GEOLOGY assignment

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There are 2 labs in the attached file. Please follow these instructions. Only do numbers 10-1 through 10-18 in the Groundwater section and 11-1 through 11-16, and 11-22 through 11-26 in the Waste and Water section as indicated on the Answer Sheet available here. Please upload the answer sheet 。

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LAB MODULE 3: EARTH SUN RELATIONSHIP

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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:

Analemma Equation of time Solstice

Aphelion Equinox Sphericity

Axial parallelism Insolation Subsolar point

Axial Tilt International Date Line Sun Angle

Circle of illumination NDVI Sun-fast, Sun-slow

Coordinated Universal Time (UTC) Perihelion Time zones

Daylight saving time Revolution

Declination of Sun Rotation

LAB MODULE LEARNING OBJECTIVES

After successfully completing this lab module, you should be able to:

● Compute differences in time between two location

● Recognize and demonstrate how time zones work

● Differentiate the changes in the circle of illumination over the course of a

year

● Identify and describe the reasons for the seasons

● Infer vegetation as an indicator for seasonality

● Read and interpret an analemma

● Calculate the Sun’s declination for a given location and date

● Compute the equation of time for a given location

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INTRODUCTION

This lab module examines fundamental Earth-Sun relationships. Topics include time

zones, the equation of time, analemma, declination, solstice and equinox, the

reasons for seasons, and the seasonal migration of the subsolar point. While these

topics may seem disparate, you will learn how they are inherently related.

The modules start with four opening topics, or vignettes, found in the

accompanying Google Earth file. These vignettes introduce basic concepts related to

Earth-Sun relationships. 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 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 EARTH-SUN RELATIONSHIPS, and then expand the INTRODUCTION

folder. Double click Topic 1: Earth-Sun Relations.

Read Topic 1: Earth-Sun Relations.

Question 1: Looking at the maps, which of the following best showcases the

uneven balance of insolation – and resulting seasonality – on planet Earth?

A. Most of the northern hemisphere is free of ice and snow year round

B. Most of the northern hemisphere is covered in ice and snow year round

C. Most of the northern hemisphere shows ice and snow advancing in the

July

D. Most of the northern hemisphere shows ice and snow retreating in July

Read Topic 2: Reason for Seasons. (Note: If you are having issues watching

the animation, please check to see if the movie has been downloaded rather than

automatically playing via the webpage)

Question 2: Why does each hemisphere receive the same amount of energy

from the Sun on the March and September equinoxes?

E. The subsolar point is aligned with the Tropic of Cancer

F. The subsolar point is aligned with the Tropic of Capricorn

G. The subsolar point is aligned with the Equator

H. The subsolar point is aligned with the North Pole

Read Topic 3: Time Zones.

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Question 3: What was the main reason for instituting standard time (time

zones)?

A. To end confusion in communities using their own solar time

B. To help astrologers forecast urban growth patterns

C. To reaffirm England’s world dominance

D. To validate the Meridian Conference of 1884

Read Topic 4: Human Interactions.

Question 4: Name 3 reasons ancient cultures used stone structures or

modified natural formations regarding Earth-Sun or Earth-Moon relationships.

A. To chart seasons, create calendars, and celebrate birthdays

B. To monitor eclipses, mark deaths, denote holidays

C. To chart seasons, monitor eclipses and create calendars

D. To celebrate birthdays, mark deaths and denote the end of days

Collapse and uncheck the INTRODUCTION folder.

GLOBAL PERSPECTIVE

I. Coordinated Universal Time (UTC)

The Earth is divided into 24 time zones, one for each hour of the day. Earth’s 24

time zones are approximately 15° wide – a width calculated from the number of

degrees in a sphere divided by the number of hours in a day (360°/24hr =

15°/hour). Noon (12pm) occurs roughly when the Sun is at its highest point in the

sky each day. For example, noon in New York is three hours before noon in Los

Angeles because there is (approximately) a three hour difference in when the Sun

is at its zenith.

Expand the GLOBAL PERSPECTIVE folder and then expand and select the

Universal Time Coordinated folder.

Time zones are as much a Sun-Earth relationship as they are a human construct

used to standardize time. The Prime Meridian – which signifies 0 degrees latitude

and passes through Greenwich, England – is the starting reference line for time

zonation. Time zones are relative to Greenwich Mean Time (GMT) or more

appropriately, the Coordinated Universal Time (UTC). Examples are New York City,

USA in the winter at UTC -5 (or 5 hours behind UTC), or Manila, Philippines at

UTC+8 (or 8 hours ahead of UTC). In other words, when it is 8am in New York, it is

9pm in Manila.

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As you can see in Google Earth, time zones do not always follow straight lines from

pole to pole because of political, economic, or geographic reasons. Time zone

anomalies include the following:

Time Zone Anomaly Example

Time zone extends far greater or lesser

than 15 degrees.

China is one time zone.

Time zones shifts significantly eastward

or westward.

Iceland shifts 2 time zones to be UTC 0.

Time zone does not follow the 1-hour

system. Instead, a partial time-zone unit

is used.

Newfoundland, Canada is 3:30 UTC

(summer 2:30 UTC), while Nepal is 5:45

UTC

Double-click São Paulo, Brazil. You might have to pan northward to find the

time zone label near the Equator.

Question 5: In what UTC time zone is this city located?

A. UTC -2

B. UTC -3

C. UTC +2

D. UTC+3

Question 6: If UTC 0 time is 1pm, what is the standard time for this city?

A. 10 AM

B. 11 AM

C. 3 PM

D. 4 PM

Double-click Cape Town, RSA. You might have to pan northward to find the

time zone label near the Equator.

Question 7: In what UTC time zone is this city located?

A. UTC -1

B. UTC -2

C. UTC +1

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D. UTC+2

Question 8: If UTC 0 time is 1pm, what is the standard time for this city?

A. 11 AM

B. 12 PM (NOON)

C. 2 PM

D. 3 PM

Double-click Kuala Lumpur, Malaysia. You might have to pan northward to

find the time zone label near the Equator.

Question 9: Which of the following best describes the time zone anomaly

affecting this city and country?

A. Time zone extends far greater or lesser than 15 degrees

B. Time zone shifts significantly eastward or westward

C. Time zone does not follow the standard 1 hour system

D. There is no time zone for the given location

Question 10: What is the primary reason for this time zone anomaly?

A. Political boundaries of Malaysia

B. Economic trade for Southeast Asia

C. Railway schedules

D. International law

Question 11: In what UTC time zone is this city located?

A. UTC-7

B. UTC-8

C. UTC +7

D. UTC +8

Question 12: If UTC 0 time is 1pm, what is the standard time for this city?

A. 8 PM

B. 9 PM

C. 5 AM

D. 6 AM

Double-click, and select, Pitcairn Islands

Question 13: Which of the following best describes the time zone anomaly

affecting these islands?

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A. Time zone extends far greater or lesser than 15 degrees

B. Time zone shifts significantly eastward or westward

C. Time zone does not follow the standard 1 hour system

D. There is no time zone for the given location

Question 14: What is the primary reason for this time zone anomaly?

A. Geographic location of the islands

B. Economic trade for the islands

C. International law

D. Strict moral code

Question 15: In what UTC time zone are these islands located?

A. UTC -6

B. UTC -8.5

C. UTC +6

D. UTC +8.5

Question 16: If UTC 0 time is 1pm, what is the standard time for these

islands?

A. 4:30 PM

B. 9:30 PM

C. 4:30 AM

D. 9:30 AM

Collapse and uncheck the Universal Time Coordinated folder.

II. Daylight Savings

Double-click, and select, Daylight Saving Time

Many regions in the world have adopted daylight saving time (DST), or the

advancing of UTC time for a given location. This is especially true for North America

and Europe. As an example, New York, New York moves from Eastern Standard

Time (EST) to Eastern Daylight Time (EDT) between the months of March and

November. The standard time during daylight saving time is adjusted from UTC -5

(EST) to UTC -4 (EDT).

Question 17: If it is 12 PM (noon) in Manila, Philippines (UTC +8), what is

the time during EDT in New York (UTC -4)?

A. 12 AM

B. 4 PM

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C. 8 PM

D. 8 AM

III. International Date Line

Double-click the International Date Line folder and then check the IDL folder.

The International Date Line (IDL) is an imaginary line that runs from pole to pole on

more or less the 180°E/W longitude. Notable exceptions to this occur from 50°N to

75°N and from the Equator to 50°S.

If you cross the IDL traveling westwardly (from east to west), you need to add a

day to your time. In other words, a Thursday becomes a Friday. If you cross the

IDL traveling eastwardly (from west to east), you would subtract a day. For

example, a Friday becomes a Thursday. To think of it another way, the Earth

“starts” the day (12:01 am) on the west side of the IDL, and takes a full 24 hours

for 12:01 am to reach the east side of the IDL.

Double-click and select IDL North.

Question 18: Why does the IDL deviate from 180° E/W in this location?

A. To account for the faster rotational speed toward the North Pole

B. The IDL is following the 180° E/W meridian – there is no deviation in this

location

C. To follow the bathymetry of the ocean in this location

D. To have the islands of Alaska in the same time zone as the rest of Alaska

Double-click and select IDL South.

Question 19: Why does the IDL deviate from 180° E/W in this location?

A. To account for the faster rotational speed toward the Equator

B. To follow the bathymetry of the ocean in this location

C. To have the islands of Kiribati in the same time zone.

D. To separate the islands countries on the west side of the IDL from the

island countries located east of 180° E/W

Collapse and uncheck the GLOBAL PERSPECTIVE folder.

REASONS FOR SEASONS

There are five distinct reasons for the seasons – tilt (at 23.5 degrees), revolution

(around the Sun), rotation (every 24 hours), axial parallelism (fixed alignment

during revolution around Sun), and sphericity (the Earth’s shape). These five

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reasons account for the four divisions of the year – spring, summer, autumn (fall),

and winter – commonly marked by distinct weather patterns, temperatures

fluctuations, vegetation greeness and so on. The degree of these seasonal change

becomes more apparent as you move away from the Equator (as seasonality in

tropical regions is minimal).

