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GEO 200 In-Class Activity
Name _________________________________________________
In-class activity 4: Earth – Sun Relationships
Solar radiation that enters the Earth-Atmosphere system is the primary source of energy for nearly every atmospheric process on Earth. The unique relationship between the Earth and Sun is what causes the seasons, controls the length of days, and organizes the basis for keeping track of time. An understanding of this relationship is essential when learning about atmospheric processes on Earth.
The earth’s orbit around the sun is elliptical, varying the distance between the earth and sun throughout the year. While the average distance between the earth and the sun is approximately 150 million kilometers (93 million miles), the actual distance at any given time fluctuates by as much as 5 million kilometers (3 million miles). The earth is nearest the sun (perihelion) during the Northern Hemisphere’s winter (January) and is farthest from the sun (aphelion) during the Northern Hemisphere’s summer (July).
The sun’s rays are close to parallel to each other as they stream toward earth, so if the earth’s axis of rotation was perpendicular to the plane of the ecliptic, the sun’s most direct rays would always be received at the Equator. In this case, there would be no seasons.
Seasons occur due to the tilt of Earth’s axis of rotation. The axis is an imaginary line that connects both poles, and it is tilted at an angle of 23.5 relative to the plane of the ecliptic, the plane on which the Earth revolves around the Sun. Since the axis of rotation is always oriented in the same direction (pointing toward the North Star), different latitudes receive direct solar radiation at different times throughout the year.
Due to its rotation, half of the Earth is always receiving some portion of Sunlight, known as the circle of illumination. However, the tilt of the Earth’s axis also controls daylength. During June, the Northern Hemisphere is tilted toward the Sun and experiences longer daylengths. During December, the Northern Hemisphere is tilted away from the Sun and experiences shorter daylengths.
The Arctic Circle (66.5N) and the Antarctic Circle (66.5S) outline the polar regions of our planet. The area within each circle experiences 24 hours of daylight on its June Solstice (Summer in the Northern Hemisphere; Winter in the Southern Hemisphere); likewise, the December Solstice (Winter in the Northern Hemisphere; Summer in the Southern Hemisphere) brings 24 hours of darkness. During both Equinoxes (Vernal in March and Autumnal in September), daylength is 12 hours at all latitudes across the globe.
Solar Declination
The seasonal temperature changes are controlled by the amount of direct radiation received at the surface. As a result of the tilt of the axis and the curvature of the Earth, some latitudes receive direct radiation while other latitudes receive radiation at an oblique angle. When radiation strikes an object at an oblique angle, the energy is distributed over a larger area and is less intense.
The latitude at which the Sun is directly overhead at noon is the solar declination. The solar declination for the June Solstice is 23.5N (Tropic of Cancer), and 23.5S (Tropic of Capricorn) for the December Solstice. During both Equinoxes, the solar declination is at the Equator (0). The solar declination changes every day as the Earth revolves around the Sun, but is constrained between the Tropics.
1. List the date and the solar declination for each position.
| Date | Solar Declination | |
| Summer Solstice
|
||
| Autumnal Equinox
|
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| Winter Solstice
|
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| Vernal Equinox
|
2. Label the diagram below with the appropriate date for each position.
3. In the diagram below, what is the date?
4. Using the diagram above, describe the day or night length from the Arctic Circle to the North Pole.
5. What percentage of the Earth is illuminated at noon December 21 (or at any time)?
6. How many hours of daylight does the South Pole receive on March 21?
7. How many hours of daylight does the South Pole receive on June 21?
8. Which latitude(s) experience the GREATEST seasonal change in daylight hours? (In other words, do any areas on the globe change from completely dark to completely lit over the year? Where does this happen?)
9. What would happen if the earth’s axis of rotation was NOT tilted at a 23.5° angle?
10. Give the numerical latitude and cardinal direction for the 5 major lines of latitude.
| Arctic Circle
|
|
| Tropic of Cancer
|
|
| Equator
|
|
| Tropic of Capricorn
|
|
| Antarctic Circle
|
Solar Angle
In addition to the solar declination, it is useful to understand some related geometric terms: zenith angle: the angle between a point directly overhead and the Sun at solar noon, and solar angle: the angle of the Sun above the horizon at solar noon. These angles are important because they determine the amount of insolation (incoming solar radiation) potentially received at the surface of the Earth.
To determine the zenith angle at a particular location, calculate the number of degrees of latitude separating the solar declination and the location in question. If the declination or latitude is in the southern hemisphere, it will be a negative value. The zenith angle should always be positive; therefore, you should report the absolute value of the zenith angle.
Example: zenith angle = (location latitude) – (solar declination)
At Alexandria, VA (39N) on January 20 (solar declination: 20S)
Zenith angle = 39 – (-20)
Zenith angle = 59
At Sao Paulo, Brazil (23S) on January 20 (solar declination: 20S)
Zenith angle = -23 – (-20)
Zenith angle = -3
Absolute value zenith angle = 3
The solar altitude angle is calculated by subtracting the absolute value of the zenith angle from 90. As the solar declination progresses, the zenith angle decreases and the solar altitude increases. At solar noon at the latitude of the solar declination, the zenith angle is 0 and the solar altitude angle is 90. The zenith angle and the solar altitude angle are significant because the Sun’s rays are much more intense where they strike the Earth directly (zenith angle of 0 and a solar altitude of 90) (Figure 3.3).
Figure 3.3: Zenith angle (A) and solar altitude angle (B) for 30N on December 21.
11. First, calculate the zenith angle for Alexandria, VA (39N), St. Petersburg, Russia (60N), and Sydney, Australia (33S) on the following dates. Show your work, and then check your work before you proceed with the solar angle table.
| Alexandria | St. Petersburg | Sydney | |
| March 21
|
|
||
| June 21
|
|
||
| September 21
|
|
||
| December 21
|
|
12. Now, using your answers from the table of zenith angles, calculate the solar angle for Alexandria, VA (39N), St. Petersburg, Russia (60N), and Sydney, Australia (33S) on the following dates. Show your work.
| Alexandria | St. Petersburg | Sydney | |
| March 21
|
|
||
| June 21
|
|
||
| September 21
|
|
||
| December 21
|
|
13. Graph your solar altitude angle results for Alexandria, St. Petersburg, and Sydney on a line graph. Your x-axis should be time of year, and your y-axis should be solar altitude angle. A line graph requires that you connect the plotted data with a line, per each location, so you will have 3 different lines. Make sure that you follow the rules of making graphs and supply a name for the graph, and correct units and labels for each axis.
Answer the following questions using your graph.
14. Which location likely receives the most insolation during June?
15. Which location is probably the warmest during December?
16. In which month does Sydney likely receive the most insolation?
8
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After reading chapter # 9 of the textbook, compose an essay based on the following question:
1. How does international tourism impact (a) economics, (b) cultures, and (c) natural environments globally and locally? Explain each impact and its positive and negative connotations using relevant examples.
Your answer should reflect knowledge of the topic applying the concepts learned in our course, and, most importantly, using your own words. Explain your answer in NO less than 200 words and no more than 400 words for each item [a) economics, b) cultures, and, c) natural environments]. Note that essays that are less than 600 words in length will lose points. You must also separate clearly each answer using titles or numbers. The word count does not include your name, PID, date, title, prompt/question/s posed, Bibliography, etc. In fact, to reduce the Originality report (in Turnitin), you should avoid including the questions posed in your essay.
