Heat always flows from hot to cold offers only a very thin atmospheric layer of heat near the earth’s surface

30. What is convection? Heated air or water expands and moves upward. Cooled air or water shrinks and moves downward. sets up currents of air and water.

31. Bellringer – you tube Describe the three methods by which solar energy that reaches Earth is transferred? P.275-276

32. Greenhouse effect  Process by which the atmosphere traps infrared rays over the earth’s surface

33. Global warming  Increased average temperature of atmosphere caused by the increased amount of CO 2 in atmosphere

34. Variation in temperature is due to:  Latitude  Elevation  Water  Wind  Seasons

35. Meteorology Study of atmospheric phenomena

36. Atmospheric properties that describe weather conditions: Temperature Air pressure Wind speed Amount of moisture in air

37. Coriolis effect—Earth rotation causes deflection of air in the atmosphere Global wind patterns are caused by the unequal heating of the Earth creating convection currents. Wind flows from High to Low Pressure United States weather is controlled by Prevailing Westerlies and moves from west to east Sea breezes—during the day, wind blows from the sea to the land because the air above the sea is colder (denser) and the air above the land is warm (less dense) Land breezes—occur at night. Cool air above land moves out to over warmer water in the sea.

38. Atmospheric relationships T↑T↑ P T↓T↓ P T↓T↓ D T↑T↑ D T= temperature P=pressure D = density ↑ = increase ↓ = decrease

39. Air masses Large body of air that takes on the characteristics of the area of which it forms (AKA – source area) Refer to table 12-1 on page 304

40. Pressure Systems Northern Hemisphere High – (air sinks) winds rotate in clockwise direction Low – (air rises) winds rotate in counterclockwise direction

41. Balancing heat energy Air mass modification Coriolis Effect Global winds Trade winds Prevailing westerlies Polar easterlies

42. FrontFront – narrow region separating two air masses of different densities. Types Warm Cold Stationary Occluded

43. Cold Front – cold air wedged under warm air – heavy clouds/violent storms

44. Warm Front – warm air slopes over cold air- hot, muggy, thunderstorms

45. Stationary Front

46. Occluded front

47. Cloud formation – temperature and moisture Warm air forced up in a convection current Warm moist air is forced to rise over a mountain Two air masses of different temperatures meet

48. Cloud Video – Learn 360 1. What are three ways clouds are important to our earth? 2. What are the four layers of the atmosphere in the video? 3. Where do clouds form and become active? 4. What are the two factors that determine cloud formation? 5. What does the name tell you about the cloud? 6. Describe each of the three cloud shapes. 7. Complete Chart. (Given before video) 8. Who studies weather? 9. What is the term for when a cloud releases any form of water vapor? 10. Why do clouds not appear to be moving fast? 11. What two compounds are used in cloud seeding?

49. Name of CloudDescriptionType of weather CirrostratusSpread out cirrus clouds above 3 milesRain within 24 hours cirrocumulusPuffy clouds that are broken up 3 miles above ground Approaching warm front altostratusLayerless risen stratus clouds up to 3 miles Rain and snow for a long time stratocumulusHeavy and fluffy at low elevationCold front FogLow forming status cloud next to ground Moist air cooled close to the ground altocumulusRisen cumulus clouds above 1-3 milesPrecede cold fronts and thunderstorms cumulonimbusMassive towers ranging in elevation from 1-7 miles Rain, lightining, severe weather, tornadoes nimbostratusLow gray rain cloudsrain stratus“layer” featureless sheets of cloudsJust after lifted fog cumulus“pile or heap” puffy, lumpy looking clouds Fair weather Cirrus“hair” wispy, stringy cloudsDistance storm whose cold winds have created them

50. I. Cloud formation Lab Prelab questions: 1. Why would there be more humidity in the air above a warmer lake than there would be above a colder lake? 2. IN order for a cloud to form, the humid air must be cooled below it __________ point? 3. As air is compressed (squeezed), will it become warmer, or will it become cooler? 4. As air rises, will it be compressed, or will it expand? How will this affect its temperature? 5. What are “condensation nuclei”? Give two examples.

51. I. What affects Cloud formation? II. The purpose of this lab is to determine what factors affect cloud formation. III. If water is placed inside of a 2 liter bottle, then warm water/cold water (choose one) will produce a cloud when pressure is exerted on the bottle.