In this section, we will examine three of the five reasons for the seasons – axial tilt,

revolution, and rotation.

I. Axial Tilt

Because of the tilt of the Earth, the amount of energy Earth receives from the Sun

is dependent on location and time of year. On the equinoxes (March 20 and

September 22 or 23), the Sun is directly overhead (the sub-solar point) and all

areas on Earth receive the same 12 hours of solar energy (sunlight). On the

solstices (June 20 or 21 and December 21 or 22), the subsolar point is on the tropic

of cancer (23.5 degrees North) or the tropic of capricorn (23.5 degrees South),

resulting in the most unequal distribution of solar energy on Earth.

Expand and select the REASONS FOR SEASONS folder. Double-click

Overview and then read the text and watch the animation.

Question 20: What is the relationship between the seasons and the position

of the sub-solar point?

A. The sub-solar point is furthest north during the spring equinox

B. The sub-solar point is furthest north during the autumn equinox

C. The sub-solar point is furthest north in summer (June) solstice

D. The sub-solar point is furthest north in winter (December) solstice

Question 21: Explain how Earth’s seasons would be if the Earth did not tilt

on its axis.

A. Annually, there would be more than four seasons

B. Annually, there would be no more seasons

C. Annually, there would be one dry season and one wet season

D. Annually, there would one “hot” season on Earth

II. Revolution

It takes 365.24 days for the Earth to complete one revolution around the Sun. And

although the Earth’s orbit is elliptical , the variation in distance between the Earth’s

orbit nearest to the Sum (perihelion) or farthest from the Sun (alphelion) is not

great enough to account for the seasons.

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Question 22: Assume the Earth was tilted and rotated, but did not revolve

around the Sun. How would this influence the location of sub-solar point over

a given year?

A. The sub-solar point would not move

B. The sub-solar point would move daily instead of annually

C. The sub-solar point would move between the tropics just like it does

today

D. There would be no sub-solar point

III. Rotation

Earth completes one rotation approximately every 24 hours. This rotation is what

gives us days and nights.

Double-click Circle of Illumination. This figure shows the circle of illumination,

or the day-night line, for June 21.

At 9:00pm EST in New York, South America is in darkness, while North America is

still in day light. If we fast forward 2 hours to 11pm EDT in New York, the circle of

illumination has moved westward. Indeed, the Earth’s rotation helps ensure the

Sun’s energy is spread over the Earth’s surface.

Question 23: Assume the Earth was tilted and revolved, but did not rotate.

What would the seasons be like if the Earth did not rotate?

A. No change to the current seasons/seasonality on Earth

B. There would be one season on Earth

C. There would a constant summer-type season on one side of Earth and a

constant winter-type season on the other side of Earth.

D. Earth would experience a summer-type season (with sunlight) for about 6

months and a winter-type season (with no light) for about 6 months

Click Back to Google Earth, which is located in the top-left corner in the

Google 3D viewer.

We are now going to go through one rotation on Earth.

Zoom out as far as you can until the Earth is as small as Google Earth allows.

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Click Show sunlight acrosss the landscape ( ). A time stamp displays at

the top of the slide bar. (Note: Verify that the Historical Imagery is off

because it can hide the Show sunlight acrosss the landscape slide bar).

Using your mouse, place the cursor on the Earth and move it around until the

Sun is behind the Earth. Then, set North in the default position (press N).

Question 24: How does the circle of illumination look to the portion of the

Earth currently facing you?

A. The portion of the globe facing me is illuminated

B. The portion of the globe facing me is not illuminated (shadowed)

C. The western portion of the globe facing me is illuminated

D. The eastern portion of the globe facing me is illuminated

Move the slide bar slowly over the next 24 hours.

Question 25: What is the direction of Earth’s circle of illumination?

A. Predominately westward (right to left)

B. Predominately eastward (left to right)

C. Predominately northward (bottom to top)

D. Predominately southward (top to bottom)

Turn off Show sunlight acrosss the landscape ( ).

Collapse and uncheck the REASON FOR SEASONS folder.

NDVI

Expand the NDVI folder.

This folder contains a series of images showing Normalized Difference Vegetation

Index (NDVI) for the year 2011. NDVI is a relatively simple way of displaying where

vegetation is most green, which means that the vegetation is alive and producing

greenness from its leaves and other plant parts. In general, the darker the green is

for a given area, the more vegetation cover and/or growth exists for that area.

In this section you will be looking at three locations – Africa, North America, and

Southeast Asia. To start, let’s go to North America in January.

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Double-click North America.

Remember that in the Northern hemisphere, the Sun is lower in the sky in January,

and thereby receives less direct sunlight (solar energy). As a result, the green

appears absent at higher latitudes.

Systematically click through the months (January through December) and note

the green areas in North America. (Note: The images might take some time to

load; as a hint, cycle through the months individually rather than checking all of

them at one time).

Question 26: Which of the followings months is the majority of North

America dark green?

A. January

B. April

C. July

D. October

Question 27: How does this month (you selected in Question 25)

correspond to the sub-solar point of the Sun?

A. The sub-solar point near the equator

B. The sub-solar point near its most northern position

C. The sub-solar point near its most southern position

D. The position of the sub-solar point does not matter

Double-click and select Africa.

Systematically click through the NDVI months (January through December) and

note the green areas in Africa.

Question 28: In which of the following month is the large green

(vegetation) area reach furthest South?

E. January

F. April

G. July

H. October

Question 29: How does the northernmost point correspond to the sub-solar

point of the Sun?

A. The sub-solar point is over the equator

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B. The sub-solar point is at its most northern position

C. The sub-solar point is at its most southern position

D. The position of the sub-solar point does not matter

Double-click and select Borneo.

This is the island of Borneo (center) and the surrounding islands that make up the

Philippines (to the north) and Indonesia (to the south) in Southeast Asia. The island

of Borneo straddles the Equator.

Systematically click through the NDVI months (January through December) and

note the green areas in Borneo.

Question 30: What is the overall trend in NDVI for the year?

A. The NDVI is distinctively lower in March

B. The NDVI is distinctively higher in September

C. The NDVI varies little over the entire year

D. The NDVI is distinctively lower in December

Question 31: With respect to Sun angle, why do we see such an NDVI trend

for the island of Borneo? (Choose the one that is incorrect)

A. There is little variation in Sun angle because Borneo is at the equator

B. Borneo basically receives the same amount of solar radiation year round

C. Borneo receives rainfall throughout the year

D. Few, if any clouds, obscure the Sun from Borneo year round

Collapse and uncheck the NDVI folder.

ANALEMMA

An analemma is a chart that you use to track the Sun’s declination and to

determine the equation of time. The Sun’s declination is the latitude of the Sun’s

solar point for a given date. The Sun’s solar point is the where the Sun is directly

overhead (90°) at mean solar time.

The Earth’s orbit is elliptical and, as a result, revolves around the Sun at varying

speeds depending on the time of year. In June and July, the Earth revolves slower,

compared to December and January. Hence, as the speed of revolution varies, we

need the equation of time to determine the difference between observed solar time

(the time when the Sun is at its highest point in the sky for your location) and

actual time:

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● If the Sun is at its highest point before noon (12:00pm), then the time is

said to be Sun-fast.

● If the Sun is at its highest point after 12:00pm, time is said to be Sun-slow.

An analemma will tell us how fast (or slow) the Sun is relative to noon.

Expand the Analemma folder and then click Introduction to view the

introduction animation.

I. Sun Angle

Expand Sun Angle.

Assume we are in Atlanta, Georgia, USA (33.95°N, 83.32°W). This city is in the

Northern hemisphere. It also implements daylight saving time, so “noon” is

technically at 1pm. Using the example in the animation, we can read the graph to

determine the Sun’s declination on August 1 is 18°N. In other words, the Sun is

directly overhead (Sun’s solar point) at 18°N. However, we are not located at 18°N

but farther north at ~34°N. This means that the Sun is not directly overhead but at

an angle, known also as an altitude angle or solar elevation angle. So what is the

Sun’s altitude angle at its highest point in Atlanta, Georgia (~34°N) on August 1?

To answer this question we can use the following equation:

Altitude Angle = 90° – latitude ± declination

When our location and the Sun’s declination are in the same hemisphere (North or

South), we add the declination value in the equation. When they are in opposite

hemispheres, we subtract the declination value. In our example then, we are in the

same hemisphere, so we add. We know our latitude is 34 degrees and the

declination is 18 degrees, so answer is:

Altitude Angle = 90° – 34° +18° = 74°

Altitude Angle = 74°

So, on August 1 in Atlanta, Georgia, the Sun angle at its highest point would be

74°.

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Suppose we were in Cape Town, South Africa (33.92°S, 18.45°E) on August 1.

Rounding the latitude to 34°S, what is the Sun angle at noon?

Altitude Angle = 90° – 34° – 18°

Altitude Angle = 38°

As we can see, the Sun’s altitude angle on August 1 at noon is much lower in Cape

Town, South Africa than in Atlanta, USA.

Using this equation, answer the following questions.

Double-click and select Location A.

Question 32: What is the latitude (degrees only) for Location A?

A. 0°E

B. 0°S

C. 78°W

D. 78°N

Question 33: What is the Sun’s altitude angle for Location A on September

21?

Altitude Angle = 90° – latitude ± declination =

A. 90° – 0 – 0 = 90°

B. 90° – 90 + 0 = 0°

C. 90 – 78 – 0 = 12°

D. 90 +78 – 0 = 168°

Double-click and select Location B.

Question 34: What is the latitude (degrees only) for Location B?

A. 68°E

B. 68°N

C. 133°W

D. 113°N

Question 35: What is the Sun’s altitude angle for Location B on December

21?