It is required to cite the course textbook in this and in all written assignments. Any source cited in the essay must be included in the text, in parenthesis at the end of the sentence using quotation marks if it is a direct quote, including the last name/s of the author/s, year of publication, and the page number (i.e., Domosh et al. 2013: 63). If you are using an external source writing this information in your own words, then you must cite at the end of the sentence, using parenthesis, the last name/s of the author/s and the year of publication (i.e., Neumann and Price 2013). All sources cited in your essay must also be included in a separate page on a Bibliography/Reference section at the end of your essay.
Note # 1: Late work will be accepted but it will incur in a 10-point deduction for each week it is submitted late. The weekly point-deduction will be applied starting on the next day after the deadline (Sunday at 12:00 AM). No late work will be accepted after July, 26.
Note # 2: Students are not allowed to work in teams. Your answer must be your own, original thoughts. If you plagiarize your thoughts from a website, journal, or any other source, not only you will be sad because you cannot write the small number of words of your own, but because you will also earn a failing grade in our course.
Note # 3: You must format your work according to the required Technical Aspects described in the course syllabus:
· 12-point font (Arial, Times New Roman, Garamond, or Book Antiqua)
· one-inch margins all around
· double-spaced
· numbered pages.
Works not formatted accordingly will lose 10 points in their grades for this and any other written assignment in this course.
Exact Citation:
Domosh, Mona, Neumann, Roderick, Price, Patricia and Terry Jordan-Bychkov. 2013. The Human Mosaic: A Cultural Approach to Human Geography. 12th edition. New York: W. H. Freeman and Company.
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What is the time in Perth, Australia (based on 120°E), if it is 10:45 p.m. Monday in Rio de Janeiro, Brazil (based on 45°W)?
What is the time and day in Chicago (based on 90°W) if it is 3:15 a.m. Wednesday in Berlin (based on 15°E)?
How many minutes of time does it take for Earth to turn 10°?
If the standard time and day in the open ocean of the Pacific is 6:15 a.m. Friday, December 3 at 30°N, 179° 20’E, what is the time and day at 30°N, 179° 20’W?
If a ship is docked at a port at 30°E and its chronometer shows the time is 2210Z Thursday, what is the local standard time and day.
If you board a plane in Japan (135°E) for a 9 hour flight to Hawaii (150°W) leaving at 9:10 p.m. Monday, what time and day will it be upon arrival?
For a given latitude, if the stated time of sunrise is 7:30 a.m. at 105°W, what is the time of sunrise at 107°W?
What type of scale is used when marking off the start and end points on the edge of a piece of paper and lining these marks up with the scale shown on the map?
What type of scale is used when marking off the start and end points on the edge of a piece of paper and lining these marks up with the scale shown on the map?
In the scale, 1:5000, what is the correct statement about the units of measurement?
On a map with a scale of 1:31,680, what is the distance represented by a measured distance of 4 inches?
If the measured distance on a map is 5 inches and the actual distance between the two points is 20 miles, what is the fractional scale of the map?
In manufacturing a beach ball globe, a company took a map image with the scale expressed all three ways and produced a 10″, 12″, and 16″ model. Which statement is correct about the scale shown on these beach balls?
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KINDLY USE THE SECOND OR THIRD DOCUMENT OF THE ANSWERS.
SCROLL DOWN FOR ANSWERS: USE the second document
Lab 05/MODULE 14: WEATHERING AND MASS WASTING
Note: Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth () component.
KEY TERMS
You should know and understand the following terms:
Avalanche
Frost wedging
Rockslide
Carbonation
Hydrolysis
Root wedging
Chemical Weathering
Landslide
Salt crystal growth
Debris flow
Mass wasting
Soil creep
Earthflow
Mechanical (Physical)Weathering
Solifluction
Exfoliation
Mudflow
Slump
Frost heaving
Oxidation
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to accomplish the following tasks:
· Identify erosional processes and features created by weathering and mass wasting
· Identify depositional processes and features created by weathering and mass wasting
· Examine the processes that create mass wasting landforms
· Distinguish different weathering and mass wasting types
· Calculate slope
· Interpret the topographic profile of a landscape
INTRODUCTION
This module examines weathering and mass wasting. Topics includephysical weathering, chemical weathering, and mass wasting. While these topics may appear to be disparate, you will learn how they are inherently related.The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the weathering and mass wasting. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand.After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed.
Expandthe INTRODUCTION folder and then check Topic 1: Introduction.
Read Topic 1:Introduction
Question 1: According to the website, which of the following factors influence the speed of landslides? (Check all that apply).
A. Slope of ground
B. Water content
C. Volume of debris
D. Time since last landslide
Read Topic 2: Weathering
Question 2: Other than the rock material, what are the two most important factors in chemical weathering?
A. Water and slope of land
B. Debris type and water
C. Slope of land and temperature
D. Water and temperature
Read Topic 3: Mass Wasting
Question 3: What does the presence of lichen on boulders tell scientists?
A. It tells us the parent material of the debris
B. It tells us the relative time of a mass wasting event
C. It tells us what the slope of the land used to be
D. It tells us what the moisture content was at the time of the mass wasting event.
Read Topic 4: Human Interaction
Question 4: What are the characteristics of areas generally considered to be safe from landslides? (Check all that apply)
A. On flat areas away from slopes
B. On hard, non-jointed bedrock that has not moved in the past
C. At the base of minor drainage hollows
D. At the top or along the nose of ridges, set back from the tops of slopes
Collapse and uncheck the INTRODUCTIONfolder.
GLOBAL PERSPECTIVE
Figure 1.The geography of weathering (Arbogast 2nd Ed.).
Double-click and selectGLOBAL PERSPECTIVE.
Figure 1 is a graph showing the dominant type of weathering based on annual precipitation and temperature. If a location has a mean annual temperature of 20°C and receives 190cm of precipitation yearly, you can plot these values (as denoted by the star) to see this location’s dominant weathering is strong chemical.
For Questions 5 to 8, type the location information provided into the Searchtab in Google Earth and pressEnter. When you arrive at your destination, use the chart in Figure 1, in conjunction with Google Earth, to answer each question. The mean annual temperature and precipitation are provided respectively, in the parentheses.
Question 5: What is the dominant weathering In Bangkok, Thailand (28°C, 145cm)?
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Very slight weathering
Question 6: What is the dominant weathering in New Delhi, India (25°C, 80cm)
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Strong physical
Question 7: What is the dominant weathering at 19°10’21.78″N, 96° 7’59.77″W (25°C, 236cm)?
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Strong physical
Question 8:What is the dominant weathering at 58°18’7.00″N,134°25’11.00″W (5°C, 140cm)?
A. Moderate chemical
B. Strong chemical
C. Moderate chemical with frost action
D. Strong physical
Collapse and uncheck the GLOBAL PERSPECTIVE folder.
Weathering
Double-click WEATHERING, and then double‑click Mechanical Weathering.
Identify the dominant type of mechanical weathering at the following locations. Use the photo links in Google Earth to help you identify the type.
Double-click Feature A and then clickFeature A photo.
Question 9:Identify mechanical weathering at Feature A:
A. Frost wedging
B. Frost heaving
C. Salt-crystal growth
D. Exfoliation
Double-click Feature B and then clickFeature B photo.
Question 10:Identify mechanical weathering at Feature B:
A. Frost wedging
B. Frost heaving
C. Salt-crystal growth
D. Exfoliation
Double-click Feature C and then click Feature C photo.
Question 11:Identify mechanical weathering at Feature C:
A. Frost wedging
B. Frost heaving
C. Salt-crystal growth
D. Exfoliation
Collapse theMechanical Weathering folder.
