Get your own Free Home Page ENVIRONMENTAL EARTH SCIENCE - GRADE 9 SCIENCE PLANNING
ATMOSPHERE SECTION
CONTENTS:
Atmosphere Section,
Components of the Atmosphere Concept
Weather Data Concept
Weather Systems Concept
Performance Objectives for each Topic
Essential Questions:
Why do we need our atmosphere?
How does the atmosphere work?
COURSE SECTION: Atmosphere
CONCEPT: Components of the Atmosphere
TIMEFRAME:
SUGGESTED GOALS
1. Students will understand the scientific method and will use the
scientific method as an approach to problem solving by
understanding how lab experiments and fieldwork contribute to our
understanding of the gases and solids that make up our atmosphere.
2. Students will have a knowledge base sufficient to identify and
understand the causes and possible solutions to environmental
issues by understanding the natural cycle of atmosphere components
and how people modify those cycles.
3. Student will be able to evaluate the impact of their daily life
decisions and actions in the context of their environment by
recognizing how their actions affect he natural cycles of gases and
solids in the atmosphere.
4. Students will recognize the inter-connections between components of
the natural universe by understanding how processes of the land,
oceans, interior of the planet, and in the atmosphere affect the
cycling of gases and solids in the atmosphere.
5. Students will develop a lifelong interest and concern for their
relationship with the natural world by recognizing their
responsibility for management of our manipulation of components in
the atmosphere.
LEARNING OBJECTIVES: To reach these Goals, students will have to
understand:
1. that the processes of the atmosphere are responsible for most
of the erosion of the land that works against the uplift actions of
the Earth's internal processes.
2. that the atmosphere is the layer of gases that covers the
surface of the planet.
3. that the atmosphere of the planet is made of a variety of
gases that cycle through the atmosphere in a variety of ways.
------ atmosphere evolution -----
4. that understanding the evolution of the atmosphere helps to
understand the importance and cycles of these gases.
5. that if Earth's first atmosphere (before 4 billion years
before present) was probably similar to that of the outer planets of
the solar system, it was probably mostly methane CH2, and ammonia NH4.
6. that this early atmosphere was probably too thin to provide
any protection from the heavy meteorite bombardment of the time.
7. the Earth's first atmosphere was replaced by nitrogen N2,
water vapor H2O, and carbon dioxide CO2 from the widespread volcanic
activity that occurred from around 4 billion to 3.5 billion ybp.
8. that the thick, heavy N2/CO2/H2O air shielded the surface of
the planet from meteorites, most of which were already cleared from
Earth's orbit.
9. that N2, CO2, H2O vapor do not provide any protection from
ultraviolet radiation (UV) that disrupts complex molecules such as
those of living organisms.
10. that the atmosphere of Venus is a good model for Earth's
second atmosphere, where high levels of CO2 keep surface temperatures
extremely high.
11. that as the meteorite bombardment lessened, the surface of
the planet and the early atmosphere was able to cool enough for the
H2O to condense, and rain began to fill the low areas to form the
first oceans.
12. that those hot, early oceans must have contained a vast
variety of dissolved chemicals from the land, ocean bottoms, volcanic
activity, continuous lightning from the storms, and contributions from
meteorite impacts.
13. that lab experiments have imitated these conditions, and have
produced very complex molecules similar to some of the simpler
molecules found in living organisms.
14. that lab experiments have demonstrated that after hundreds of
millions of years, increasingly complex molecules could have begun to
replicate themselves, used other molecules for sustenance, and react
to stimulus, all of which are properties of life.
15. that fossil evidence of the earliest form of living organisms
indicates that organisms similar to today's cyanobacteria (blue-green
algae) were living in the oceans around 3.5 to 3 billion ybp.
16. that these primitive organisms are photosynthetic, using the
energy of the Sun to take in CO2 and H2O to form their tissues, and
releasing oxygen gas O2 as a waste product.
17. that the primitive cyanobacteria must have lived deep enough
in the oceans to be shielded from UV, but close enough to the surface
to get sunlight.
18. that as the primitive cyanobacteria flourished, the levels of
CO2 dissolved in the water went down, and CO2 from the air would have
dissolved into the water.