Sun Altitude Angle = 90° – latitude ± declination =

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A. 90° – 68 – 22 = 0°

B. 90° – 68 + 22 = 44°

C. 133 – 90 – 22 = 21°

D. 113 – 90 -22 = 41°

II. Equation of Time

In addition to determining the Sun’s altitude angle of a given latitude, we can use

the analemma to determine the time at which the Sun is directly overhead for a

given date.

Click Equation of Time and view the animation.

On May 1, the equation of time is 3 minutes Sun–fast, meaning the Sun reaches its

highest point 3 minutes before noon (11:57 AM).

Question 36: Is the equation of time Sun-fast or Sun-slow on the March

equinox? By how many minutes?

A. Sun-fast by 4 minutes

B. Sun-fast by 12 minutes

C. Sun-slow by 8 minutes

D. Sun-slow by 0 minutes

Question 37: What time does the Sun reach its highest point on November

25?

A. 12:00 + 16 minutes = 12:16 PM

B. 12:00 – 13 minutes = 11:47 AM

C. 12:00 – 16 minutes = 11:44 PM

D. 12:00 + 13 minutes = 12:13 PM

Question 38: What time does the Sun reach its highest point on June 15?

E. 12:00 + 0 minutes = 12:00 PM

F. 12:00 + 4 minutes = 11:56 AM

G. 12:00 – 4 minutes = 11:56 PM

H. 12:00 + 12 minutes = 12:12 PM

Collapse and uncheck the Analemma folder. You have completed Lab Module 3.

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LAB MODULE 8: AIR MASSES AND WEATHER SYSTEMS

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Note: Please refer to the GETTING STARTED lab module to learn how to maneuver through and answer the lab questions using the Google Earth () component.

Key Terms

You should know and understand the following terms:

Air mass

Cold front

Occluded Front

● Continental (c)

Downburst

Stationary Front

● Maritime (m)

Front

Thunderstorm

● Arctic or Antarctic (A)

Mesocyclones

Tropical Cyclones

● Polar (P)

Microburst

Warm Front

● Tropical (T)

Mid-latitude cyclone

Weather

LAB LEARNING OBJECTIVES

After successfully completing this module, you should be able to the following tasks:

● Identify and describe air masses and their associated moisture and temperature conditions

● Describe fronts and frontal systems

● Identify the evolution and migration of a mid-latitude cyclone in the US

● Identify the mechanisms producing thunderstorms, tornados, and hurricanes

● Interpret maps showing the geographical distributions of severe weather systems

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INTRODUCTION

This lab module explores air masses, fronts and mid-latitude cyclonic weather systems. Topics include the following: continental and maritime air masses; stationary, cold, warm and occluded fronts; and the patterns and processes of mid-latitude cyclones and severe weather storms. The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of weather and severe weather systems. 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.

Expand the INTRODUCTION folder and then select Topic 1: Weather.

Read Topic 1: Weather.

Question 1: Briefly describe the likely weather conditions evident in the picture.

A. Sunny and hot

B. Cloudy and raining

C. Warm and humid

D. Hot and hazy

Read Topic 2: Air Masses.

Question 2: The vignette states why there is no mA classification. Additionally, there is no continental equatorial (cE) classification. What is the primary reason that a cE air mass classification does not exist (Hint: it is the opposite reason of mA)?

A. Because equatorial air masses are moist

B. Because continental air masses are moist

C. Because continental air masses originate over land

D. Because there is no land in equatorial regions

Read Topic 3: The Evolution and Weather Conditions of Fronts.

Question 3: Compare the density and speed of cold air (from the cold front) to warm air (from the warm front)

A. Colder air is lighter and travels faster than warm air

B. Colder air is denser and travels faster than warmer air

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C. Warmer air lighter and travels faster than colder air

D. Warmer air is denser and travels faster than colder air

Read Topic 4: Human Interaction: Tornado Alley.

Question 4: Why do areas located between 30°N to 50°N provide favorable conditions for tornado generation?

A. Because this region is flat

B. Because this region is where cold arctic air and warm subtropical air converge

C. Because this region is predominantly agriculture

D. Because precipitation is needed for agriculture in this region

Collapse and uncheck the INTRODUCTION folder.

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GLOBAL PERSPECTIVE

As noted in the vignette, air masses are not randomly distributed across the globe; in fact the geographic origin (source region) of air masses determine each of the six potential air mass types – continental Arctic (cA), continental polar (cP), continental tropical (mT), maritime polar (mP), maritime tropical (mT), and maritime equatorial (mE).

As air masses move around the Earth due to weather conditions, they can gain or lose moisture, or increase or decrease in temperature. For example, a maritime polar (mP) air mass moving across a continent could lose much of its moisture and become a continental polar (cP) air mass.

In this exercise, you will describe the spatial patterns of air masses as they relate to various locations throughout the world.

Verify that Labels (under Borders and Layers) is selected in the Layers panel.

Expand the GLOBAL PERSPECTIVE folder and select the Air Mass folder.

Double-click and select Location A.

Question 5: Identify the principal air mass:

A. mP

B. mT

C. cP

D. cT

Question 6: Identify the air temperature (as very cold, cold, warm, or very warm) and the air humidity (as moist or dry) for the source region of this air mass.

A. Cold and dry

B. Warm and dry

C. Very cold and moist

D. Warm and moist

Double-click and select Location B.

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Question 7: Identify the principal air mass:

A. mP

B. mT

C. cP

D. cT

Question 8: Identify the air temperature (very cold, cold, warm, or very warm) and the air humidity (moist or dry) for the source region of this air mass.

A. Cold and dry

B. Warm and dry

C. Very cold and moist

D. Warm and moist

Double-click and select Location C

Question 9: Identify the principal air mass:

A. mP

B. mT

C. cP

D. cA

Question 10: Identify the air temperature (very cold, cold, warm, or very warm) and the air humidity (moist or dry) for the source region of this air mass.

A. Cold and dry

B. Warm and dry

C. Cold and moist

D. Warm and moist

Double-click and select Location D.

Question 11: Identify the principal air mass:

A. mP

B. mT

C. cA

D. cT

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Question12: Identify the air temperature (very cold, cold, warm, or very warm) and the air humidity (moist or dry) for the source region of this air mass.

A. Cold and dry

B. Warm and dry

C. Very cold and dry

D. Warm and moist

Collapse and uncheck the GLOBAL PERSPECTIVE folder.

FRONTS

Fronts are synoptic scale features, meaning they are usually regional or continental in scale, in the order of several hundred to 1000 km (621 miles) or more in length. Synoptic scale weather maps, known as surface weather analysis, use various symbology from known data (pressure, temperature, cloud cover) to determine weather fronts.

On weather maps, the cold front boundary is designated by a blue line of triangle pips, while warm front boundaries are represented by a red line of half-circle pips. Occluded fronts are shown in purple (red+blue) of alternativing triangle and half-circle pips. In all these cases, the side of the line on which the symbol appears indicates the direction of movement of the frontal zone. For stationary fronts, the direction of movement is static, and thus, is represented by the alternation of blue triangles and red half circles shown in opposing directions.

Expand the FRONTS folder.

Select and double-click Cold front.

This symbol depicts a cold front stretching from northern Minnesota to western Nevada.

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Question 13: In which general direction is the front moving?

A. Northwest

B. Northeast

C. Southwest

D. Southeast

Double-click and select Location E and check Location F.

Question 14: At which location would you expect the air temperature to be warmer?

A. Location E

B. Location F

C. They should be the same temperature

Question 15: Which location would be experiencing thunderstorms?

A. Location E

B. Location F

C. There are thunderstorms at both locations

D. There are not thunderstorms at either location

Uncheck Cold front.

Uncheck Location E.

Double-click and select Warm front.

This symbol depicts a warm front stretching from northern Minnesota to eastern Kentucky.

Check Location G.

Question 16: In which general direction is the front moving?

A. Northwest

B. Northeast

C. Southwest

D. Southeast

Question 17: At which location (F or G) would you expect the air temperature to be warmer?

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A. Location F

B. Location G

C. They should be the same temperature

Question 18: Would there be rainfall at Location G? If so, briefly describe the intensity (how “hard” it is raining) and duration.

A. No rainfall

B. Rainfall, steady drizzle lasting all day

C. Rainfall, intense rain lasting all day

D. Rainfall, thunderstorms lasting a short period

Collapse and uncheck the FRONTS folder.

MID-LATITUDE CYCLONES

Mid-latitude cyclones are organized low pressure systems that have cold and warm fronts. The development of mid-latitude cyclones is part of the process known as cyclogenesis.

Expand the MID-LATITUDE CYCLONES folder.

Click Migration.

This animation shows the development and migration of a mid-latitude cyclone, as well as satellite imagery (Note: The satellite imagery section might take a few minutes to upload).

Now, you will go through the cyclogenesis of a mid-latitude cyclone on Google Earth.

Return to Google Earth.

Double-click and select Day 1

This map shows a typical initial development of a mid-latitude cyclone. The center of the system has the lowest pressure, which is located along the jet stream (blue arrows). The system travels in an easterly direction along the jet stream, with the

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warm front leading, followed by the cold front. The stage of cyclogenesis is the open stage.

Uncheck Day 1.

Select Day 2.

The system continues moving eastward along the jet stream. The cold front is traveling faster than the warm front and the distance between the two fronts is decreasing. With the distance between the fronts becoming smaller, cooler air starts to push the warmer air, and the warmer air begins to move upwards. The stage of cyclogenesis is the mature stage.

Uncheck Day 2.

Select Day 3.

Now, the cold front has caught up with the warm front and forms an occluded front. The warmer air is now aloft (above the surface) and precipitation may occur. This stage of cyclogenesis is the occluded stage.

Question 19: In which direction is the air circulation in a developing mid-latitude cyclone?

A. Upwards

B. Downwards

C. Clockwise

D. Counter clockwise

Question 20: Where is the origin of the cold air mass and warm air mass in these examples?

A. Cold from Canada; warm from Eastern US

B. Cold from Western US; warm from Eastern US

C. Cold from Canada; warm from gulf of Mexico

D. Cold from Western US; warm from Pacific Ocean

Question 21: Why does the cold front move faster than the warm front?