Double-click Chemical Weathering.
Double-click Feature D and then click Feature D photo.
Question 12:Identify chemical weathering at Feature D:
A. Hydrolysis
B. Carbonation
C. Oxidation
D. Spheroidal
Double-click Feature Eand then clickFeature E photo.
Question 13:Identify chemical weathering at Feature E:
A. Hydrolysis
B. Carbonation
C. Oxidation
D. Spheroidal
Double-click Feature F and then click Feature F photo.
Question 14:Identify chemical weathering at Feature F:
A. Hydrolysis
B. Carbonation
C. Oxidation
D. Spheroidal
Collapse theChemical Weathering folder.
MASS WASTING
Expand theMASS WASTING folder.
Double-click and selectFeature G.
Select the dominant type of mass wastingat Feature G.
Question 15: Feature G: ________
A. Slump
B. Solifluction
C. Landslide
D. Rockfall
Question 16:Why did you pick the answer you did in Question 15?
A. Because the image shows material that has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.
C. Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,
D. Because the image shows rocks that suddenly slid down a mountainside
Double-click and selectFeature H.
Select the dominant type of mass wasting at Feature H.
Question 17: Feature H: _______
A. Slump
B. Solifluction
C. Landslide
D. Rockfall
Question 18: Why did you pick the answer you did in Question 17
A. Because the image shows material that has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.
C. Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,
D. Because the image shows rocks that suddenly slid down a mountainside
Double-click and selectFeature I and examine the area in September 1998. Use the historical imagery slider and advance the timeline to March 2007.
Select the dominant type of mass wasting at Feature I.
Question 19: Feature I: ______
A. Slump
B. Solifluction
C. Landslide
D. Rockfall
Question 20: Why did you pick the answer you did in Question 19?
A. Because the image shows materialthat has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.
C. Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,
D. Because the image shows rocks that suddenly slid down a mountainside
Double-click and select Slope 1. Right click the title Slope 1, and then select Show Elevation Profile.
Place your cursor over the elevation profile chart and compute the slope of the lines. Recall that the equation for slope is RISE/RUN and that the units must be the same when dividing (that is, both in meters).
Question 21: What is the RISE (Elevation gain) in meters?
A. 738 meters
B. 190 meters
C. 46.7 meters
D. 25.4 meters
Question 22: What is the RUN of the line (Distance) in meters?
A. 738 meters
B. 190 meters
C. 46.7 meters
D. 25.4 meters
Question 23:Based on the answers in Questions 21 and 22, what is the average slope of the line?
A. 738 %
B. 190 %
C. 46.7 %
D. 25.4 %
Double-click and select Feature J. Examine the area in July 1998. Use the historical imagery slider and advance the timeline to February 2003.
Select the dominant type of mass wasting at Feature J.
Question 24: Feature J: ______
A. Slump
B. Debris flow
C. Mudflow
D. Soil Creep
Question 25: Why did you pick the answer you did in Question 24?
A. Because the images show materialthat has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the images show the results of a rapidly flowing and extremely powerful mass of water, rocks, sediment, boulders, and trees.
C. Because the images show the results of a well-saturated and highly fluid mass of fine-textured sediment
D. Because the images show the result of a gradual downhill movement of soil,trees, and rocks due to the force of gravity.
Double-click and select Feature K.
Select the dominant type of mass wasting at Feature K.
Question 26: Feature K: ________
A. Slump
B. Debris flow
C. Mudflow
D. Soil Creep
Question 27: Why did you pick the answer you did in Question 26?
A. Because the images show materialthat has rotated and moved down the slope along a concave plane relative to the surface.
B. Because the images show the results of a rapidly flowing and extremely powerful mass of water, rocks, sediment, boulders, and trees.
C. Because the images show the results of a well-saturated and highly fluid mass of fine-textured sediment
D. Because the images show the result of a gradual downhill movement of soil, trees, and rocks due to the force of gravity.
Double-click and select Slope 2. Right click the title Slope 2, and then select Show Elevation Profile.
Place your cursor over the elevation profile chart and compute the slope of the lines. Recall that the equation for slope is RISE/RUN andthat the units must be the same when dividing (that is, both in meters).
Question 28: What is the RISE (Elevation gain) in meters?
A. 92.1 meters
B. 35.6 meters
C. 128 meters
D. 148 meters
Question 29: What is the RUN of the line (Distance) in meters?
A. 92.1 meters
B. 35.6 meters
C. 128 meters
D. 148 meters
Question 30:Based on the answers in Questions 28 and 29, what is the average slope of the line?
A. 92.1 meters ÷ 92.1 meters x 100% = 100%
B. 35.6 meters ÷ 92.1 meters x 100% = 38.6%
C. 128 meters ÷ 148 meters x 100% = 86.5%
D. 35.6 meters ÷ 128 meters x 100% = 27.8%
Question 31: Which mass wasting event do you expect to travel faster (Feature I or K)? Why?
A. Feature I because it is one of the fastest types of mass wasting
B. Feature K because it is one of the fastest types of mass wasting
C. Feature I because it is one of the slowest types of mass wasting
D. Feature K because it is one of the slowest types of mass wasting
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1. What is this karst landform (N 47.21181 W 121.94142), how did it form, and what do the hatchered contours mean (that you can see in Acme Mapper topo tap)?
a.
This blind lake formed when the hole to the underground cavern system plugged up with silt. The hatchered contours indicate that the area collects water.
b.
This depression formed when the limestone roof fell into an underground cavern, and this is what the hatchered contours mean.
c.
This doline formed by the dissolution of granite rock, and the hatchered contours tell you that the location is a depression.
d.
This doline formed through limestone dissolution, and the hatchered contours tell you that the location is a depression.
1 points
QUESTION 2
1. What is this karst landform (N 37.94188 W 80.45261) and how did it form?
Hint: this is the end of Culverson Creek. It is the lowest elevation along Culverson Creek! Really. You can check the elevations on Acme Mapper topo tab or Google Earth. Where does it go from this point?
a.
This blind valley formed because the water goes down into an underground cave system.
b.
This offset stream formed when a fault separated the upstream portion of the stream from its downstream segment.
c.
This dead-end stream was built during the civil war as a trap for the union army.
d.
This interrupted stream formed because the water goes down a sinkhole into an underground water storage system built by the surrounding farms.
1 points
QUESTION 3
1. Karst involves landscapes created from rocks that dissolve. While limestone is the most typical rock that dissolves, halite (sodium chloride) salt can also create karst landforms. Please look immediately to the east of the Tuomu Erfeng Shenqi Grand Canyon in Xinjiang, China (N 41.557846, W 80.772667). There is also a larger feature to the northwest (N 41.618222, E 80.627570). If you look at these forms in Google Earth, you will see a bizzare landscape. This is what the landscape looks like on the ground:
http://eoimages.gsfc.nasa.gov/images/imagerecords/86000/86861/awate_pho.jpg
This features would completely dissolve away in a humid climate. However, in this hyperarid area, the salt absorbs enough moisture to ooze and flow with gravity creating this form. If you want to read more about this form, just click here:
http://earthobservatory.nasa.gov/IOTD/view.php?id=86861
salt glacier
cave system
salt river
halite dome
1 points
QUESTION 4
1. What is this (N 34.64914 W 111.75221) karst landform, how did it form, and what is the elevation difference between the water in this landform and the stream immediately to the east?
a.
This landform is a collapse doline formed by the dissolution of rock (limestone) in a cavern. Then, when the cavern ceiling collapsed this sinkhole formed. The elevation of the river to the east is a few meters lower than the lake.
b.