19. that as O2 entered the water, its high reactivity would have
caused it to combine with many of the elements dissolved in the water,
such as metals, especially iron.
20. that over time, the oxygen from photosynthetic organisms
would combine with most of the abundant iron in the water, forming
iron oxides or rust.
21. that solid rust particles precipitate from water, and form
dense formations around present day cyanobacteria.
22. that as the oceans were cleared of iron by the oxygen from
cyanobacteria, vast deposits of iron ore were formed which are now
being mined by people in many areas of the world, including the Great
Lakes Region of the US.
23. that these iron ore deposits are nonrenewable resources
because the conditions that formed them took millions of years and
were hopefully unique in the history of the planet.
24. that after the easily oxidized elements such as iron were
removed from ocean waters, the oxygen levels would increase in the
water and then in the air as oxygen dissolved into the air from the
surface of the water.
--- ozone ------
25. that this movement of O2 continues today, as photosynthesis
by microorganisms in the oceans supplies most of the oxygen to the
atmosphere.
26. that as O2 dissolved throughout the atmosphere, solar
radiation would begin to split O2, which would then recombine to form
ozone O3.
27. that ozone has the unique property of absorbing the frequency
of UV that is the most disruptive to the complex molecules of living
organisms.
28. that only after the UV was blocked by ozone could more complex
living things begin to use the upper areas of the oceans where there
was more sunlight.
29. that the protective ozone layer and high levels of oxygen
allowed complex life to evolve on the planet.
30. that artificial chemicals such as CFCs are depleting the
ozone by delivering chlorine high into the atmosphere where each
chlorine atom destroys thousands of ozone molecules.
31. that CFCs are chemicals that were used as propellants in
spray cans, blowing agents to make plastic foam products.
32. that CFCs are still used in almost all refrigeration
equipment in homes, offices, cars, and are also used as a cleaning
agent in other nations.
33. that a global agreement is reducing the amount of CFC
produced, but other chemicals also affect ozone, and the CFC already
in the atmosphere will be destroying ozone for decades.
34. that all the effects of ozone depletion cannot be predicted,
but it may produce greater skin cancer, cataracts in people directly,
and may indirectly affect all living things on the surface of the
planet by affecting plant growth.
35. that people can help to protect the ozone layer by making sure
that the refrigerant from their air conditioners and refrigerators is
not leaking, that the Freon is recovered when the machines are
serviced, and insist that non-CFC refrigerant be used to recharge the
machine or in a new machine, and that all nations stop using CFCs.
36. that people can protect themselves from the direct effects of
ozone depletion by using UV sunblock and avoiding excessive exposure
to the sun.
------ O2/CO2 cycle ----------
37. that the oxygen/carbon dioxide cycle puts O2 into the air and
removes CO2 through photosynthesis by plants, mostly algae in the
oceans.
38. that oxygen is also removed from the air through chemical
oxidation.
39. that anything that affects the growth of plants such
development, the destruction of the rain forests and ocean development
and dumping will affect the return of O2 to the air and the removal of
CO2 from the air.
---- global warming -------
40. that although carbon dioxide is present in small quantities
in the atmosphere compared to oxygen and nitrogen, it has a large
effect on how warm the atmosphere is.
41. the glass of a greenhouse allows visible light to pass
through it, but does not allow infrared heat radiation to leave.
42. that CO2 is called a "greenhouse gas" because it allows
visible light to pass through it, the visible light heats up the
Earth's surface, then as the surface radiates heat the CO2 absorbs the
infrared heat radiation before it enters space.
43. that CO2 enters the atmosphere from animals, volcanos,
burning of fuels, and the chemical breakdown of limestone.
44. that burning of fossil fuels by humans has released back into
the atmosphere CO2 that took millions of years for plants to remove
and store as coal and oil.
45. that levels of CO2 in the atmosphere has increased
dramatically this century.
46. that measurements of temperatures has shown a slight increase
in temperatures this century, but the accuracy of the thermometers 90
years ago is questionable.
47. that global warming and greenhouse effect are general terms
for the rise in temperatures caused by the increased levels of
greenhouse gases such as carbon dioxide.
48. that atmospheric scientists agree that worldwide average
temperatures will increase, but it is not yet clear how much
temperatures will rise and what the effects will be.