A. Because the cold air is lighter and moves faster.

B. Because the warm air is denser and moves more slowly.

C. Because the cold air is denser and moves faster.

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D. Because the warm air is lighter and moves more slowly.

Question 22: What type of weather do we see during the occluded front?

A. Temperature rising, no rainfall

B. Temperature rising, variable (light to heavy) rainfall

C. Temperature dropping, no rainfall

D. Temperature dropping, variable (light to heavy) rainfall

Question 23: Where does the heaviest rainfall occur – along the cold front or the warm front?

A. Cold front

B. Warm front.

C. Rainfall is equal along both fronts.

D. There is no rainfall along either front.

Collapse and uncheck the MID-LATITUDE CYCLONES folder.

THUNDERSTORMS AND TORNADOS

Thunderstorms

Thunderstorms are formed when parcels of unstable (warm, moist) air are lifted rapidly and vertically from the ground. Lifting mechanisms include convective lifting from the unequal warming of the ground, orographic lifting from air forced over a mountain or similar terrain, or frontal lifting from the leading edge of a cold or warm front. Rapid ascension of unstable air creates strong updrafts (upward moving air) and intense adiabatic cooling (that is, cooling without interacting with the surrounding air). When the updrafts reach the maximum altitude (usually in the troposphere, or over 12 km (40,000 feet) from the Earth’s surface), they change direction and become downdrafts, and precipitate.

Typical thunderstorms have weak updrafts and weak downdrafts. Thunderstorms that produce flash floods have strong updrafts but weak downdrafts. Thunderstorms that produce downbursts (or microbursts) of downward, divergent air have weak updrafts but strong downdrafts. When strong updrafts and down drafts are present severe thunderstorms known as supercells are formed. Associated with these thunderstorms are the anvil shaped cumulonimbus clouds, heavy rains or hail, thunder and lightning, gusts of wind, mesocyclones (strong vertical updrafts that rotate and form a vortex of air), and sometimes tornadoes.

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Expand the THUNDERSTORMS AND TORNADOS folder.

Click Thunderstorms.

Question 24: At what stage(s) does updraft develop?

A. Cumulus stage

B. Developmental stage

C. Mature stage

D. Dissipation stage

Question 25: At what stage(s) does the atmosphere cool and stabilize?

A. Cumulus stage

B. Developmental stage

C. Mature stage

D. Dissipation stage

Tornadoes

Tornadoes form as a result of strong updrafts combined with wind shear (the difference in wind direction and speed with altitude). The combination changes the rotation of air from a horizontal axis to a vertical axis. When the funnel reaches the ground, it has evolved into a tornado.

Click Tornado Formation for the animation of the evolution of a tornado and practice categorizing tornadoes using the Enhanced Fujita Scale.

Question 26: What does an area look like when it is hit by a EF2 tornado?

A. Roofs stripped, mobile homes flipped over, windows broken

B. Large trees uprooted, mobile homes destroyed, roofs ripped off houses

C. Siding stripped, Shingles peeled off roofs, tree branches broken

D. Several damage to shopping centers, cars thrown about

Question 27: What does an area look like when it is hit by a EF4 tornado?

A. Roofs stripped, mobile homes flipped over, windows broken

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B. Large trees uprooted, mobile homes destroyed, roofs ripped off houses

C. Siding stripped, Shingles peeled off roofs, tree branches broken

D. Devastating damage, cars thrown about

Select Tornado Tracks and Icons.

The following tornado data is from the NOAA National Weather Service. Tornados have been classified by the original Fujita Scale (the tornado scale used until 2007); classification ranges from F0 to F5.

Uncheck Tornado Tracks and Icons.

Double-click and expand Tornadoes by F-scale.

Select F0.

F0 are the weakest tornados, and have the least amount of damage. They are also the most common.

Question 28: Which states west of the Mississippi River do not have an F0 tornado recorded?

A. Nevada

B. Utah

C. Washington

D. Every state west of the Mississippi River has had an F0 tornado.

Unselect F0 and then select F1. Note the geographic distribution of tornadoes at this strength.

Repeat F2-F5.

Question 29: How has the frequency and location of tornados changed as the strength increases?

A. The frequency increases and location tends to be in the east half of the US

B. The frequency increases and the location is somewhat random

C. The frequency decreases and location tends to be in the east half of the US

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D. The frequency decreases and the location is somewhat random

Collapse and uncheck Tornadoes by F-scale.

Expand Tornadoes by Month. Select and examine each month.

Question 30: Which couple of months has the most tornadoes?

A. January/February

B. April/May

C. July August

D. August/September

Collapse and uncheck THUNDERSTORMS AND TORNADOS.

TROPICAL CYCLONES

Tropical cyclones have different names, depending on where they develop. In the Atlantic and eastern Pacific Oceans, they are called hurricanes. In the Indian Ocean they are known as cyclones and in the eastern Pacific they are identified as typhoons.

Tropical cyclones are storm systems of low pressure surrounded by a complex spiral of thunderstorms. Unlike mid-latitude cyclones, tropical cyclones do not form in regions with fronts. Rather, hurricanes develop where the atmosphere is relatively homogenous – but with a high pressure aloft to “cap” the low pressure storm. These storm systems rely on energy from warm water to develop, and as such, form in low latitudes.

Expand TROPICAL CYCLONES.

Expand Historical Hurricane Tracks.

Select Legend and then double-click and select Atlantic: 2000-2012 (Note: The imagery might take a few minutes to upload).

Question 31: Explain the general pathway of hurricanes in the Atlantic Ocean.

A. They form in different places, but generally end up off the coast of Africa

B. They travel east across the Atlantic before diverging

C. The pathways are random in direction

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D. They travel west across the Atlantic before diverging

Uncheck Atlantic: 2000-2012.

Double-click and select Eastern North Pacific 2000-2012 (Note: The imagery might take a few minutes to upload).

Question 32: Explain the general pathway of typhoons in the eastern Pacific Ocean.

A. They generally form off the coast of Mexico and head toward Hawai’i

B. They form in different places, but generally end up off the coast of Mexico

C. They travel east across the Pacific before diverging

D. The pathways are random in direction

Collapse and uncheck Historical Hurricane Tracks.

Expand and double-click Hurricane Katrina – 2005. To close the citation, click the X in the top right corner of the window.

Select Katrina Landfall Video. Watch the time lapse of Hurricane Katrina as it hits Louisiana.

Double-click and select Tracks and view the pathway of this hurricane from the Caribbean Sea to North America.

Select Hurricane.

Question 33: Geographically, where was Hurricane Katrina the strongest (an H5 –shown as a red circle)?

A. In the Atlantic Ocean

B. In the Caribbean sea

C. In the Gulf of Mexico

D. New Orleans, LA

Question 34: What happened to the Hurricane once it hit land?

A. It dissipated

B. It continued north at the same strength

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C. It continued north but with decreasing strength

D. It became a tropical storm

Collapse and uncheck Hurricane Katrina.

Double-click and select Hurricane Sandy.

Hurricane Sandy is considered the largest hurricane ever recorded in the Atlantic basin, measuring in at over 1100 miles (1800 km) in diameter.

Question 35: True or False: The storm system that hit New Jersey and the surrounding area on October 29 was a tropical cyclone.

A. True

B. False

Question 36: Explain your answer in the previous question.

A. Tropical cyclones do not travel that far north

B. Tropical cyclones do not occur this last in the year

C. Its inner core was less defined than that required of a tropical cyclone

D. Sustained wind speed, low atmospheric pressure and storm structure are traits of a tropical cyclone.

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Dietary Analysis Part2

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4.  Open this file to complete the rest of the assignment.  Using the Nutrition Report above, fill in the Average Eaten columns of Tables 1 and 2 of the file you just opened.  To fill in Table 1, Energy and Macronutrients (percent of calories), use the top of the report as shown below.  You will need to hover over each macronutrient name to see percent of calories from each.  Do NOT use information from the sections that are crossed out on the image below.

 

For remaining macronutrient components and the micronutrients, use the Nutrition Report tables to obtain the information to fill remaining average intakes for Tables 1 and 2.

Using the screenshot below as an example (vitamins in this case), you will use the 1stcolumn values rather than the red/yellow/green bar values in the 2nd column.

 

5.  Finish Tables 1 and 2 in the document you downloaded by using the following resources for Target or RDA/AI Nutrient values.

Macronutrients: Use the AMDRs that you learned about in your text for Target values.  These can be found in their respective chapters in the text (Chapters 4, 5, and 6).

Micronutrients: Use the link below for RDA/AI values for all vitamins and minerals except Vitamins A and D. For Vitamins A and D, the units from Cronometer do not match the RDA/AI units found in the link below.  While this is the most recent publication for RDA/AIs, presently IUs are the preferable measurement for vitamins A and D. As a result, Cronometer provides their results in IUs for these two vitamins. Use the following guidance:

Vitamin A –     RDA 3000 IU for males

RDA 2,333 IU for females

Vitamin D –     RDA 600 IU for males and females

Recommended Dietary Allowance and Adequate Intakes

Step 4: Analysis Questions

1.  Answer Questions 1- 9 in the file you downloaded above based on your results in Tables 1 and 2.  Use complete sentences and ensure proper grammar and spelling.

