chapter 4
DESCRIPTION
APES Chapter 4TRANSCRIPT
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1.22.13
• Take home test due
• No article review this week
• Weekly reporters
• Reading: Pg. 92-98
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Chapter 4Chapter 4Global Climates and BiomesGlobal Climates and Biomes
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Question
• What if the Earth were not tilted?
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Objectives
• List in order and describe basic characteristics of the layers of the atmosphere
• Describe why the surface of the earth heats unevenly
• Relate the formation of convection currents to Hadley Cells
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Kenya
• Why are poor countries more susceptible to weather changes than rich countries?
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Global Processes Determine Weather
• What is the difference between climate and weather?
• Weather - What is happening now or a couple days from now
• Climate - average weather over a long period of time
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Global Processes Determine Weather
• Which has an affect on what type of animals live in a biome?
• Weather or Climate?
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Earth’s Atmosphere
• What keeps the atmosphere near the surface of the Earth?
• Do you think the atmosphere becomes more or less dense with altitude?
• Why?
• What is the composition of the atmosphere?
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Earth’s Atmosphere
• Troposphere
• First layer
• Most of atmosphere’s nitrogen, oxygen, and water vapor
• Weather occurs here
• Air temp decreases with altitude
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Earth’s Atmosphere
• Stratosphere
• Less dense than troposphere
• Temp increases with height
• Contains UV blocking O₃ (ozone) layer
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Earth’s Atmosphere
• Mesosphere
• Thermosphere
• Blocks X-Ray radiation
• Location of Aurora
• Exosphere
• Each less dense than the last
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Group Work
• 1. Draw a diagram illustrating why the equator is so much warmer than the poles.
• 2. Explain why melting icecaps decreases the albedo of the arctic and speeds global warming.
• 3. Explain why warm air has a higher saturation point than cold air.
• 4. Compare and contrast adiabatic cooling and warming.
• 5. Describe how latent heat fuels storms.
• 6. Describe the formation of a Hadley Cell.
• 7. Relate Hadley Cells to the ITCZ
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Properties of air
• What happens to air as it warms?
• It becomes less dense and rises
• Cold air?
• More dense and falls
• Which hold more water?
• Why?
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properties of air
• Saturation Point: The maximum amount of water that air can hold
• Varies with temperature
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properties of air
• As warm air rises, pressure is released from it
• It’s volume increases
• The air cools
• Known as ADIABATIC COOLING
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properties of air
• When cool air sinks the pressure on it increases
• Its volume decreases
• Its temperature rises
• ADIABATIC WARMING
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properties of air
• Latent Heat Release
• When water evaporates it gains energy
• When water condenses the extra energy is released
• Causes surrounding air to be warmed
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Hadley Cells
• 1. At the equator warm air rises
• 2. Rising air experiences adiabatic cooling and condenses forming rain
• 3. Rain formation releases heat which drives air higher
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Hadley Cells
• 4. Air at the top of the troposphere is cool and dry
• 5. Warm air rising from below displaces it N and S
• 6. As the air falls it experiences adiabatic warming
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Hadley Cells
• 7. Warmed air forms deserts where it hits earth
• 8. Flows back to the equator to replace rising air
• CALLED A HADLEY CELL
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Hadley Cells
• Intertropical Convergence Zone (ITCZ)
• Area that receives most intense sunlight
• Very stormy
• Varies between 23.5⁰N and 23.5⁰ S
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Convection Currents
• Polar cells exist between 60⁰ and 90⁰ N and S
• Work on the same principles as the Hadley cell
• Responsible for polar conditions
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Activity
• 1. Use google maps to find a picture of the surface of the earth
• 2. Make sure that it is the satellite view
• 3. Predict the latitude ranges of the Hadley Cells
• 4. Use Google to find the actual range of Hadley Cells
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Activity
• Part 2
• If the Earth’s tilt were to become 13.5⁰, Which countries would be newly formed desert?
• Which countries or states would be new jungle?
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1.23.13
• Weekly Reporter
• Homework: 4.2
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Review
• List in order and describe basic characteristics of the layers of the atmosphere
• Describe why the surface of the earth heats unevenly
• Relate the formation of convection currents to Hadley Cells
![Page 28: Chapter 4](https://reader037.vdocuments.mx/reader037/viewer/2022110307/556621b9d8b42a7d608b545b/html5/thumbnails/28.jpg)
Question
• How does a rubber ducky travel from Hawaii to Alaska?
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Objectives
• Explain the effects of the Coriolis force on global wind and ocean currents.
• Detail the causes and qualities of major ocean currents.
• Compare and contrast El Nino and La Nina.
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Lab
• We are going to explore Coriolis
• Get into groups of 3
• Each group will need a lab kit
• You have 35 minutes to complete the first 3 activities.
• Don’t answer the questions yet.
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Lab
• Talk to me about what you learned with regard to the Coriolis force
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Coriolis
• What does the coriolis force have to do with wind and ocean currents?
• What would global wind patterns look like if the earth didn’t spin?
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Coriolis
• As a result of coriolis and Hadley cells the earth has characteristic wind patterns
• Easterlies, Westerlies, and Polar winds
• Who discovered prevailing winds?