49. that possible effects of global warming include higher sea
levels and increased coastal storm flooding, more frequent and more
powerful storms, and changes in weather patterns.
50. that people can control global warming by conserving energy,
using alternatives to fossil fuels, recycling, and protecting natural
ecosystems.
---------- particulates ----------
51. that particulates are small masses of dust or liquid droplets
that are small enough to be suspended in the air by wind and updrafts.
52. that particulates in the air cool the surface by shading the
surface and by reflecting light back into space, which is the opposite
of the greenhouse effect.
53. that particulates enter the atmosphere from wind blowing
across bare soils, volcanic eruptions, meteors, and fires.
54. that particulates of toxic materials such as most metals,
lead and radioactive particles make people sick when inhaled.
55. that particulates are washed out of the atmosphere with rain
and snow.
56. that people can prevent excessive particulates from entering
the atmosphere by conserving energy, protecting soil, recycling, and
protecting natural ecosystems.
---------- nitrogen ---------
56. that nitrogen gas N2 is the most abundant component of the
atmosphere, but as a gas is almost inert or unreactive.
57. that nitrogen is a vital element for living organisms, but
almost no organisms can use nitrogen from the air.
58. that N2 from the air is converted to compounds that living
things can use only by lightning and by some types of soil bacteria
(called N-fixing bacteria) and bacteria living in the roots of plants
called legumes.
59. that if soil bacteria is destroyed by chemicals, the natural
fertilization action of these bacteria is lost.
60. that nitrogen that gets washed off the land into the oceans
and sinks to the bottom is lost to use by living organisms until it is
subducted and re-enters the atmosphere from a volcano.
------------- smog -------
61. that smog is the result of a chemical reaction when chemicals
such as hydrocarbons (fuel vapors), and nitrous oxides react together
in sunlight to form low level ozone.
62. that smog, low level ozone, toxic chemicals, carbon monoxide,
and other pollutants cause serious health problems, destruction of
property, and damage to plants and soil.
63. that people can prevent smog by conserving energy, and making
sure home and car fuel systems are working well.
--------- water vapor -----
64. that the amount of water vapor in the atmosphere varies
widely depending on a variety of factors.
65. that water vapor is transparent to visible light, but absorbs
infared heat radiation.
66. that the amount of water vapor that can dissolve in air
depends on the temperature of air: warmer air can hold more water.
67. that the movement of water vapor through the air is crucial
to the water cycle.
Go to the Atmosphere Assignment Sheet
Go to the Environmental Earth Science Homepage
COURSE SECTION: Atmosphere
CONCEPT: Weather Data: The measurements we take to study the
atmosphere. The collected information
about the current state of the gaseous
layer around Earth. Measured and
described by temperature, moisture,
precipitation, pressure, winds, clouds.
SUGGESTED GOALS:
1. Students will understand the scientific method and will use the
scientific method as an approach to problem solving by performing
experiments such as determining the moisture content of the air and
levels of local pollutants.
2. Students will have a knowledge base sufficient to identify and
understand the causes and possible solutions to environmental
issues by understanding the relationship between measurement and
management of the atmosphere as it relates to global warming,
global cooling, ozone depletion, particulate pollution, smog.
3. Student will be able to evaluate the impact of their daily life
decisions and actions in the context of their environment by
understanding how weather conditions affect them, and how humans
can change weather conditions.
4. Students will recognize the inter-connections between components of
the natural universe by being able to correlate local weather
measurements with regional weather systems and with climate.
5. Students will develop a lifelong interest and concern for their
relationship with the natural world by being involved with
measurement and observation of the atmosphere at their own homes.
LEARNING OBJECTIVES: To reach these Goals, students will have to
understand:
------------------ HEAT TRANSFER IN THE ATMOSPHERE -------
Cycle 9 Lesson 5
68. that little or no heating of the atmosphere occurs as sunlight
passes through the atmosphere.
69. that the energy of the Sun heats up the surface of the Earth.
70. that heat is the energy of the overall motion of molecules, and
temperature is a measure of the average speed of the molecules.
71. that heat is transfered to atmosphere by radiation, conduction,
convection, and by the change of state of water.