Step 5: Submission

The following should be submitted as attachments when you have completed this part of your project:

1. Nutrition Report screen shots (as .doc or .pdf file)

2. Completed Analysis to include tables and answers to diet analysis questions (found here)

Rubric

–All screenshots were included showing all required Nutrient Report data

–Tables 1 and 2 include all necessary data and are accurately completed

Ques #1

Student has interpreted Mifflin-St Jeor data accurately

–Provides a soundly reasoned comparison of energy needs and calories consumed

–Includes numeric values as part of answers

Ques#2

–EER is calculated correctly

–Unit conversions are accurate

–All calculations are shown

–Accurately compares energy needs and

calories consumed

QUES #3

–Detailed comparison of energy balance results for Mifflin-St Jeor and EER

–Provides a reasonable rationale for choice of best estimate

WRITING:

–Answers are written in student’s own words

–Written in complete sentences

— Demonstrates critical thinking

–No spelling or grammatical errors

–Supported with external research where relevant, cited in APA format

QUES #4

–Student has accurately compares own % calories for carbohydrates, fats, and protein with the AMDRs

–Includes numeric values as part of answers

QUES #5

–RDA for protein is calculated correctly

–All calculations are shown

–Accurately compares protein intake and calculated protein needs

QUES #6

Accurately compares fiber intake with fiber needs recommendations

WRITING:

–Answers are written in student’s own words

–Written in complete sentences

— Demonstrates critical thinking

–No spelling or grammatical errors

–Supported with external research where relevant, cited in APA format

QUES #7

–Student has accurately compares intake of all vitamins and minerals with RDA/AIs

QUES #8

Correctly identified all toxicity risks for nutrient intake above 200%.

Describes diet changes (increase or decrease) to meet recommendations for

–Energy

–Macronutrients

–Micronutrients

–Includes relevant numeric values as part of answers

WRITING:

–Answers are written in student’s own words

–Written in complete sentences

— Demonstrates critical thinking

–No spelling or grammatical errors

–Supported with external research where relevant, cited in APA format

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LAB MODULE 7: ATMOSPHERIC MOISTURE

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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)

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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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LAB MODULE 6: AIR PRESSURE AND WIND

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LAB MODULE 6: AIR PRESSURE AND WIND

Note: Please refer to the GETTING STARTED lab module to learn how to maneuver through and answer the lab questions using the Google Earth () component.

KEY TERMS

You should recognize and understand these terms:

Atmospheric pressure

High pressure system

Pressure gradient force

Barometric pressure

Isobar

Pressure units (mmHg, inHg, mbar, hPa, kPa)

Beaufort wind scale

Katabatic winds

Solar radiation

Coriolis effect

Land-sea breeze

Wind

Frictional force

Low pressure system

Wind farms (wind arrays)

Gravity

Monsoon

Wind turbines

LAB MODULE LEARNING OBJECTIVES

After successfully completing this module, you should be able to:

œ Recognize atmospheric circulation at local, regional and global scales

œ Define and identify isobars on a map

œ Distinguish wind movement and weather conditions between high and low pressure systems

œ Identify the roles of gravity, pressure gradient, Coriolis and frictional forces on wind movement and wind patterns

œ Convert miles per hour to knots using the Beaufort wind scale

œ Recognize katabatic wind patterns

œ Explain daily (day and night)l land-sea breeze wind patterns

œ Provide examples of human uses of wind

In this lab module you learn about some fundamental principles of atmospheric pressure, wind processes and patterns, and global air circulation

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3

INTRODUCTION

In this lab module you learn about some fundamental principles of atmospheric pressure, wind processes and patterns, and global air circulation. Topics covered include the factors that influence air pressure, high and low pressure systems, the direction of airflow, Coriolis force, frictional forces, atmospheric circulation, local wind systems, and wind energy. In doing so, you will recognize and appreciate the roles of the Sun, the Earthfs atmosphere and surface of the Earth as they influence the movement of air at local to global scales.

The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts and tools on which geographers rely. 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 may take a while to upload based on your internet speed.

Expand the INTRODUCTION folder and then double-click and select Topic 1: Atmospheric Circulation.

Read Topic 1: Atmospheric Circulation.

Question 1: What are the three geographic scales of air movement and atmospheric circulation?

A. Global, National, Regional

B. National, Regional, Local

C. Global, National, Local

D. Global, Regional, Local

Read Topic 2: Weighing in on Atmospheric Pressure.

Question 2: Does an increase in elevation usually mean an increase or decrease in pressure?

A. A decrease

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B. An increase

C. Elevation does not affect atmospheric pressure

D. It depends on the humidity levels

Question 3: Would Mt. Everest have a higher or lower atmospheric pressure than a location at sea level?

A. A higher atmospheric pressure

B. A lower atmospheric pressure

C. Elevation does not affect atmospheric pressure

D. It depends on the humidity levels

Read Topic 3: The Highs and Lows of Weather.

Question 4: Is the air sinking (descending) or rising (ascending) in the picture?

A. The air is sinking

B. The air is rising

C. The air is stationary

D. Unable to discern from information provided

Read Topic 4: Human Interaction.

Question 5: How does data from wind turbines help weather forecasts?

A. They collect data at elevations where weather data are not routinely collected, which could improve forecasts

B. Wind speed data are used in the decision to turn on or off the turbines

C. Electricity generated from the turbines is used to power forecasting models

D. They donft. Turbines depend on weather forecasts

Collapse and uncheck the INTRODUCTION folder.

GLOBAL PERSPECTIVE

Wind power is a form of solar power. Solar radiation (sunlight) heats up the surface of the Earth, but does so unevenly. This is because surfaces on Earth absorb, retain, and release heat at different rates. The uneven heating of the Earthfs surface results in the formation of unequal pressures in the atmosphere; namely, high pressures and low pressures. As air pressure moves from high pressure areas

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to low pressure areas, wind forms. We can harness the power of wind near the Earthfs surface with wind turbines, and convert the kinetic energy of wind into electricity (measured by kilowatts, kW, or megawatts, MW) for our homes and businesses. Note that all the wind speeds have been rounded to the nearest mile per hour. Remember to include your unit of miles per hour.

Expand the GLOBAL PERSPECTIVE folder.

Double-click and select Wind Farm A.

Question 6: In which country is this wind farm?

A. Brazil

B. Chile

C. Argentina

D. Educador

Question 7: What is the average wind speed?

A. 13 mph

B. 23 mph

C. 33 mph

D. 43 mph

Double-click and select Wind Farm B.

Question 8: In which country is this wind farm?

A. Switzerland

B. Austria

C. Czech Republic

D. Vienna

Question 9: What is the average wind speed?

A. 12 mph

B. 22 mph

C. 32 mph

D. 42 mph

Double-click and select Wind Farm C.

Question 10: In which country is this wind farm?

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A. Scotland

B. Northern Ireland

C. Wales

D. England

Question 11: What is the average wind speed?

A. 12 mph

B. 22 mph

C. 32 mph

D. 42 mph

Double-click and select Wind Farm D.

Question 12: In which part (northern, eastern, western, southern) of what country is this wind farm?

A. Northern

B. Eastern

C. Western

D. Southern

Question 13 What is the average wind speed?

A. 33 feet/sec

B. 33 km/h

C. 33 mph

D. 33 m/s

Double-click and select Area of Wind Farm. This shows the entire area of Wind Farm D.

Double-click and select Beaufort Wind Scale.

This wind scale is used to visually estimate wind. It was first introduced in 1805 by Sir Francis Beaufort, a British admiral and hydrographer to the Royal Navy. The Beaufort wind scale was then standardized in 1955 by the US National Weather Service.

Question 14: Based on the Beaufort Wind Scale, what would be the wind speed in knots for Wind Farm C? (Hint: 1 knot is 1.15 mph. To convert, take the wind speed for Wind Farm C and divide by 1.15 to determine the knots)

A. 19 knots

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Figure 6.1: Atmospheric pressure map (Arbogast, 2nd Ed.)

B. 23 knots

C. 29 knots

D. 15 knots

Question 15: Based on the Beaufort Wind Scale, what is the World Meteriological Organizationfs (WMO) wind classification for the average wind speed at Wind Farm C?

A. Light Air

B. Light Breeze

C. Gentle Breeze

D. Fresh Breeze

Collapse and uncheck the GLOBAL PERSPECTIVE folder.

FORCES OF WIND

Isobars (iso = equal, bar = pressure) can provide us information about the speed and direction of wind. Isobars are plain, curved lines on a map that indicate areas of equal air pressure. Where lines are closer, the winds are stronger and therefore have more speed.

Several forces impact the speed and direction of wind. Gravity is arguably the most important . without gravity we would not have air pressure, and therefore, no wind. The pressure gradient force is also important . because of the tendency for air to move from areas of higher pressure (more dense air) to areas of low pressure (less dense air). However, wind at the surface does not flow across pressure gradients . that is, directly from high pressure systems to low pressure systems.

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This is due to the Coriolis effect (that is, the Earth spinning) deflecting wind from a straight path, as well as the frictional force reducing wind speed at the surface of the Earth.

Expand the FORCES OF WIND folder.

Select Pressure Gradient, Coriolis and Friction. In the pop-up window, click Pressure Gradient, Coriolis and Friction to view the animation (which opens in your browser). Within the animation, begin with Pressure Gradient and view both the chart and the details for all three physical forces.

Question 16: Pressure Gradient – what is the direction of air flow between high and low pressure systems?

a. Rotary motion, or twist, between high and low pressures

b. Movement at right angles between high and low pressures

c. Spiral into high pressure areas and out of low pressure areas

d. Spiral out of high pressure areas and into low pressure areas

Question 17: How do winds flow with pressure gradient?

a. Spiral out from isobars (between parallel and perpendicular)

b. Perpendicular (at right angles) to the isobars

c. Parallel to the isobars

d. None of these

Question 18: Pressure Gradient and Coriolis Forces – what is the direction of air flow between high and low pressure systems?

a. Rotary motion, or twist, between high and low pressures

b. Movement at right angles between high and low pressures

c. Spiral into high pressure areas and out of low pressure areas

d. Spiral out of high pressure areas and into low pressure areas

Question 19: Due to the Coriolis Effect, what hemisphere is shown in Figure 6.1?

A. Northern Hemisphere

B. Eastern Hemisphere

C. Western Hemisphere

D. Southern Hemisphere

Question 20: Pressure Gradient, Coriolis, and Friction Forces – what is the direction of air flow between high and low pressure systems?