This landform is a sinkhole formed by faulting dropping down the basin. The river to the east is a few meters lower than the lake in the sinkhole.
c.
This landform is a blind valley formed by fluvial processes eroding the depressions, and the river to the east is about 10 meters higher than the lake surface.
d.
This landform is a caldera formed by the collapse of the volcanic basalt lava upon evaluation of the lava. The current lake surface is the same elevation as the river to the east.
1 points
QUESTION 5
1. What is this karst landform (N 37.81090 W 80.49637) and how did it form? Hint: this is the end of Milligan Creek. Where does it go from this point?
a.
This blind valley formed because the water goes down into an underground cave system.
b.
This offset stream formed when a fault separated the upstream portion of the stream from its downstream segment.
c.
This interrupted stream formed because the water goes down a sinkhole into an underground water storage system built by the surrounding farms.
d.
This dead-end stream was built during the civil war as a trap for the union army.
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Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and maneuver through the Google Earth () component of this lab.
KEY TERMS
The following is a list of important words and concepts used in this lab module:
Albedo
Energy deficit
Longwave radiation
Conduction
Energy surplus
Net radiation (net flux)
Convection
Global energy budget
Radiation
Constant gases
Heat
Radiation budget
Electromagnetic radiation
Heat transfer
Shortwave radiation
Electromagnetic spectrum
Incoming and outgoing radiation
Solar constant
Electromagnetic waves
Insolation
Solar radiation
Energy
Irradiance
Variable gases
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to:
œ Recognize aspects of the electromagnetic spectrum
œ Distinguish between shortwave and longwave radiation and its sources
œ Describe the composition of the atmosphere
œ Explain how heat is transferred and measured
œ Define and identify patterns of global solar insolation and albedo
œ Describe the flow of solar radiation
œ Describe the spatial patterns of net radiation
œ Provide examples of human interactions and uses with sunlight (solar radiation)
2
INTRODUCTION
In this lab module you will examine some of the fundamental concepts and principles related to global energy. Topics include the electromagnetic spectrum, the composition of the atmosphere, solar radiation, the movement of radiation in the atmosphere, albedo and the global energy budget. While these topics may seem disparate, you will learn how they are inherently related.
The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts related to global energy. Some of the vignettes have animations, videos, or short articles that provide another perspective or visual explanation for the topic at hand. After reading each vignette and associated links, answer the following questions. Please note that some components of this lab may take a while to download or open, especially if you have a slow internet connection.
Expand GLOBAL ENERGY and then expand the INTRODUCTION folder.
Read Topic 1: Electromagnetic Radiation.
Question 1: Which electromagnetic waves have the most energy?
A. Radio waves
B. Microwaves
C. X-rays
D. Gamma rays
Question 2: How is Earthfs radiation budget described in the video?
A. The difference between sunlight that comes into the Earth, minus the amount of sunlight that is reflected by, and energy emitted from, the Earth
B. The difference between sunlight that is reflected by Earth, minus the energy emitted, plus the sunlight coming into the Earth
C. The difference between energy emitted by the Earth, minus the sunlight coming into the Earth, minus the sunlight reflected by the Earth
D. The difference between energy emitted by the Earth, minus the sunlight coming into the Earth, plus the sunlight reflected by the Earth
Read Topic 2: Atmospheric Composition.
Question 3: What are the three ingredients needed for an ozone hole?
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A. Warm temperatures, sunlight, and high levels of smog
B. Cold temperatures, darkness, and high levels of smog
C. High level of chlorine and bromine, warm temperatures, and sunlight
D. High level of chlorine and bromine, cold temperatures, and sunlight
Read Topic 3: Transfer of Heat Energy.
Question 4: Which of the following is not true regarding the transfer of heat energy?
A. Air conducts heat effectively
B. Dark-colored objects absorb more radiant energy than light-colored objects
C. Convection is the transfer of heat energy in the atmosphere
D. Sunlight is a form of radiation
Question 5: Of these means of transferring heat, which tend directly produce weather systems?
A. Radiation
B. Conduction
C. Convection
D. None of these
Read Topic 4: Human Interaction.
Question 6: From the article, all of the following are recognized disadvantages of generating electricity from solar power except?
A. The amount of pollution generated
B. Cost
C. Daylight hours for operation
D. Locations with low available sunlight
Question 7: From the map in the article, what area of the United States shows the highest annual average daily solar radiation per month (measured in kWh/m2/day)?
A. Northeastern United States
B. Southeastern United States
C. Southwestern United States
D. Northwestern United States
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For the rest of this module, you will identify and explain the geographic distribution, patterns, and processes associated with electromagnetic radiation. In doing so, you will recognize and appreciate the role of the Sun, atmosphere and the Earthfs surface as they influence the worldfs global energy budget.
Collapse and uncheck the INTRODUCTION folder.
GLOBAL PERSPECTIVE
Insolation (incoming solar radiation) is the amount of direct or diffused electromagnetic radiation the Earth receives from the Sun. Insolation can be quantified by its irradiance, which is the power . or rate of electromagnetic radiation – that strikes the surface of a given area. As power is measured in Watts (W), and area is measured in meters squared (m2), irradiance is commonly measured in Watts per meter squared (W/m2).
The Sun produces a fairly constant rate of solar radiation at the outer surface of the Earthfs atmosphere; this solar constant averages to approximately 1370 W/m2. However, the average amount of solar radiation received at any one location on the Earth is not ~1370 W/m2 . it is far less, due in part to the conditions of the atmosphere, the land cover, the given latitude, the time of day, and the time of year.
Expand the GLOBAL PERSPECTIVE folder and select Insolation in June. To close the citation, click the X in the top right corner of the window.
This map shows the average global solar insolation . or where and how much sunlight fell on the Earthfs surface – for the month of June in 2012. The legend in the top left corner shows how much sunlight fell on Earthfs surface, which ranges from a low of 0 W/m2 (purple/dark red) to a high of 550 W/m2 (white). Use this map layer to answer the following questions.
Double-click and select Location A.
Question 8: What is the approximate latitude of Location A (Oslo, Norway)?
A. 60N
B. 60S
C. 10E
D. 10W
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Question 9: Estimate the average solar insolation Location A (Oslo, Norway) received in June:
A. Near 0 W/m2
B. Near 275 W/m2
C. Near 400 W/m2
D. Near 550 W/m2
Double-click and select Location B.
Question 10: What is the latitude of Location B (Isla de los Estados, Argentina)?
A. 54N
B. 54S
C. 64E
D. 64W
Question 11: Estimate the average solar insolation Location B (Isla de los Estados, Argentina) received in June:
A. Near 0 W/m2
B. Near 275 W/m2
C. Near 400 W/m2
D. Near 550 W/m2
Question 12: Which location received greater average solar insolation in June . Location A or Location B? Explain why.
A. Location B, because it is closer to the equator
B. Location A because it receives more daylight hours in June
C. Location B because itfs a darker orange color
D. Location A because itfs farther from the subsolar point in June
Double-click and select Insolation in December. To close the citation, click the X in the top right corner of the window
This map shows the average global solar insolation received in December. The legend in the upper right corner shows how much sunlight fell on Earthfs surface, which ranges from a low of 0 W/m2 (dark red) to a high of 550 W/m2 (light yellow). Use this map layer and compare it to Insolation in June to answer the following questions.
Double-click Location A.