72. that radiation is the movement of energy by electromagnetic waves,
and so is the only heat transfer method that does not need
molecules.
73. that conduction is the transfer of heat from contact between
molecules.
74. that convection is heat transfer by a moving fluid.
Cycle 10 Lesson 1
75. that heat is both transferred and stored by the change of state of
water as it changes from solid/liquid/gas and back.
76. that a lot of heat is absorbed by water from air when water melts,
evaporates.
77. that a lot of heat is released from water to air when water vapor
condenses, freezes.
Go to this lesson
------------- AIR PRESSURE --------------
78. that air pressure is the force of molecules as they bounce off a
surface.
79. that pressure increases if there are more molecules striking a
surface, or if they strike harder because they are moving faster.
80. that air pressure is measured with a barometer in units which are
either inches of Mercury or millibars.
81. how to read a barometer.
82. that because air molecules are pulled toward the Earth by gravity,
there are more molecules close to the surface, so the air pressure
is greater.
------- STRUCTURE OF THE ATMOSPHERE ---------
Go to this lesson
83. that air temperature increases as air is put under pressure
because the energy to compress the air is changed into heat.
84. that as air expands, the motion of the molecules pushes outward
against other air molecules, which slows the air molecules in the
expanded air, so they become cooler.
85. that because the source of heat in the atmosphere is the surface,
and because air pressure decreases with altitude, air temperature
generally decreases with altitude.
86 that the structure, or layering, of the atmosphere is caused by the
temperature of the air at different altitudes.
87. that the lowest layer of the atmosphere is called the troposphere,
which extends from the surface to above the highest mountains, up
to around 12 km.
88. that temperatures decrease from the surface to the top of the
troposphere from an average of around 15 degrees C (60 F) down to
around -60 degrees C (-76F).
89 that the boundary between the troposphere and the next layer,
called the stratosphere, is called the tropopause.
90. that the tropopause is an inversion, which is where temperatures
increase with altitude.
91. that the stratosphere inversion is caused by heating of the
stratosphere by the absorption of UV radiation by ozone.
92. that if loss of ozone in the stratosphere causes cooling of the
stratosphere, the tropopause altitude may get higher.
92. that above the stratosphere, the amount of heat in the air again
drops with altitude.
------ VERTICAL AIR MOVEMENT -----------
Go to this lesson
93. that as air is heated at the surface of the Earth, the molecules
move faster, causing the air to expand and become less dense.
94. that the less dense (lighter) air rises as denser air is pushed
under the lighter air by atmospheric pressure.
95. that where air is rising because it is being warmed, there is
lower air pressure at the surface because the air is leaving that
area.
96. that air cools as it rises away from the surface, due mostly to
expansion, and partly to radiation of its heat.
97. that a mass of warm air will continue to rise as long as its
temperature is greater than that of the surrounding air.
98. that the stratospheric temperature inversion stops most masses of
rising air because the stratosphere is warmer than the rising air.
99. that areas where cooled, denser air sinks back down to the surface
have higher surface pressures because air is arriving there.
------ WIND SYSTEMS -------
Go to this lesson
100. that air moves over the surface from areas of high pressure
(sinking air) toward areas of low pressure (rising air).
101. that surface wind is caused by the movement of air from high
toward low pressure areas.
102. that the speed of the wind is due to how close together the high
and low pressure areas are: the closer together, the higher the
wind speed.
103. that wind speed is measured with an anemometer.
Go to this lesson
104. that on the planet as a whole, air that warms and rises near the
equator cools enough to sink at around 30 degrees latitude.
105 that cold air at the poles spreads out toward the equator.
106. that the sinking air around 30 degrees latitude spreads out
toward the poles and back toward the equator.
107. that where the air moving toward the poles from 30 degrees meets
the air moving from the poles, the air rises to complete the
circulation pattern.
Go to this lesson
108. that the motion of the planet beneath the moving air causes an
apparent shift in direction of the wind called the Coriolis
effect.
109. that the Coriolis effect causes winds in the Northern Hemisphere
to appear to shift to the right, those in the Southern Hemisphere
to shift to the left.
110. that the Coriolis effect causes the air flowing from the north
between 30 degrees and the equator to appear to blow from the
northeast, and these winds are called the NE trade winds.