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a. Rotary motion, or twist, between high and low pressures

b. Movement at right angles between high and low pressures

c. Spiral into high pressure areas and out of low pressure areas

d. Spiral out of high pressure areas and into low pressure areas

Question 21: Considering all three forces, what hemisphere are you in when the wind is moving counterclockwise around lows (cyclonic) and clockwise around highs (anticyclonic)?

A. Northern

B. Eastern

C. Western

D. Southern

Select Coriolis Effect. In the pop-up window, click Coriolis Effect to view the animation (which opens in your browser).

Question 22: Due to the Coriolis force, what is the deflection from a straight path in the Northern hemisphere?

A. To the right

B. Straight ahead

C. To the left

D. There is no deflection

Collapse and uncheck the FORCES OF WIND folder.

GLOBAL CIRCULATION

Low pressures and high pressures can be examined at the global scale. For example, the warm, moist air at the equator rises and creates a low pressure, while the colder and denser air at the poles sinks and creates a high pressure. However, when these pressure systems are combined with the rotation of the Earth, the complexity of Earthfs atmospheric circulation system is evident, with notable patterns and systems found at different latitudes, and at different elevations in the atmosphere. Overall, the global circulation system is important for the distribution of thermal energy (heat), water (precipitation), air masses, and wind.

Expand the GLOBAL CIRCULATION folder.

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Double-click and select Global Model. Within the animation, identify the location of the Hadley cells, Ferrel cells, and Polar cells.

Question 23: Where the Ferrel cells migrate, do we find tradewinds, westerlies, or polar easterlies?

A. Tradewinds

B. Westerlies

C. Polar easterlies

D. None of the above

Question 24: Where the Hadley cells migrate, do we find tradewinds, westerlies, or polar easterlies?

A. Tradewinds

B. Westerlies

C. Polar easterlies

D. None of the above

Question 25: What is the general direction of deflection for the southeast tradewinds, westerlies and Polar easterlies in the southern hemisphere?

A. To the right

B. Straight ahead

C. To the left

D. There is no deflection

Question 26: Where is the ITCZ, or Intertropical convergence zone, more or less found?

A. Along the tropic of Cancer

B. Along the Tropic of Capricorn

C. Along the equator

D. At the poles

Double-click and select Cloud Fraction in January. To close the citation, click the X in the top right corner of the window.

Indirectly, clouds can show us where we can find high pressure and low pressure areas. Where we find significant cloud cover, low pressures exist due to the convergence and ascension of warm, moist air that cools, condenses and forms clouds.

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This map shows the average global cloud cover for the month of January. The legend at the top shows the proportion of cloud cover, which ranges from no cloud cover at 0.0 (dark blue) to complete cloud cover at 1.0 (white).

Double-click and select Cloud Fraction in July. To close the citation, click the X in the top right corner of the window.

This map layer now shows the average cloud cover for the month of July. As you may notice, some areas with cloud cover maintain cloud cover, and some areas without cloud cover maintain cloudless skies. However, in some areas, cloudless skies are now cloudy and vice versa.

You will look at both January and July layers to answer the following questions. (Hint: If you need to locate the following places on Google Earth, type in the name of the country or area in the Search navigation bar and click Search.)

Question 27: Look at the cloud cover over Africa. In which cardinal direction (North, West, East, South) does the cloud cover move from January to July?

A. North

B. East

C. West

D. South

Question 28: In India, when is it the monsoon season (of seasonal cloud cover and precipitation)?

A. January

B. April

C. July

D. October

Question 29: What do these two locations tell us about the migration of low pressure systems/the ITCZ near the equator?

A. Low pressure systems migrate northward throughout the year

B. Low pressure systems are stationary

C. Low pressure systems migrate with the sub-solar point

D. Low pressure systems migrate counter to the sub-solar point

Collapse and uncheck the GLOBAL CIRCULATION folder.

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REGIONAL PRESSURE SYSTEMS

Alternating high and low pressures systems dominate the midlatitudes. Due to the global atmospheric circulation system, these high and low pressure systems generally migrate from west to east. The center of low pressure systems is denoted by an gLh while the center of high pressure systems is demarcated by an gHh. Associated wind patterns, designated by the isobars, indicate stronger and faster winds when the lines are closer together.

Expand the REGIONAL PRESSURE SYSTEMS folder.

Double-click and select Isobars.

Select Location E and Location F. Zoom in so you can see both Location E and Location F.

Question 30: Does Location E have airflow that descends, diverges, ascends or converges?

A. Descends and diverges

B. Ascends and converges

C. Descends and converges

D. Ascends and diverges

Question 31: What is the weather like, in terms of cloud cover and potential precipitation at Location E?

A. Sunny and little chance of rain

B. Cloudy and strong chance of rain

C. Sunny and strong chance of rain

D. Cloudy and little chance of rain

Question 32: Does location F have airflow that descends and diverges, or ascends and converges?

A. Descends and diverges

B. Ascends and converges

C. Descends and converges

D. Ascends and diverges

Question 33: Where is the wind the strongest and/or fastest . to the NE, SE, SW, or NW of the low pressure system?

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A. NW

B. NE

C. SW

D. SE

Question 34: What is the weather like, in terms of cloud cover and potential precipitation at Location F?

A. Sunny and little chance of rain

B. Cloudy and strong chance of rain

C. Sunny and strong chance of rain

D. Cloudy and little chance of rain

Uncheck Isobars, Location E and Location F.

Check Cloud Fraction in July.

Double-click and select Location G.

Question 35: Based on cloud cover, what type of pressure system is at this location, as well as the surrounding states of Nevada, Idaho, and southern Oregon? (You may want to check Borders and Labels in the Layers Window)

A. High pressure

B. Low pressure

C. Stationary pressure

D. Unable to discern

Collapse and uncheck the REGIONAL PRESSURE SYSTEMS folder.

LOCAL WIND PATTERNS

Isobars are mapped approximations of wind flow. The complexities of wind speed and direction in the mountains (from katabatic winds moving down the valleys) and along the coastline (from sea breezes in the day and land breezes at night) are not evident in most isobar maps.

Expand the LOCAL WIND PATTERNS folder.

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Katabatic Winds

Katabatic winds form when cold air develops (usually over ice caps, glaciers, or similar areas) and descends down the valleys.

Double-click Katabatic Winds. To understand the image (and answer the question), go to the source website. To close the citation, click the X in the top right corner of the window.

Question 36: What are the two physical indicators of katabatic winds in this Antarctic imagery? (Check all that apply)

A. Windswept mountainous terrain

B. Snow on the ground

C. Cloud free image

D. Parallel sea ice formations

Uncheck Katabatic Winds.

Expand the Yosemite Wind folder.

Select Yosemite video and watch the video.

Question 37: Describe katabatic winds in Yosemite.

A. Warm and gentle

B. Warm and strong

C. Cold and gentle

D. Cold and strong

Double-click and select Yosemite boundary, and then select Location H and Location I.

The approximate outline (in yellow) of Yosemitefs boundary should be visible, as should two locations, Location H and Location I. Look to the bottom of the Google Earth to view the elevations for these two locations.

Question 38: In which direction do the winds move . easterly (Location I toward Location H) or westerly (Location H toward Location I) . note wind direction is given by the direction they come from?

A. Easterly

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B. Westerly

C. There is no wind

D. Unable to discern

Collapse and uncheck Yosemite Wind.

Land-Sea Breeze

Land-sea wind systems are caused by the differential heating and cooling between land and water, which create zones of comparatively high and low pressure. The daytime air circulation system is the sea breeze, while the nighttime air circulation system is the land breeze.

Select Land-Sea Breeze and watch the videos.

Question 39: In which direction (toward the water or toward to land) is the evening breeze moving . and why? (Hint: Use the terms low pressure and high pressure to explain the direction))

A. Toward the water

B. Toward the land

C. There is no breeze

D. Unable to discern

Question 40: In which direction (toward the water or toward to land) is the morning breeze moving . and why? (Hint: Use the terms low pressure and high pressure to explain the direction)

A. Toward the water

B. Toward the land

C. There is no breeze

D. Unable to discern

Uncheck Land-Sea Breeze.

Click Annual Average Wind.

Question 41: Where are the fastest winds (above sea level) in the US?

A. Within the Great Plains

B. Gulf of Mexico region

C. Mountainous areas in the Western US

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D. Along the Pacific coast

Collapse and uncheck the LOCAL WIND PATTERNS folder. You have completed Lab Module 6.

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LAB MODULE 4: GLOBAL ENERGY

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LAB MODULE 4: GLOBAL ENERGY

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)

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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 Earthfs 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 Earthfs surface as they influence the worldfs 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 Earthfs 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 Earthfs surface – for the month of June in 2012. The legend in the top left corner shows how much sunlight fell on Earthfs 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 itfs a darker orange color

D. Location A because itfs 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 Earthfs 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.

6

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

7

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 Earthfs 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.

8

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 Earthfs atmosphere, it flows along various paths, with some energy absorbed by the atmosphere, some reflected back into space and some striking the Earthfs 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 Sunfs energy entering the Earthfs atmosphere is absorbed directly by the atmosphere?

A. 18%

B. 25%

C. 31%

D. 69%

Question 24: What percent of the Sunfs energy (shortwave radiation) entering the Earthfs atmosphere is absorbed by Earth is some way (clouds, water, Earthfs 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 Earthfs average temperature more or less constant

9

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 Earthfs 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 Earthfs 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 Earthfs 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.

10

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. Letfs 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

11

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 Earthfs surface and the radiation reflected back into space. In other words, net radiation is the energy available to Earth at the Earthfs 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).