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Question 13: Estimate the average solar insolation Location A (Oslo, Norway) received in December:
A. Near 0 W/m2
B. Near 275 W/m2
C. Near 400 W/m2
D. Near 550 W/m2
Question 14: Which of the following explains the difference in average solar insolation at Location A (Oslo, Norway) in June and December? (Check all that apply).
A. Location A is further from subsolar point in December
B. Location A receives more daylight hours in December
C. Location A is close to the Equator (low latitude)
D. Location A is closer to the subsolar point in June
Double-click Location B.
Question 15: Estimate the average solar insolation Location B (Isla de los Estados, Argentina) received in December:
A. Near 0 W/m2
B. Near 275 W/m2
C. Near 400 W/m2
D. Near 550 W/m2
Question 16: Which of the following explains the difference in average solar insolation at Location B (Isla de los Estados, Argentina) in June and December? (Check all that apply).
A. Location B is further from subsolar point in December
B. Location B receives more daylight hours in December
C. Location B is far from the Equator (high latitude)
D. Location B is closer to the subsolar point in June
Question 17: What is the general trend of solar insolation at Location A compared to Location B in June and December?
A. Location A and B show the same trend, with insolation high in June and low in December
B. Location A and B show the same trend, with insolation high in December and low in June
C. Location A and B show opposite trends, with insolation high at one location and low at the other location
D. Location A and B show no trend in December or in June
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Uncheck Location A and Location B. Double-click and select Location C.
Question 18: What is the latitude of Location C (Yasuni National Park, Ecuador)?
A. 1N
B. 1S
C. 75W
D. 75E
Question 19: Estimate the average solar insolation that Location C (Yasuni National Park, Ecuador) received in June:
A. Near 0 W/m2
B. Near 275 W/m2
C. Near 400 W/m2
D. Near 550 W/m2
Question 20: Estimate the amount of solar insolation Location C (Yasuni National Park, Ecuador) received in December:
A. Near 0 W/m2
B. Near 275 W/m2
C. Near 400 W/m2
D. Near 550 W/m2
Question 21: Which of the following accounts for the trends in average solar insolation at Location C (Yasuni National Park, Ecuador) in June and December? (Check all that apply).
A. There is relatively minor differences in sun angle
B. There is relatively minor differences in daylight hours
C. Location C is close to the Equator (low latitude)
D. Location C is far from subsolar point in December
Question 22: Which of the following is true about how latitude and calendar date affect where and how much sunlight falls on the Earthfs surface in a given year? (Check all that apply).
A. The higher the latitude the greater the seasonal difference in daylight hours
B. Higher southern latitudes receive more daylight hours around the June solstice.
C. Higher northern latitudes receive more daylight hours around the June solstice.
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D. The lower the latitude the greater the seasonal difference in daylight hours
Collapse and uncheck GLOBAL PERSPECTIVE.
FLOW OF SOLAR RADIATION
When energy from the Sun reaches the Earthfs atmosphere, it flows along various paths, with some energy absorbed by the atmosphere, some reflected back into space and some striking the Earthfs surface. These various paths are part of the heat transfer mechanism that distributes heat across the globe. A more detailed breakdown of what happens is shown in the solar radiation animation. To note, the values shown in the animation are for the Earth as a whole.
Select and click FLOW OF SOLAR RADIATION.
Question 23: What percent of the Sunfs energy entering the Earthfs atmosphere is absorbed directly by the atmosphere?
A. 18%
B. 25%
C. 31%
D. 69%
Question 24: What percent of the Sunfs energy (shortwave radiation) entering the Earthfs atmosphere is absorbed by Earth is some way (clouds, water, Earthfs surface)?
A. 18%
B. 25%
C. 31%
D. 69%
Question 25: What accounts for the most solar radiation being reflected back into space?
A. Dust particles
B. Ozone
C. Clouds
D. Aerosols
Question 26: Why does incoming shortwave radiation equal outgoing longwave radiation? (Check all that apply).
A. To keep the Earthfs average temperature more or less constant
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B. The laws of physics require incoming and outgoing radiation to equal
C. It maintains the thickness of the atmosphere and variability in the length of day
D. Without a balanced radiation budget, the Earth will become increasingly warmer or cooler
Question 27: The values in the animation are for the Earth as a whole, however, the flow of energy is not even across the Earthfs surface. Speculate how net radiation differs at the Equator compared to the Poles. (Check all that apply).
A. Net radiation is more or less constant near the Equator, but varies at the Poles
B. Net radiation is more or less constant near the Poles, but varies at the Equator
C. During the June Solstice, net radiation is greater at the North Pole than the Equator
D. During the December Solstice, net radiation is greater at the North Pole than the Equator
Uncheck the FLOW OF SOLAR RADIATION folder.
ALBEDO
Expand the ALBEDO folder. Double-click and select Albedo in September. To close the citation, click the X in the top right corner of the window.
Albedo is the portion of solar energy (shortwave radiation) that is reflected from Earthfs surface back into space. Albedo is calculated as the relative amount (ratio) of reflected sunlight (reflected shortwave radiation) to the total amount of sunlight (incident shortwave radiation). Clouds and bright (light-colored) surfaces have higher albedo rates than dark colored surfaces like asphalt, roads and forests.
This map shows the average global albedo received in September. The legend at the top shows the proportion of sunlight reflected from Earthfs surface, which ranges from no albedo at 0.0 (dark blue) to a high albedo at 0.9 (light blues to white). Areas of no data are denoted as black or no color. Use this map layer to answer the following questions.
Double-click and select Location D; then, double-click and select Location E.
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Question 28 Is the albedo relatively high or relatively low in the boreal forests of Canada and Norway in September?
A. The albedo is relatively high in both locations
B. The albedo is relatively low in both locations
C. The albedo is high in northern Canada and low in Norway
D. The albedo is low in northern Canada and high in Norway
Double-click and select Location F.
Question 29: Is the albedo relatively high or relatively low in the Sahara Desert region of Northern Africa in September?
A. The albedo over the Sahara Desert is relatively low
B. The albedo over the Sahara Desert is relatively high
C. There is no albedo over the Sahara Desert because sand does not reflect sunlight
D. The albedo over the Sahara Desert is only very high (near 0.9) or very low (0.0)
Double-click and select Location G.
Question 30: Is the albedo relatively high or relatively low over the majority of Greenland in September?
A. The albedo over Greenland is relatively low except near the coast
B. The albedo over Greenland is relatively high except near the coast
C. There is no albedo over Greenland except near the coast
D. There is no albedo over Greenland because ice and snow do not reflect sunlight
Seasonality (time of the year) plays an important role in global albedo. Letfs compare the September albedo rates to February albedo rates of these locations.
Select and double-click Albedo in February. To close the citation, click the X in the top right corner of the window. To alternate between Albedo in September and Albedo in February, check and uncheck one of the files to see the differences in the two map overlays.
Double-click Location D; then, double-click Location E.
Question 31: For northern Canada and Norway, is the albedo in February higher or lower when compared to the albedo in September?
A. The albedo is higher in February for both locations
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B. The albedo is lower in February for both locations
C. The albedo is higher in northern Canada and lower in Norway
D. The albedo is lower in northern Canada and higher in Norway
Double-click Location F.
Question 32: For the Sahara Desert region of Northern Africa, is the albedo higher or lower in February when compared to the albedo in September?
A. The albedo is lower in February
B. The albedo is higher in February
C. The albedo is relatively the same in February and September
D. There is no albedo over the Sahara Desert because sand does not reflect sunlight
Double-click Location G.
Question 33: For Greenland, is the albedo higher or lower in February when compared to the albedo in September?