111. that the Coriolis effect causes the air flowing from the south
between 30 degrees and 60 degrees to appear to blow from the
southwest, and these winds are called the prevailing westerlies.
112. that the Coriolis effect causes the air flowing from the north
pole to appear to blow from the northeast, and these winds are
called the polar easterlies.
113. that where the upper troposphere air from the equator meets the
upper air flow from farther toward the pole, a strong wind stream
called the jet stream is formed.
114. global warming may interfere with wind currents by shifting the
positions of rising, descending air.
----- MOISTURE IN THE AIR -----------
Go to this lesson
114. that warm air can hold more water vapor than cold air because the
faster motion of the molecules keeps water from condensing.
115. that air that is saturated cannot hold any more water vapor.
116. that air becomes saturated by the addition of more water through
evapo-transpiration or by cooling the air.
117. that relative humidity is the amount of water in air compared to
the maximum amount it could hold at that temperature.
Go to this lesson
118. that dewpoint is the temperature to which air must be cooled to
make it saturated.
119. that as warm air rises and cools, it may reach its dewpoint,
which will cause clouds to form from condensation.
120. that if enough condensation occurs from the rising and cooling of
air, the cloud droplets will grow large enough to be too heavy to
stay suspended on the rising air, and they will fall as
precipitation.
121. that if the dewpoint temperature of the rising air was below
freezing, snow forms instead of water droplets.
122. that the temperature of the air below the cloud determines if the
precipitation falls as rain, snow, or sleet.
123. that the warm moist rising air over the equator loses its
moisture as the high rainfall of the tropical rain forests.
124. that the dried, cooled air descending at around 30 degrees
latitude warms up as it decends, causing the worlds great desert
areas.
Go to the Atmosphere Assignment Sheet
Go to the Environmental Earth Science Homepage
COURSE SECTION: Atmosphere
CONCEPT: Weather Systems: The way that the components of the
atmosphere inter-relate to form the
current state of the atmosphere over
an area.
SUGGESTED GOALS:
1. Students will understand the scientific method and will use the
scientific method as an approach to problem solving by learning how
to predict weather using weather maps and collecting local data,
then measure the success of their weather predictions.
2. Students will have a knowledge base sufficient to identify and
understand the causes and possible solutions to environmental
issues by understanding how weather systems affect local
environmental conditions, and how local conditions affect weather
systems.
3. Student will be able to evaluate the impact of their daily life
decisions and actions in the context of their environment by
understanding the changes in weather systems that may result from
human influences on the atmosphere.
4. Students will recognize the inter-connections between components of
the natural universe by being able to correlate local weather
measurements with regional weather systems and with climate.
5. Students will develop a lifelong interest and concern for their
relationship with the natural world by understanding that changes
in the weather over their lifetimes may be caused by their own
actions.
LEARNING OBJECTIVES: To reach these Goals, students will have to
understand:
Go to this lesson
------------- AIR MASSES -------------
124. that weather is the current state of the atmosphere over an area.
124. that a meteorologist is a person who studies the weather,
meteorology is the study of the weather.
Go to this lesson
125. that as air travels over different areas of the Earths surface,
the air acquires the moisture and temperature conditions of that
surface.
126. that there are four main types of air masses: maritime tropical,
continental tropical, maritime polar, continental polar.
127. that our weather and climate depends on the interaction between
these air masses as they move with the prevailing winds.
128. that high pressure areas in the center of the air masses
generally have clear, cooler weather because the air is decending
from the upper troposphere after losing its moisture when it rose
elsewhere.
129. that in the Northern Hemisphere, the winds around a high pressure
area spread outward from the high in a clockwise direction.
130. that low pressure areas form from the warm rising air between air
masses.
131. that precipitation occurs in low pressure areas because the air
is rising, cooling, nd reaching its dewpint temperature.
132. that the movement of a low pressure area is affected by the
position of the jet stream, because the curves in the jet stream
help to lift the air above a low pressure area.
133. that in the Northern Hemisphere, winds spiral into low pressure
areas in a counterclockwise direction.
134. that where air masses meet, their differences in temperature and
humidity creates a weather front.
135. that a warm front is where a warm air mass moves toward and over
a cold air mass.