12

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

13

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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THEO 104 QUIZ 3

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Question 1 

  1. Which apostle presents the      clearest picture of Jesus’s claims to deity?

 

Matthew

 

Mark

 

John

 

Peter

2 points

Question 2 

  1. Jesus’ miracles point to him being      God.

True

False

2 points

Question 3 

  1. Within Islam, Jesus is considered      to be a false prophet.

True

False

2 points

Question 4 

  1. Jesus claims to be the “I AM” of      the Old Testament.

True

False

2 points

Question 5 

  1. Not all of the disciples believed      that Jesus was God.

True

False

2 points

Question 6 

  1. Which of the following points to      Jesus’ humanity.

 

His birth

 

His childhood

 

His adulthood

 

None of the above

 

All of the above

2 points

Question 7 

  1. The humanity of Christ is not as      important as the deity of Christ.

True

False

2 points

Question 8 

  1. Though Jesus was human, he never      got hungry, thirsty, or tired since he was God.

True

False

2 points

Question 9 

  1. The incarnation is also known as      theophanies or Christophanies.

True

False

2 points

Question 10 

  1. What is the term used to describe      the doctrine that God the Son took on flesh and became a man?

 

Incarnation
a. Transcendence

 

Transubstantiation

 

Transfixion

2 points

Question 11 

  1. The idea expressed in the term      redemption is to “buy back” or “to purchase.”

True

False

2 points

Question 12 

  1. Jesus did not have to die to      provide salvation, but God thought that his death was the best option.

True

False

2 points

Question 13 

  1. __________ means to “satisfy      wrath.”

 

Sacrifice

 

Propitiation

 

Substitution

 

Reconciliation

2 points

Question 14 

  1. What famous chapter in Isaiah      presents a vivid picture of a sacrifice?

 

2

 

47

 

51

 

53

2 points

Question 15 

  1. The law of God is a list of      preferences that he developed that best suited humanity.

True

False

2 points

Question 16 

  1. The Resurrection of Christ is one      of the few miracles listed in only the gospel of John and the gospel of      Luke.

True

False

2 points

Question 17 

  1. The Lost or Stolen Body Theory is      a theory that says Jesus never really died on the cross. Proponents of the      view suggest Jesus only appeared to be dead on the cross.

True

False

2 points

Question 18 

  1. Which of the following is NOT one      of the facts addressed by the Minimal Facts Approach?

 

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 

  1. What event is the defining point      of the Christian faith?

 

Creation

 

Christ’s Death

 

Christ’s   Resurrection

 

Christ’s Return

2 points

Question 20 

  1. Theologians have not discovered a      term that deals with the concept of Jesus emptying himself.

True

False

2 points

Question 21 

  1. The big-picture perspective on the      stages of Christ’s work begins with the birth of Jesus in Bethlehem.

True

False

2 points

Question 22 

  1. Which of the following statements      is not true?

 

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 

  1. The doctrine of Christ’s      incarnation is best seen in ____________.

 

John 1:14

 

John 3:16

 

1 John 2:5

 

1 John 3:14

2 points

Question 24 

  1. Christ’s exaltation provides hope      for Christians concerning their future resurrection and eternal home with      the Trinity.

True

False

2 points

Question 25 

  1. The crucifixion of Christ is the      low point of the humiliation of Jesus Christ.

True

False

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Geography Essay

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Writing Assignment #3: The City of the Future (47 points total)

 

There are those that say all American cities look the same. There are skyscrapers, cars, and perhaps a subway system. There are malls and fast food restaurant chains and the occasional playground. There are “cookie cutter” residential areas that might include apartments or condominiums, and perhaps rows of single-family homes. For these reasons it might be hard for a foreigner to distinguish downtown Seattle from downtown Denver from downtown Minneapolis from downtown Atlanta. They all look very similar. In order to build these cities, humans have flattened hilltops, channelized rivers, and established agricultural, energy, and supply systems that bring resources to the cities from hundreds if not thousands of miles away.

 

It has been suggested that this “one size fits all” approach is not sustainable for the city of the future, especially when faced with the unknowns associated with global climate change. Many city planners are turning to geographers and other scientists in order understand to how to design cities that take into account the environment in which they are located. For example, attractive rock gardens and xeriscapes (“cactus gardens”) are replacing water-thirsty residential lawns throughout southern California, and the city of Chicago has established a “Green Roof Initiative” with the goals of reducing summer temperatures within the city limits, mitigating air pollution, and controlling rainwater runoff.

 

 

CONTENT (32 pts)

 

Based on what you have learned from the GEOG 101 labs and lecture, how would you design the city of the future? What would be the ideal location for your city and why? What features would it have, and why? In writing this essay, visualize an IMAGINARY city and thoughtfully address the each of the following FIVE content areas using information learned over the course of the semester.

 

1) Location & Latitude (Lab 1, 2, 3, 4) 8 pts

Where is your city located? Different locations have different advantages and disadvantages. For example, coastal cities tend to have less variation in temperature, but they can also be prone to hurricanes. Cities in the mountains may have cleaner air, but mountains also come with building challenges. Inland regions tend to have a greater temperature variation over the course of both a day and the year.

What is the latitude of your city? The higher the latitude, the greater the extremes between winter and summer. Latitude is also related to insolation.

All of these factors are directly linked to the energy needs of your city as it relates to the heating and cooling of buildings. Can the use of different construction materials or strategic placement of landscape plants help to increase (or decrease) albedo at key times during the year? Are there other strategies you might consider to help control the temperature of your city?

You might also consider if your city is located in a desert (EX: Tucson), among grassland (Ex: Denver), or in a forested region (Ex: Cincinatti, Ohio).

 

 

2) Climograph (Lab 4) 6 pts

Create a fictional climograph for your city that simultaneously displays a bar graph for average monthly precipitation (in mm) and a line graph for average monthly temperature (celcius). Your climograph should reflect your decisions for #1. Describe your climograph in a single paragraph in your essay and attach your climograph to the end of your paper (this last page does not count toward the length of your paper)

 

3) Water Resources (Lab 6, 9) 6 pts

How will your city insure that it has a sustainable water supply? Will there be a reservoir nearby? Will you depend on a snowpack, winter rains, groundwater, or some other water source? Locating your city along a river comes with certain risks. How will extreme hydrological events such as potential drought or flooding be addressed?

 

4) Food (Lab 8, 10) 6 pts

It has been argued that the cities of the future will be located nearer to their food sources than they are now. Edible plants require nutrients (usually found in soil), water, and sunshine. Many (but not all) plants are sensitive to colder temperatures. The best soils on the planet tend to be near rivers, though some cultures have created terraced hillsides to create growing space in mountainous regions. If your city sees winter temperatures much lower than 0°C (32°F), then you may need to make accommodations such as greenhouses during the winter months, or perhaps you might consider changing your diet to reflect the plants that grow best in your city’s climate.

 

5) Energy (Lab 2, 3, 5) 6 pts

As fossil fuels (coal, petroleum, natural gas) are phased out, sources of energy such as wind, solar power, geothermal power, and hydroelectric power (dams) and other renewable energy sources will need to fill the void to supply electricity to your community. Which of these is most appropriate for your city and why? For example, a coastal city might not be the best location for solar power (because of fog), but might be great for windmills or tidal generators. Transportation is another challenge. Without fossil fuels (including gasoline), how will people and goods get from place to place?

 

EXTRA CREDIT: Fictional or Real? (up to 7 pts)

Identify an existing city that most matches—or has the potential to become—the city you describe in your essay. Fully explain and justify your reasoning. (An extra ½ page is allotted to students who go for extra credit)

 

FORMAT + GRAMMAR (11 pts)

a. Bring in two hard copies of your completed ROUGH DRAFT to lab on Dec 6/Dec 8 (3 pts)

b. Your 3 – 4 page paper (not including “works cited” or attached climograph) should begin with a clear introduction, followed by a body, and end with a conclusion that summarizes your key points. It is okay to use the first person (“I”) in your essay.

c. We will be looking for smooth transitions between paragraphs, with correct spelling and grammar. Organization of information is crucial.

d. Please use 12-point font, double spacing, 1-inch margins.

 

CITATION OF SOURCES (4 pts)

A word document with proper citation format for Labs, the Geography textbook, and lectures will be provided for you. You are welcome to cut and paste from this document! While much of this paper will consist of your own, original ideas, you should cite additional outside sources as needed (see document). You will include a “Works Cited” page as well as provide reference to your sources within the body of the text. Claiming another person’s ideas or information as your own (by failing to cite the source of the content) is considered plagiarism. All university policies regarding plagiarism and academic honesty apply to this paper.

 

WRITING

ASSIGNMENT 3

 8 7 6 5 4 3 2 1 0
Location+reason+

discussion (coast, mtns, inland, latitude, insolation, temp-erature, albedo)

                  
Climograph + Explanation                  
Water Resources

(source, drought/flood)

                  
Food (type, soils, relate to climate)                  
Energy

(type + reason)

                  
Format + Grammar

 

                  
RoughDraft (2copies onDec6/Dec8) 3 0
Works Cited

 

 4

 

 3 2 1 0 EXTRA

CREDIT:

(+7)
            TOTAL POINTS

(out of 47):

 

 

 

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Lab 09_ COASTAL ENVIRONMENTS

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LAB 9: COASTAL ENVIRONMENTS

Note: Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth (GE.gif) component.

KEY TERMS

You should know and understand the following terms:

Barrier island Lagoon Sea stack
Bay mouth bar Littoral drift Spit
Beach drift Marsh Tides
Groynes (groins) Protogradation Tombolo
Headlands Retrogradation  
Hooked spit Salt flats  

 

LAB LEARNING OBJECTIVES

After successfully completing this module, you should be able to the following tasks:

·         Identify erosional processes and features created by coastal waters

·         Identify depositional processes and features created by coastal waters

·         Examine the processes which create coastal landforms

·         Interpret topographic maps

·         Calculate elevation from topographic maps

 

 

INTRODUCTION

In this module you learn about some fundamental concepts of coastal environments. Topics covered include coastal erosion and deposition processes and features, the tides, and jetties. The module starts with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts and tools on which geographers rely. 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 may take a while to upload based on your internet speed.

Description: Description: Description: GE.gif Expand the INTRODUCTION folder and then double-click Topic 1.

 Read Topic 1: Introduction.

Question 1: Which of the following is not a reason people live near or on the coast?