A. The albedo is lower in February
B. The albedo is higher in February
C. The albedo is relatively the same in February and September
D. There is no albedo over Greenland because ice and snow do not reflect sunlight
Collapse and uncheck the ALBEDO folder.
NET RADIATION
Net radiation, sometimes called net flux, is the difference between incoming solar radiation absorbed by the Earthfs surface and the radiation reflected back into space. In other words, net radiation is the energy available to Earth at the Earthfs surface. Some places absorb more energy than reflect, while other places on Earth reflect more energy than absorb. Factors that affect the net radiation of a place include albedo, latitude and Sun angle, atmospheric conditions (like clouds and dust), and the time of year. As a result, some areas will have a seasonal or annual energy surplus with a positive net radiation (more energy absorbed than reflected) while other areas will have a seasonal or annual energy deficit with a negative net radiation (more energy reflected than absorbed). Fortunately, the Earth has a global energy budget at approximately equilibrium, with a global net radiation at approximately zero (that is, global incoming energy equals global outgoing energy).
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Expand the NET RADIATION folder.
Double-click and select Net Radiation in January.
The legend at the top shows the global net radiation for January, which ranges from 280 W/m2 to -280 W/m2. Hence, an orange or red color indicates a greater (positive) net radiation, while a green or blue color indicates a lower (negative) net radiation.
Question 34: What global spatial patterns are apparent? (Check all that apply).
A. Net radiation is higher in the Southern Hemisphere
B. Net radiation is higher in the Northern Hemisphere
C. Net radiation is lower in the Southern Hemisphere
D. Net radiation is lower in the Northern Hemisphere
Question 35: How does the net radiation of oceans versus land differ in Northern Hemisphere compared the Southern Hemisphere in January? (Check all that apply).
A. The net radiation is relatively higher in the oceans than on land in the Northern Hemisphere
B. The net radiation is relatively lower in the oceans than on land in the Northern Hemisphere
C. The net radiation is relatively higher in the oceans than on land in the Southern Hemisphere
D. The net radiation is relatively lower in the oceans than on land in the Southern Hemisphere
Question 36: What factors contribute to the North Pole region having the highest net radiation loss in January? (Check all that apply).
A. The Sun angle is low and therefore the incoming solar radiation is low
B. The Sun angle is high and therefore outgoing solar radiation is high
C. The daylight hours are few indicating less incoming solar radiation
D. The daylight hours are few indicating less outgoing solar radiation
Double-click and select Net Radiation in July.
Question 37: What global spatial patterns are apparent? Check all that apply.
A. Net radiation is higher in the Southern Hemisphere
B. Net radiation is higher in the Northern Hemisphere
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C. Net radiation is lower in the Southern Hemisphere
D. Net radiation is lower in the Northern Hemisphere
Question 38: In general, how does the July map compare to the January map? (Check all that apply).
A. Overall, net radiation in the high latitudes is relatively high (energy surplus) where it was once low (energy deficit) and vice versa
B. Overall, there is an energy surplus at the Equator for both January and July
C. Overall, there is an energy surplus in the Northern Hemisphere in July
D. Overall, there is an energy deficit in the Northern Hemisphere in July
Question 39: What factors are contributing to Greenland showing a net radiation loss in July?
A. Because it is further north and receives less incoming solar radiation
B. Because it is surrounded by warmer ocean water
C. Because it is largely covered in ice and therefore has a high albedo
D. Because there is a low Sun angle that contributes to a low albedo
Collapse and uncheck the NET RADIATION folder. You have completed Lab Module 4.
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Note: Please refer to the GETTING STARTED lab module to learn tips on how to set up and maneuver through the Google Earth () component of this lab.
KEY TERMS
The following is a list of important words and concepts used in this lab module:
Adiabatic processes
Frontal uplift
Physical states of water
Cirrus clouds
Hydrologic cycle
Relative humidity
Condensation level
Maximum humidity
Specific humidity
Convectional uplift
Orographic uplift
Stratus clouds
Cumulus clouds
Precipitation
Wet (and dry) bulb temperature
LAB LEARNING OBJECTIVES
After successfully completing this module, you should be able to:
● Describe and explain the hydrologic cycle
● Identify different cloud types
● Explain the adiabatic process
● Compare and contrast different uplift mechanisms
● Compare and contrast different types of humidity
● Explain how precipitation occurs
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INTRODUCTION
In this lab module you will examine some fundamental concepts and principles related to atmospheric moisture. Topics include physical states of water, humidity, adiabatic processes, cloud classification and precipitation. While these topics may appear to be disparate, you will learn how they are inherently related.
The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts related to atmospheric moisture. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some components of this lab may take a while to download or open, especially if you have a slow internet connection.
Expand the ATMOSPHERIC MOISTURE folder and then expand the INTRODUCTION folder.
Read Topic 1: The Physical States of Water.
Question 1: Explain how this statement is false: Heat is temperature.
A. Temperature is energy, while heat is a measure of temperature
B. Heat is energy, while temperature is a measure of heat
C. Heat is energy, while temperature is the transfer of energy from one state to another
D. Temperature is energy, while heat is the transfer of energy from one state to another
Question 2: Is evaporation the absorption or release of latent heat?
A. Absorption
B. Release
C. Both
D. Neither
Read Topic 2: The Hydrologic Cycle
Question 3: According to the video, what is the common length of storage time for most atmospheric water (rainfall, snowfall) that fall onto land?
A. Only a few hours
B. Several days
C. Weeks or more
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D. It is unknown
Read Topic 3: Atmospheric Humidity
Question 4: How can you have a specific humidity that is low in the high latitudes of the northern hemisphere (as shown by the prominence of blue in first video) and yet have a high relative humidity (as shown by the prominence of red in the second video)?
A. Function of temperature – low temps have a low specific humidity but a low maximum humidity and thereby high relative humidity
B. Function of location – high altitudes (near the poles) have more humidity than low altitudes (near the Equator) and thereby high relative humidity
C. Function of climate – low temperatures have low specific humidity but a high maximum humidity and thereby a high relative humidity
D. Function of humidity – the specific humidity is high and therefore the relatively humidity must also be high
Read Topic 4: Human Interaction
Question 5: What is the primary coarse aerosol in the Atlantic Ocean, between Africa and South America? (Hint: Look to where the potential origin lies and what is found in that location)
A. Sea salts from the Indian Ocean
B. Smoke from fires in Africa
C. Nitrates from coastal populations
D. Dust (sand) from the Sahara Desert
GLOBAL PERSPECTIVE
In this module you will learn about factors influencing precipitation and that precipitation varies spatially and temporally. This section will introduce you to some of these patterns.
Expand GLOBAL PERSPECTIVE and then select June Precipitation.
This map shows total precipitation for the month of June 2011. Precipitation is the condensation of atmospheric water vapor into various forms of water, including rain, sleet, snow, and hail. The amount of precipitation for any given area is measured in millimeters (mm).
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Double-click and select Location A.
Question 6: What is the approximate latitude and longitude (degrees only) for this location?
A. 28 N 82 W
B. 28 S 82 E
C. 28 N 82 E
D. 29 S 82 W
Question 7: Estimate the precipitation for this location.
A. Approximately 1 mm
B. Approximately 100 mm
C. Approximately 200 mm
D. Approximately 2000 mm
Double-click and select Location B.
Question 8: What is the approximate latitude and longitude (degrees only) for this location?
A. 28 N 114 E
B. 28 N 114 W
C. 28 S 114 W
D. 28 S 114 E
Question 9: Estimate the precipitation for this location.