52. IV. 2 liter bottle with lid, match, warm water, cold water V. 1. Pour cold water into 2 liter bottle to line. 2. Screw on lid and shake bottle for 30 seconds. 3. squeeze bottle for several seconds to increase the pressure and release to allow air to expand. 4. Observe air in the bottle. Record observation. 5. Unscrew cap, light match, BLOW it out!, hold the smoking match inside the tilted bottle for about 2 seconds. 6. Squeeze and release several seconds. Observe and record observation. 7. Repeat all procedures using warm water.

53. VI. Observations VII. Conclusion: Complete follow up questions. Was your hypothesis correct or not? Why?

54. Chapter 11 Assesment p. 296 1-19

55. Explain the formation of typical air masses and the weather systems that result from air mass interactions. P. 278-289 How do air masses move? (pressure differentials) How do interactions of air masses form frontal boundaries, clouds, and affect wind patterns? Precautions for severe cyclonic storms to preserve life and property

56. Bellringer: What are the five types of air masses? Why are we able to find all five types in North America? Give an example of where each would be located. Use text page 302-304

57. Bellringer What are the two variables that are involved in air- mass formation?

58. Bellringer NCFE 2014 #8 Which storm most likely develops as air masses interact with the warm water in the northwest Pacific Ocean? A typhoon B tornado C blizzard D monsoon

59. Observe, analyze and predict weather using technological resources Instruments Thermometer - temperature Barometer - pressure Anemometer - wind Hygrometer - humidity Ceilometer - clouds Radiosonde – temperature, pressure, and humidity

60. Joshua and Jennifer Mosser, Briar Woods High School Weather Instruments Sling psychrometer— measures relative humidity Hygrometer— measures relative humidity Barometer— measures air pressure Anemometer—measures wind speed Wind vane—shows wind direction

61. Radar – “radio detecting and ranging” Doppler radar – Doppler effect – change in wave frequency that occurs in energy, such as sound or light, as that energy moves toward or away from an observer. Example: wind speeds associated with precipitation areas including severe weather. Satellites – track clouds Infrared imagery – detects thermal energy differences

62. Interpret and analyze weather maps and relative humidity charts. Interpreting a weather map text p. 323

63. Joshua and Jennifer Mosser, Briar Woods High School Station Models

64. “Storms” Video – Learn 360  Why was there so many people left behind during Hurricane Katrina? What percentage of New Orleans was flooded? What type of storm hit Beijing China in 2007? What is a tornado? What type of storm do they form from? What are scientists’ concerns with global warming and weather ? What is delivering more powerful storms with earlier seasons? What are 3 instruments discussed in the video?

65. Explain how cyclonic storms form based on the interaction of air masses p. 333-346 Importance of water vapor and its influence on weather (clouds, relative humidity, dew point, and precipitation) Use predictions to develop plans for safety precautions related to sever weather events

66. Joshua and Jennifer Mosser, Briar Woods High School Hurricanes Hurricanes are the largest storms on Earth. It moves with counterclockwise movement and winds reach up to more than 250 km/hr. Hurricanes are areas of extreme low pressure that form over warm ocean water of at least 80 degrees. Intensity of hurricanes is measured on the Saffir- Simpson scale and is determined by sustained wind speeds

67. Joshua and Jennifer Mosser, Briar Woods High School Tornado A tornado is a violently rotating column of air that usually touches the ground A rotating updraft of air in a thunderstorm cloud may form a spinning column called a mesocyclone, which eventually can touch down on the ground as a tornado

68. Precautions – Chapter 13 (329-351) Before, During, and After  Define and describe the cause of your specific topic and precautions you would take at the time of the event to preserve life and property.  Create a warning sign that tells others what to do to be prepared. Hurricane Tornado Floods Winter Storm Heat/Drought Thunderstorms

69. Chasing Killer Storms – Learn 360 1. What are precursors to a tornado? 2. What is a cumulonimbus cell also called? 3. What equipment is used to detect large thunder storms? 4. Where is the eye of a hurricane? 5. What is used to deliver important data in the eye? 6. What type of destruction did Hurricane Bertha cause? 7. How many roots where calculated for Bertha by computer models? 8. What is used in cloud seeding? 9. How is a hurricane formed? What allows for the motions? 10. What type of devastation was caused by hurricane Andrew? 11. What causes tornado and hurricanes to be more dangerous?