• What do you remember about El Nino?
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Group Work
• In the middle of the Pacific Ocean, North of Hawaii, there is a patch of garbage the size of Texas. Trash from America and China flows here and gets stuck. Why?
• How does upwelling benefit the fishing industry of South America?
• Why does global warming threaten global thermohaline ocean currents and upwelling?
• What is the role of surface ocean currents in the movement of energy?
• What would happen to the coriolis force, gyres, and el Nino if the world were to stop spinning?
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Ocean Currents
• How does the flow of ocean currents relate to coriolis?
• Because tropical regions get more sun tropical waters are warmer
• What happens to warm water?
• It expands
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Ocean Currents
• What do you think happens as a result of thermal expansion at the equator?
• Water always flows downhill
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Ocean Currents
• What effect do you think prevailing winds have on ocean currents?
• Currents follow the winds
• Combined with Coriolis, GYRES are formed
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Ocean Currents
• Gyres form in a circular pattern based on Hemisphere
• Distribute Cool water from N pole to West coasts
• Warm water from Equator to East coasts
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Ocean Currents
• Upwelling
• At the west coast of most continents, surface currents split from deep currents
• Deep, cold water rises to replace the warm water
• Very nutrient rich
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Ocean Currents
• Thermohaline Circulation
• Why do you think water at the poles might become more salty?
• Cold salty water sinks
• Travels towards the poles to replace warm, rising water
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Ocean Currents
• El Nino
• Every 3-7 years the prevailing winds in the Pacific change directions
• What do you think is the effect on ocean currents
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Ocean Currents
• El Nino
• Warm water from the Western Pacific flows towards South America
• Depresses upwelling
• What do you think is the effect on fishing production? Why?
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Ocean Currents
• El Nino
• Called the El-Nino Souther Oscillation (ENSO)
• La Nina is the normal pattern
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Ocean Currents
• El Nino - Globally
• Cooler and wetter conditions in the Southeast
• Dry weather in Southern Africa and Southeast Asia
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1.24.13
• No article review this week
• Test next Tuesday
• Intro to Biomes Project
![Page 46: Chapter 4](https://reader037.vdocuments.mx/reader037/viewer/2022110307/556621b9d8b42a7d608b545b/html5/thumbnails/46.jpg)
Review
• Explain the effects of the Coriolis force on global wind and ocean currents.
• Detail the causes and qualities of major ocean currents.
• Compare and contrast El Nino and La Nina.
![Page 47: Chapter 4](https://reader037.vdocuments.mx/reader037/viewer/2022110307/556621b9d8b42a7d608b545b/html5/thumbnails/47.jpg)
Schedule
• Intro to activities 2-3
• 1. Choose habitat to sample, label cards, gather supplies, go outside.
• 2. Set bait cards (Record where you set them)
• 3. Return to tables
• 4. Prepare and set sticky traps in assigned area.
• 5. Return to first traps and take photos (If 20 minutes have elapsed)
• 6. Return to class
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Activity 2
• Attracting ants with sugar and meat.
• Take 3 minutes with your group and brainstorm 4 different habitats that you would like to sample.
• Each habitat will receive two sugar cards and two meat cards.
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Activity 3
• Use gloves
• Know which trap numbers you have.
• Know where your traps are going.
• Get your clips.
• Be ready to go.
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Pacific Garbage Patch
• Due Monday
• Research the Pacific Garbage Patch and the Plastiki Expedition
• Create a PowerPoint, Keynote, Prezi, etc. that could be used in a public service campaign to raise awareness of the patch
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1st Quarter Project
• Read over intro to the project
• Talk about requirements and rubrics
• Choose teams of 3
• You have the class period to work on your project
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1.24.13
• No article review this week
• Homework: Read 5.1
• Chapter 4 and 5 test on Tuesday
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Objectives
• Describe the processes that create a rain shadow
• On a map identify regions of the globe that are affected by rain shadows
• Explain how abiotic conditions determine the characteristics of a biome
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Objectives
• Why is Arctic Tundra found in South Africa
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Rain Shadow Effect
• From the video, give me a quick recap of rain shadow ...
• Where could you apply the terms
• Adiabatic cooling
• Adiabatic warming
• Tell me on the map where the rain shadows are
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Factors that determine Vegetation
• Why do similar climates have similar plants and animals?
• All of the organisms needed similar adaptations to survive
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Factors that determine Vegetation
• Plant communities in the same biome on different continents might look the same
• However, are genetically very different
• Same for animals
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Factors that determine Vegetation
• Distinctive precipitation patterns and temps create conditions that benefit some plants and not others
• Why is it that plants are the organisms that dictate what lives in a biome?
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Factors that determine Vegetation
• As temperature rises 10 degrees C, plants need 20 mm of additional precipitation
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Factors that determine Vegetation
• In general, what happens to climate as you travel N or S of the equator?
• What if you travel up in elevation?
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Factors that determine Vegetation
• Climate diagrams can be produced showing relationships between
• Temperature and precipitation
• Latitude and altitude
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Factors that determine Vegetation
• Groups of 4
• Group 1: Produce all graphs and answer all questions.
• Group 2: Choose 4 of the unknowns and answer questions 1-6