A. Approximately 1 mm
B. Approximately 100 mm
C. Approximately 200 mm
D. Approximately 2000 mm
Question 10: Does latitude play a prominent role in precipitation differences in these two examples in June?
A. Yes, latitude is a main reason for precipitation differences between Locations A and B
B. No, there are other geographic factors that account for the differences between Locations A and B
Select December Precipitation, and then double-click again on Location A.
Question 11: Estimate the precipitation for Location A.
A. Approximately 1 mm
B. Approximately 10 mm
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C. Approximately 200 mm
D. Approximately 2000 mm
Question 12: Does Location A have both a wet season and a dry season?
A. Very likely – there is more precipitation in winter than summer
B. Very likely – there is more precipitation in summer than winter
C. Not likely – there seems to be only a wet season (above 60mm) year-round
D. Not likely – there seems to be only a dry season (below 60 mm) year-round
Double-click and select Location C.
Question 13: What is the latitude (degrees only) for this location?
A. 4 N 114 E
B. 4 S 114 W
C. 4 N 114 W
D. 4 S 114 E
Toggle between June Precipitation and December Precipitation.
Question 14: Does Location C have both a wet season and a dry season?
A. Very likely – there is more precipitation in winter than summer
B. Very likely – there is more precipitation in summer than winter
C. Not likely – there seems to be only a wet season (above 60mm) year-round
D. Not likely – there seems to be only a dry season (below 60 mm) year-round
Question 15: Does latitude play a prominent role in precipitation? (Hint: look at the overall precipitation trend across the Earth at this approximate latitude)
A. Yes, latitude is a main reason for the precipitation pattern of Location C
B. No, there are other geographic factors that account for the precipitation at Locations C
Collapse and uncheck GLOBAL PERSPECTIVE.
HUMIDITY
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We learned from Topic 3 in the Introduction section the three types of humidity: maximum, specific and relative humidity. When we speak colloquially about humidity, we are usually referring to relative humidity. For example, on some hot summer days, the air may feel sticky and we say the (relative) humidity is high. Conversely, on cold winter days, the air may feel dry and we say the (relative) humidity is low.
We can use a simple device called sling psychrometer to measure the dry bulb temperature and the wet bulb temperature. The dry bulb temperature is the ambient air temperature, and is measured using a regular thermometer. The wet bulb temperature, however, is the temperature measured by covering the end of a thermometer in a wet cotton sleeve and then whirling it around to evaporate some water from the sleeve. Since evaporation is a cooling process, the wet bulb thermometer will record a lower reading than the dry bulb thermometer as long as the surrounding air is not saturated. By comparing the temperature between the two thermometer readings, and then looking up the values in Table 1, we can determine (sometimes by way of interpolation) the relative humidity.
For example:
1. Assume that the dry bulb temperature is 26°C, and the wet bulb temperature is 16°C.
2. With these two temperatures, use the following formula to calculate the wet bulb depression by subtracting the wet bulb temperature from the dry bulb temperature: 26°C – 16°C = 10°C
3. Refer to Table 1 to determine the relative humidity; in this case, the relative humidity (RH) is 34 percent (34%).
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Table 1. Table 1. Relative Humidity, Wet-Dry Bulb Method (Source: Adapted from the NOAA Relative Humidity and Dew Point table).
Expand the HUMIDITY folder.
Watch the videos under HUMIDITY and in conjunction with Table 1, determine the relative humidity for the following locations.
Click Mariposa Grove and record the wet and dry bulb temperatures.
Question 16: What is the relative humidity at Mariposa Grove?
Dry Bulb (˚C)
Wet Bulb (˚C)
Wet Bulb Depression (Dry-Wet), (˚C)
Relative Humidity (%)
Note to Editor: Use drop-down choices for each box. Choices as follows:
List of potential answers for Dry Bulb: 23.5°C, 16.5°C, 20°C, 27°C,
List of potential answers for Wet Bulb: 19°C, 19.5°C, 10°C, 15°C,
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List of potential answers for Wet Bulb Depression: 10°C, 8°C, 4°C, 1.5°C
List of potential answers for Wet Bulb Depression: 24%, 19%, 27%, 20%
Click California Central Valley and record the wet and dry bulb temperatures.
Question 17: What is the relative humidity just outside of Fresno?
Dry Bulb (˚C)
Wet Bulb (˚C)
Wet Bulb Depression (Dry-Wet), (˚C)
Relative Humidity (%)
Note to Editor: Use drop-down choices for each box. Choices as follows:
List of potential answers for Dry Bulb: 23.5°C, 16.5°C, 20°C, 27°C
List of potential answers for Wet Bulb: 19°C, 19.5°C, 10°C, 15°C
List of potential answers for Wet Bulb Depression: 10°C, 8°C, 4°C, 1.5°C
List of potential answers for Wet Bulb Depression: 46%, 42%, 53%, 45%
Click Redwood Forest and record the wet and dry bulb temperatures.
Question 18: What is the relative humidity in the redwood forest?
Dry Bulb (˚C)
Wet Bulb (˚C)
Wet Bulb Depression (Dry-Wet), (˚C)
Relative Humidity (%)
Note to Editor: Use drop-down choices for each box. Choices as follows:
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List of potential answers for Dry Bulb: 23.5°C, 16.5°C, 20°C, 27°C
List of potential answers for Wet Bulb: 19°C, 19.5°C, 10°C, 15°C
List of potential answers for Wet Bulb Depression: 10°C, 8°C, 4°C, 1.5°C
List of potential answers for Wet Bulb Depression: 60.5%, 68%, 68.75%, 69.5%,
Click Monterey Bay, CA and record the wet and dry bulb temperatures.
Question 19: What is the relative humidity at the beach at Monterey Bay?
Dry Bulb (˚C)
Wet Bulb (˚C)
Wet Bulb Depression (Dry-Wet), (˚C)
Relative Humidity (%)
Note to Editor: Use drop-down choices for each box. Choices as follows:
List of potential answers for Dry Bulb: 23.5°C, 16.5°C, 20°C, 27°C, 15°C
List of potential answers for Dry Bulb: 19°C, 19.5°C, 10°C, 15°C, 27°C
List of potential answers for Wet Bulb Depression: 10°C, 8°C, 5.5°C, 4°C, 1.5°C
List of potential answers for Wet Bulb Depression: 80%, 81.75%, 84.5%, 85.25%, 91%
Collapse and uncheck HUMIDITY.
ADIABATIC PROCESS
As a parcel of air (also known as a thermal) rises, the pressure decreases (the parcel expands) and it cools. This process is known as adiabatic cooling.
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Conversely, as a parcel of air descends, its pressure increases (the parcel compresses) and it warms. This process is known as adiabatic warming. These changes in temperature are a result of changes in pressure within the air parcel itself, with an expanding parcel promoting a decrease in temperature (cooling) and a compressing air parcel promoting an increase in temperature (warming).
When the relative humidity (RH) of a rising parcel of air is less than 100% (meaning it is not saturated), the parcel cools at the dry adiabatic rate (DAR), which is approximately 1°C/100m. Likewise, a descending air parcel that is not saturated warms at the same DAR.
For example, imagine a rising parcel of air with a temperature of 15˚C and an RH of 60%. If the parcel rises 400 meters in elevation, its temperature will be 11˚C. In other words, the air parcel cools 1˚C for every 100m increase in elevation, thereby cooling 4˚C.