70. Outline How deforestation and the burning of fossil fuels (linked to increased industrialization) contribute to global climate change

71. Sasinschool.com Username: wlincoln QL: 952

72. Bellringer Read textbook page 380. Complete the graph using the table given on p. 380. Answer the questions that follow.

73. Human activities affect air quality p. 377, 665-668, 724-729 Acid rain formation How do human activities alter the pH of rain? Other human activities that impact quality of atmospheric composition Aerosols, chlorofluorocarbons, burning industrial byproducts, over farming, etc. Methods to mitigate human impact on the atmosphere

74. SASinschool.org Carbon cycle – QL #952

75. Acid Rain Carbon dioxide (CO2) + Water (H2O) -----> Carbonic acid (H2CO3) or Sulphur dioxide (SO3) + Water (H2O) -----> Sulphuric acid (H2SO4) or Nitric oxide (NO) + Water (H2O) -----> Nitric acid (H2NO2) Environmental impacts 4.2 Acid Rain and scrubbing http://www.dnr.state.md.us/education/powerup/pdfs/p owerup_envimpact.pdf http://www.dnr.state.md.us/education/powerup/pdfs/p owerup_envimpact.pdf

76. Read Article Maryland News “Power Plants and the Environment: Coal as a Soarce of Energy”

77. I. Acid Rain & Scrubbing: Why Worry? Acid Rain Neurtalization LabScrubbing II. How do coal-burning power plants reduce acid rain forming agents? III. If limestone is added to an acid solution will/will not reduce the acidity because… IV. Materials: cup or 500 ml. Beaker, Distilled water, Acid source (distilled white vinegar), Granulated/powered limestone, Wide range of litmus paper with color matching charts, Eyedropper

78. V. Procedures 1. Fill the cup ½ full of distilled water. Measure the pH by dipping a piece of litmus paper into the water. Match the color to the color chart. 2. Label this cup normal rainwater and add three drops of acid solution. Measure the pH by dipping a piece of litmus paper into the solution. Match the color to the color chart. Record the pH number in the data chart below. Normal rain should be 5.6 or above on the pH scale. 3. To this normal rainwater add 12 more drops of acid solution. Stir the solution and test it with pH paper. This represents added acid from the burning process of fossil fuels. Match the color to the color chart. Record the pH number in the data chart below. Acid rain has a pH below 5.0. 4. Add the limestone to the same cup and stir your solution. In a power plant, granulated limestone (similar to lime) is added to the smoke of a power plant before it leaves the smoke stack. Measure the pH of the acid rain water 1 minute after you have added the lime and record the result on the data chart.

79. VI. Acid Rain Neutralization Lab Data ChartLiquid PH Level Distilled Water Normal Rainwater Acid Rain Water Acid Rain Water after adding lime

80. VII. Conclusions: 1. Did the pH of the acid rain water become more acidic (lower pH number) or more basic (higher pH number) after it was treated with lime? 2. Water for drinking should not be acidic or basic. What pH number would indicate a neutral safe pH? Hint: If you are not sure, test some distilled water with pH paper. 3. Power plants use the term “scrubbing” to describe methods of cleaning the smoke emitted by their stacks. By “scrubbing”, what are they adding to the smoke? Does this help prevent acid rain from forming? 4. What are some of the habits/routines of you and your family that add acid rain agents to the air? Remember that anytime fossil fuels (coal, oil, gasoline) are burned, acid rain causing agents escape into the air. *** Was your hypothesis correct or not? Why or why not? Extensions: 1. Catch some rainwater in a clean glass container and test it with your litmus paper. 2. List some ways you can help with the acid rain problem.

81. Explain p. 368 How large-scale development contributes to regional changes in climate (i.e. heat islands in large cities like NY, Chicago, and Beijing

82. Action Humans can take on a local level, as well as on larger scale, to mitigate global climate change Montreal Protocal – CFC’s

83. Test Review Gases Water vapor Nitrogen, oxygen, Carbon dioxide Ozone Global warming Temperature inversions Condensation nuclei Koeppen System Ceilometer Analog Tornado Coalescence Acid precipitation (rain) Ice age Climatology Jet stream Storm surge Radiosonde Coriolis effect Dew point Station model Weather Climate Latent heat Radiation Convection Conduction Temperate, tropical, and polar zones Smog Particulate matter Source regions (cP, mT, mP, and cT) Layers of the atmosphere El Nino Trade winds, polar easterlies, prevailing westerlies