A.   Transportation

B.   Aesthetics

C.   Access to fresh water

D.   Access to ocean resources

 Read Topic 2: Tides

Question 2: What is the height of a normal high tide in the Gulf of Mexico?

A.   1 meter

B.   5 meters

C.   2 meters

D.   0.5 meters

 Read Topic 3: Human Interaction

Question 3: which of the following is not a structural methods humans use to protect a shoreline.

A.   Seawalls

B.   Groins

C.   Jetties

D.   vegetation

 Read Topic 4: Coastal Landforms

 

Question 4: In the Lake Ellesmere reading, the Banks Peninsula headlands are not eroded as intensely as other headlands. Why?

 

A.   Efficient reflection of wave energy

B.   Seawalls absorb wave energy

C.   Headlands are made of hard material

D.   Offshore sand bars slow waves down

 

 Collapse and close INTRODUCTION

 

 

 

GLOBAL PERSPECTIVE

GE.gif Double-click and select GLOBAL PERSPECTIVE.

This map shows the location of major coastal cities located throughout the world. At present, coastal cities are increasing in population numbers, population density, and spatial extent, with many coastal areas becoming more urbanized.

For Questions 5 to 8, type the information provided into the Search tab in Google Earth and press Enter. When you arrive at your destination, find the information to fill in the blanks below. You might have to zoom out to see the label for the body of water. Verify that the Water Bodies line item is selected (Figure 1).

 

Question 5:         Buenos Aires, Argentina

Body of water:

A.   Pacific Ocean

B.   Gulf stream

C.   Rio de La Plata

D.   Amazon River

 Question 6: Los Angeles, CA

Body of water:

A.   Pacific Ocean

B.   Gulf stream

C.   Rio de La Plata

D.   Amazon River

 

Question 7:         31 13 49 N, 121 28 25 E

Body of water:

A.   Yellow Sea

B.   East China Sea

C.   Taiwan Strait

D.   Philippine Sea

Question 8: 19 01 41N 72 51 22E

Body of water:

A.   Bay of Bengal

B.   Arabian Sea

C.   South Sea

D.   Sri Lankan Sea

 

 Collapse and close GLOBE PERSPECTIVE

 

 

 

EROSIONAL FEATURES

GE.gif Expand EROSIONAL FEATURES. Double‑click and select .

Question 9: What is the name of the feature where letter A is located?

A.   Spit

B.   Headland

C.   Beach

D.   Lagoon

GE.gif Double‑click and select Newport North, OR.

Question 10: Use the contour lines to estimate the elevation of the highest point of this feature (near the radio symbol).

A.   80 ft

B.   160 ft

C.   240 ft

D.   360 ft

Question 11: What other land uses are not found on this feature?

A.   Light house

B.   Quarry

C.   Houses

D.   Golf course

GE.gif Double-click and select Agate Beach. At the bottom of the screen, click the 1994 date (1994.png) to activate the historical imagery tool. Examine the beach in 1994.

GE.gif Double-click and select .

Question 12: Using the ruler tool to measure, estimate the distance (in meters) from  to the water?

A.   15 meters

B.   50 meters

C.   100 meters

D.   150 meters

GE.gif Advance the time slider to 2005 and examine the beach.

Question 13: Assuming the tide in the image is the same as 1994, estimate the distance (in meters) from  to the water?

A.   20 meters

B.   80 meters

C.   200 meters

D.   260 meters

Question 14: What is the average change in the width of the beach from 1994-2005? (Hint: Calculate the difference in distance divided by the number of years)

A.   (20m – 15m) ÷ 11 years = 0.45m/year

B.   (80m – 50m) ÷ 11 years = 2.73m/year

C.   (200m – 100m) ÷ 11 years = 9.09m/year

D.   (260m – 150m) ÷ 11 years = 10m/year

Question 15: Assuming both images were captured at low tide, is this part of Agate beach experiencing progradation (expansion) or retrogradation (contraction)?

A.   Progradation

B.   Retrogradation

GE.gif Double-click and select South Beach.

Question 16: Identify a feature that mitigates the erosional power of waves.

A.   Seawall

B.   Breakwater

C.   Jetties

D.   Bridge

Question 17: In which general direction is littoral drift moving?

A.   North

B.   East

C.   South

D.   West

GE.gif Double-click and select Jump‑off Joe.

You will see a section of Nye Beach.

Description: GE.gif Double‑click the Newport North, OR map again to verify the location of the Jump‑off Joe symbol. Use the Adjust Opacity tool Transparency_tool01 to compare the aerial photograph to the topographic map. As you can see, there is not much at this location other than a sandy beach.

GE.gif Double‑click Jump‑off Joe again. To read more about Jump-off Joe, type the following URL into your browser to go to the USGS web site: http://walrus.wr.usgs.gov/pubinfo/jump.html

Question 18: What coastal feature used to be at the Jump‑off Joe symbol?

A.   Headlands

B.   Sea walls

C.   Sea stack

D.  Sand dune

 Collapse and close EROSIONAL FEATURES

 

 

DEPOSITIONAL FEATURES

GE.gif Double-click DEPOSITIONAL FEATURES.

This is a typical view of a landscape in which transportation and subsequent deposition of material is common along the southeastern coast of the US.

GE.gif Double-click and select Hampstead, NC.

The map shows a series of islands off the coast of North Carolina.

Question 19: What coastal feature are these islands?

A.   Barrier islands

B.   Mud flats

C.   Rock islands

D.   Salt marshes

Several topographic features can be found within this coastal feature.  If you need help understanding the topographic symbols, type the following URL into your browser to go to the USGS web site:

http://pubs.usgs.gov/gip/TopographicMapSymbols/topomapsymbols.pdf

Question 20: What feature is represented by the brown dots?

A.   Gravel

B.   Sand or mud

C.   Dry lake

D.   Tailing pond

Question 21: What feature is represented by the black dots?

A.   Gravel

B.   Foreshore flat

C.   Pebbles

D.   Mud

Question 22: What is represented by the blue clumps of vegetation?

A.   Marsh

B.   Submerged marsh

C.   Wooded marsh

D.   Land subject to inundation

Question 23: Estimate the elevation of the highest point on Figure Eight Island (Hint: Look to the bottom of the historic map to determine the contour interval).

A.   5ft

B.   10ft

C.   25ft

D.   35ft

Zoom in and examine the break between the two islands near the horizontal control named Wow, as seen in Figure 2.

GE.gif Uncheck Hampstead, NC.

Question 24: What has happened to the two barrier islands?

A.   Tectonic activity has closed the gap

B.   Sand has filled the gap between the two islands

C.   Erosion has filled in the gap

D.   The gap still exists

GE.gif Double-click and select the  symbol.

Question 25: What is this coastal feature called?

A.   Curl

B.   Spit

C.   Hooked spit

D.   Lagoon

Question 26: Based on the shape of  , what is the prevailing direction of the waves?

A.   NE

B.   NW

C.   SE

D.   SW

 Collapse and close DEPOSITIONAL FEATURES

 

 

LITTORAL DRIFT

 

Description: GE.gif Expand LITTORAL DRIFT, click Littoral Drift Video, and then click Play.

 

Dr. Mark W. Patterson demonstrates the concept of littoral drift.

 

Description: GE.gif Click Littoral Drift Animation.

 

Given what the video and animation demonstrated about littoral drift, answer the following questions.

 

Description: Description: GE.gif Expand the Littoral Drift Examples folder.

 

Description: Description: Description: GE.gif Double‑click and select Littoral Drift #1.

 

Question 27: Which general direction is the littoral drift moving? ­­­­­­­­­­

 

A.   NW

B.   SE

C.   SW

D.   NE

 

 

Description: Description: Description: GE.gif Double‑click and select Littoral Drift #2.

 

Question 28: Which general direction is the littoral drift moving? ­­­­­­­­­­

A.   North

B.   West

C.   East

D.   South

 

 

Description: Description: Description: GE.gif Double‑click and select Littoral Drift #3.

 

Question 29: Which direction is the littoral drift moving? ­­­­­­­­­­

 

A.   North

B.   West

C.   East

D.   South

 

 

Description: Description: Description: GE.gif Double‑click and select Littoral Drift #4.

 

Question 30: Which direction is the littoral drift moving? ­­­­­­­­­­___________________

 

 

A.   North

B.   West

C.   East

D.   South

 

Question 31: Based on the animation, describe the impact that groynes have on littoral drift.

 

A.   Groynes stop littoral drift

B.   Groynes slow littoral drift along the entire beach

C.   Groynes slow littoral drift along its wave side

D.   Groynes slow littoral drift along its lee side

 

 

Question 32: Would a conservationist want groynes used? Why or why not?

A.   Yes, because they stop erosion

B.   No, because they interrupt a natural coastal process

C.   Yes, because they keep the beach in place

D.   No, because they are an eyesore

Question 33: Would a homeowner whose house is on the beach want groynes used? Why or why not?

A.   Yes, because they stop unwanted deposition

B.   No, because they interrupt a natural coastal process

C.   Yes, because they keep the beach in place

D.   No, because they are an eyesore

 

 

References:

Alan Arbogast. 2011. Discovering Physical Geography, 2nd edition. John Wiley and Sons, Inc.

 

NOAA. 2011. http://oceanservice.noaa.gov/facts/population.html [date accessed 3/16/11]

 

Sources

Page 2. Hong Kong, from Victoria Peak. (Nancy Hoalst‑Pullen)

Page 3. Photo: Tidal Marsh (Mark W. Patterson).

Page 4. Photo: Groynes (groins) and shoreline processes (Figure 19.39 in Arbogast 2011)

 

Page 5. Photo: South Island, New Zealand (NASA). http://disc.sci.gsfc.nasa.gov/geomorphology/GEO_6/geo_images_C-10/PlateC-10.gif

 

Page 6. Photo: Coastal Erosion, Washington, USA (USGS). http://coastal.er.usgs.gov/cgi-bin/response.pl?site=wo&loc=24

 

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