Thing are different, however, if the RH of an air parcel is 100% (i.e. the air parcel is saturated). When the RH is 100%, the air parcel cools at the wet adiabatic rate (WAR), which is approximately 0.5°C/100m. The WAR is not as great as the DAR because latent heat of condensation (the energy when water vapor condenses to a liquid) is released.
For example, the temperature of a rising saturated parcel of air is 18°C. If this parcel continues to rise another 1000 meters in elevation, its temperature will be 13°C. In other words, the air parcel cools 0.5˚C for every 100m increase in elevation, thereby cooling 5˚C.
Click ADIABATIC PROCESSES to watch the video.
For the following questions, use the following air parcel conditions:
An unsaturated parcel of air with a temperature of 20˚C rises 1200m to the condensation level and then continues to rise saturated for another 600m.
Question 20: What is the temperature of the parcel when it becomes saturated?
A. 32˚C
B. 8˚C
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C. 5˚C
D. 14˚C
Question 21: What is the temperature of the parcel when it stops rising?
A. 32˚C
B. 8˚C
C. 5˚C
D. 14˚C
The unsaturated air parcel then descends 1800m back to its original elevation.
Question 22: What is the temperature of the parcel once it has descended to its original elevation?
A. 40˚C
B. 23˚C
C. 14˚C
D. 20˚C
Question 23: When the air parcel completes its decent at its original elevation, how does this ending temperature compare to the starting temperature?
A. Warmer
B. Cooler
C. Same
D. Variable (warmer or cooler)
Uncheck ADIABATIC PROCESSES.
CLOUD CLASSIFICATION
Scientists classify clouds according to their form and altitude. There are three cloud classes based on form: cirrus, cumulus and stratus.
● Cirrus clouds are wispy, thin clouds comprised of ice crystals.
● Cumulus clouds have distinct puffy shapes with flat bases formed at the condensation level.
● Stratus clouds are gray sheet like clouds covering most of the sky.
Clouds are further classified according to their altitude.
● High clouds are found over 6km (20,000 ft.) in the atmosphere
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● Middle clouds are between 2.5km and 6km (6,500 ft. to 20,000 ft.).
● Low clouds are those less than 2.5km.
Click CLOUD CLASSIFICATION.
Use the animation to identify characteristics of cloud types and to complete the table below. The first one has been done for you as an example
Cloud type
Form
(choose from wispy, puffy, patchy, or sheet)
Altitude
(choose from high, middle or low)
Rain
(choose yes or no)
Altostratus
Sheet
Middle
No
24. Altocumulus
25. Cirrocumulus
26. Cirrus
27. Cumulonimbus
28. Cumulus
29. Stratocumulus
30. Stratus
Note to Editor: Q24-Q30 above should be drop-down choices for each box. Choices are located under Form, Altitude, and Rain
Uncheck CLOUD CLASSIFICATION.
PRECIPITATION PROCESSES
Introduction
When water vapor in the air is cooled to its saturation point, water droplets or ice crystals form. Once the water droplets or ice crystals become large enough to fall under the force of gravity, precipitation occurs. In order for this occur, air must rise such that sufficient condensation takes place. This required lifting of an air parcel commonly happens in one of many ways, including convectional uplift, orographic uplift, frontal uplift, and convergent (cyclonic) uplift. We will cover the first two in this module as they showcase the processes associated with adiabatic cooling. To note, geography plays an important role in precipitation (or lack thereof), as certain geographic areas are more inclined to produce a particular type of uplift.
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Convectional uplift
Convectional uplift occurs when a parcel of air within a larger stable air mass is heated by the hot ground and rises. When this parcel rises above the condensation level, cumulus clouds tend to form. In many cases these clouds will drift along with the wind and eventually dissipate, producing no rain. But in some cases the air is unstable and strong convectional uplift occurs. Cumulonimbus clouds often form, producing rainfall and in more severe cases, thunderstorms develop. While convectional uplift and associated precipitation can occur almost anywhere over land, there are certain places where this uplift is more common. For example, the Great Plains region in the United States commonly experiences this type of uplift during the summer months, which produces rainstorms in the afternoon. Equatorial regions where solar insolation is intense are subjected to precipitation from conventional uplift.
Click Convectional Rainfall and watch the video.
Question 31: True or False: Convectional uplift goes through the process of adiabatic cooling.
A. True
B. False
Orographic uplift
Orographic uplift is caused by mountains which force an air parcel upwards as the air flows. As the parcel rises, the air pressure decreases, causing the parcel to expand and the air temperature to decrease. When the parcel reaches the condensation level, clouds form, and in some cases, precipitation occurs. After the parcel has cleared the mountains, it descends and the air is compressed, leading to an increase in temperature. This drier, warmer parcel creates a rainshadow on the leeward side of mountain ranges. This type of rainfall is common along the mountain ranges near the Pacific Ocean as well as oceanic islands such as Hawai’i and New Zealand.
Click Orographic Processes and watch the video on Orographic Uplift. After watching the video, explain the following scenarios:
Question
Initial (Start) Temperatur
Final (End)
Temperature
Did it Rain?
(yes or no)
14
e
32. Scenario 2
33. Scenario 7
34. Scenario 9
Question 35: How does a rain event change the final temperature from the initial temperature?
A. Increases
B. Decreases
C. Stays the same
D. Variable (increases or decreases)
Question 36: Does is rain on the windward or leeward side?
A. Windward
B. Leeward
Question 37: What is the relative humidity when it rains?
A. 0 percent
B. 50 percent
C. 100 percent
D. Variable
Double-click and select Location D.
Question 38: This location is on the ________ of the Cascade Mountains.
A. Windward side
B. Leeward side
C. Convergent side
D. Frontal side
Double-click and select Location E.
Question 39: What is another name for the dry area found around Location E?
A. Windward
B. Rainshadow
C. Orographic
D. Convective
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Double-click and select Location F.
Question 40: What type of adiabatic uplift would lead to precipitation at Location F?
A. Divergent
B. Frontal
C. Orographic
D. Convectional
Collapse and uncheck the PRECIPITATION PROCESSES folder. You have completed Lab Module 7.
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Question 1
Matthew
Mark
John
Peter
2 points
Question 2
True
False
2 points
Question 3
True
False
2 points
Question 4
True
False
2 points
Question 5
True
False
2 points
Question 6
His birth
His childhood
His adulthood
None of the above
All of the above
2 points
Question 7
True
False
2 points
Question 8
True
False
2 points
Question 9
True
False
2 points
Question 10
Incarnation
a. Transcendence
Transubstantiation
Transfixion
2 points
Question 11
True
False
2 points
Question 12
True
False
2 points
Question 13
Sacrifice
Propitiation
Substitution
Reconciliation
2 points
Question 14
2
47
51
53
2 points
Question 15
True
False
2 points
Question 16
True
False
2 points
Question 17
True
False
2 points
Question 18
Church persecutor Paul was suddenly changed
Skeptic James, brother of Jesus, was suddenly changed
Doubting Thomas never doubted again
None of the above
2 points
Question 19
Creation
Christ’s Death
Christ’s Resurrection
Christ’s Return
2 points
Question 20
True
False
2 points
Question 21
True
False
2 points
Question 22
Christ’s coming to earth in the incarnation and death was a great act of humiliation
The death, burial, and resurrection of Jesus was the focal point of his incarnation.
Christ’s humiliation provides hope for Christians concerning their future resurrection
None of the above.
2 points
Question 23
John 1:14
John 3:16
1 John 2:5
1 John 3:14
2 points
Question 24
True
False
2 points
Question 25
True
False
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