136. that the warm front forms a long, gradual slope as the warm, less
dense air rides up over the colder, denser air.
137. that as the warmer air gradually rises, it slowly cools, causing
water vapor in the warm air mass to condense into clouds and
precipitation.
138. that warm front clouds arrive high over a location well in
advance of the front passing along the ground at that location.
139. that the precipitation of a warm front gradually increases, then
stops when the front has passed.
140. that a cold front is where a colder air mass pushes toward and
under a warmer air mass.
141. that a cold front forms a steep boundary as the colder air
rapidly lifts the warmer air in front of it.
142. that as the warmer air is quickly lifted, the air reaches its
dewpoint temperature rapidly, forming tall clouds and heavy,
concentrated precipitation such as thunderstorms.
143. that the clouds and precipitation of a cold front arrives over a
location more rapidly than that of a warm front, then clears as
the cold front passes.
144. that occluded front occurs where a cold front catches up to a
warm front, pushing the entire warm air mass up off the ground.
145. that the characteristics of an occluded front are a combination
of those of warm and cold fronts.
-------- WEATHER PREDICTION --------
146. that by mapping the temperatures, pressures, wind directions,
wind speeds, humidity, clouds, and precipitation patterns across
the globe, meteorologists can locate the current positions of
fronts, lows, and highs.
147. that weather predictions are based on the current positions of
air masses, fronts, lows, highs.
148. that long term weather prediction is very difficult because of
all the variables that affect the positions of air masses.
------- SEVERE WEATHER ----------
Go to this lesson
149. that noreasters are winter storms along the East coast of the
U.S. that move along the coast.
150. that noreasters are named after the wind direction during the
storm which brings the most snow.
151. that noreasters cause extensive coastal damage as well as
dangerous blizzard conditions.
Go to this lesson
152. that East coast hurricanes begin as relatively small storms in
Northern Africa which grow in size as they follow the trade winds
across the Atlantic.
153. that hurricanes cause intensive coastal damage and inland
flooding and wind damage.
154. that the increase in coastal development increases the damage and
loss of life that can be expected from hurricanes and noreasters.
155. that thunderstorms form from the updrafts along cold fronts.
156. that lightning is caused by the build up of electrical charges in
a thunderstorm.
Go to this lesson
157.
155. that tornados are caused by powerful thunderstorms in cold
fronts.
156. that a tornado is a violent whirling wind that moves in a narrow
path.
Go to the Atmosphere Assignment Sheet
Go to the Environmental Earth Science Homepage
PERFORMANCE OBJECTIVES for each Topic (lesson)
After the completion of the lesson, assignment, and associated evaluation, the student should be able to:
TOPIC: Overview/Development
OBJECTIVES 1. Describe how Earth's developing atmosphere allowed
life to evolve. 2. List the major components of Earth's
first three atmospheres.
TOPIC: Atmosphere Evolution Continued
OBJECTIVES 1. Describe how Earth's developing atmosphere allowed
life to evolve. 2. List the major components of Earth's
first three atmospheres.
TOPIC: Ozone/chloroflocarbons
OBJECTIVES 1. Describe or diagram the oxygen cycle. 2. Describe or
diagram how ozone forms and absorbs ultraviolet
radiation.
3. Identify why chloroflourocarbons are such a global p
TOPIC: CO2, greenhouse effect
OBJECTIVES 1. Describe how greenhouse gasses trap heat in Earth's
atmosphere. 2. List three greenhouse gasses. 3. List
three effects of global warming.
TOPIC: CO2, greenhouse effect 2
OBJECTIVES 1. Describe how greenhouse gasses trap heat in Earth's
atmosphere. 2. List three greenhouse gasses. 3. List
three effects of global warming.
TOPIC: Global Warming and Ozone Opinions
OBJECTIVES 1. Express and justify your opinion on spending money
to lower CO2 emissions.
TOPIC: Global Warming Decisions
OBJECTIVES 1. Make and express your decision on how to lower CO2
emissions.
TOPIC: Nitrogen Cycle
OBJECTIVES 1. Draw, label and interpret a diagram of the nitrogen
cycle. 2. Describe the importance of N-fixing soil
bacteria.
TOPIC: Acid Rain, Smog
OBJECTIVES 1. List five sources of particulates in the atmosphere.
2. Explain the effects of atmospheric particulates. 3.
Explain how to control the amount of particulates in
the air.
TOPIC: Smog and surface ozone.
OBJECTIVES 1. List 5 sources of particulates in the atmosphere. 2.
List 3 ways that particulates in general can be helpful
and/or harmful.
TOPIC: Intro to Atmos. Energy, Angle of Insolation
OBJECTIVES 1. Relate angle of solar insolation to the amount of
energy received at the surface. 2. Identify local areas
that are best suited to solar heating based on slope
direction.
TOPIC: Angle of Insolation
OBJECTIVES 1. Relate angle of solar insolation to the amount of
energy received at the surface. 2. Identify local areas
that are best suited to solar heating based on slope
direction.
TOPIC: Energy Transfer in the Atmosphere
OBJECTIVES 1. Describe or diagram how energy from the sun heats
the Earth. 2. Describe the radiation, conduction and
convection of heat in terms of molecular movement.
TOPIC: Energy Transfer in the Atmosphere 2
OBJECTIVES 1. Describe or diagram how energy from the sun heats
the Earth. 2. Describe the radiation, conduction and
convection of heat in terms of molecular movement.
TOPIC: Water/Heat/ Pressure
OBJECTIVES 1. Describe how evaporation and condensation transfers
and stores energy in the atmosphere.
TOPIC: Air Pressure
OBJECTIVES 1. Define air pressure. 2. Use an analogy to explain
what air pressure is. 3. Explain the relationship
between air pressure and temperature. 4. Explain the
relationship between air pressure and volume.
TOPIC: Test analysis
OBJECTIVES Identify what topics need to be studied better and/or
differently for the midterm.
TOPIC: Air Pressure, Temperature and Altitude
OBJECTIVES 1. Explain why air pressure and temperature generally
decrease with altitude. 2. Interpret a graph of
altitude and temperature to explain the structure
(layers) of Earths atmosphere.
TOPIC: Structure/Temperature profile
OBJECTIVES 1. Interpret the atmosphere temperature cross section,
including heating by the absorption of UV as the cause
of the stratosphere inversion.
TOPIC: Vertical Air Movement
OBJECTIVES 1. Identify the temperatures through the troposphere
and stratosphere as the reason why the lower atmosphere
is layered and why air masses do not rise into the
stratosphere.
TOPIC: High, Low Pressure areas
OBJECTIVES 1. Identify the temperatures through the troposphere
and stratosphere as the reason why the lower atmosphere
is layered and why air masses do not rise into the
stratosphere.
TOPIC: Bars, Global Circulation, Coriolis Effect
OBJECTIVES 1. Describe the direction of worldwide prevailing winds
2. Describe the directions of winds around low, high
pressure areas.
TOPIC: High, Low, and Prevailing Winds
OBJECTIVES 1. Diagram the relationship between rising and sinking
air, air pressure, and winds.
TOPIC: Humidity: Relative, Dewpoint
OBJECTIVES 1. Describe what relative humidity measures.
TOPIC: Humidity: Relative, Dewpoint
OBJECTIVES 1. Describe what relative humidity measures.
TOPIC: Dewpoint Lab
OBJECTIVES 1. Define dewpoint. 2. Explain the relationship between
dewpoint and condensation. 3. Explain the relationship
between dewpoint and the altitude of cloud formation.
TOPIC: Dewpoint and Rising Air
OBJECTIVES 1. Define dewpoint. 2. Explain the relationship between
dewpoint and condensation.
TOPIC: Air Masses and Intro to Fronts
OBJECTIVES 1. Describe four major air masses. 2. Label a diagram
of a warm ,cold, or occluded front. Include temp
changes, air movement, pecip.
TOPIC: Fronts and Weather Prediction
OBJECTIVES 1. Describe how knowledge of frontal movement allows us
to predict weather.
TOPIC: Severe weather: tornados, hurricanes
OBJECTIVES 1. list types of severe weather. 2. Describe how severe
weather develops. 3. Describe the difference between a
weather watch and warning. 4. List how to prepare for
severe weather.
Go to the Atmosphere Assignment Sheet
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