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Objectives

Objectives. For unit objectives see : Scope & Sequence. Weather Factors. Energy in the Earth’s Atmosphere. Energy from the Sun A. Electromagnetic waves ( ondas electromagnèticas )

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Objectives

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  1. Objectives • For unit objectives see: Scope & Sequence

  2. Weather Factors

  3. Energy in the Earth’s Atmosphere

  4. Energy from the Sun A. Electromagnetic waves (ondaselectromagnèticas) 1. Waves that can transfer electric and magnetic energy through the vacuum of space 2. Classified according to wavelength, or distance between waves B. Radiation (radiación) 1. Direct transfer of energy by electromagnetic waves C. What types of Energy do we receive from the sun? 1.Visibleand infrared radiation 2. Small amounts of UV

  5. II. Visible Light (luz visible) A. All the colors that you can see in a rainbow 1. Red, orange, yellow, green, blue, violet 2. Red & orange longest wavelengths 3. Blue and violet shortest wavelengths

  6. III. Non-Visible Radiation A. infrared radiation (radiacióninfrarroja) 1. Wavelengths that are longer than red light 2. Not visible 3. Can be felt as heat B. Ultraviolet radiation (radiaciónultravioleta) 1. Invisible light with wavelengths shorter than violet light 2. Causes sun burns 3. Skin cancer 4. Eye damage

  7. IV. Energy in the Atmosphere A. Sunlight must pass through the atmosphere B. Absorbed or reflected by the atmosphere before hitting the Earth 1. Ozone layer 2. Water vapor & CO2 (some) 3. Clouds, dust, & other gases (some) a. Clouds act like mirrors b. Dust & gas scatters light C. Rest passes through to the surface

  8. V. Energy at Earth’s Surface A.Half (½)the sun’s energy reaches the surface B. This is absorbed by land and water. Changed intoheatenergy. C. When heated radiates energy back to atmosphere as infrared radiation 1. Greenhouse effect (efectoinvernadero) a. Process by which gases hold heat in the air

  9. Heat Transfer

  10. Thermal Energy & Temperature A. Temperature (temperatura) 1. Averageamount of energy in motion of each particle of a substance 2. How hot or cold a substance is B. Thermal Energy (energíatèrmica) 1. Total energy of motion in the particles of a substance 2. Hot particles move fast – transferring energy http://mc2.cchem.berkeley.edu/Java/molecules/index.html

  11. II. Measuring Temperature A. Temperature (temperatura) 1. One of the most important factors effecting weather B. Thermometer (termómetro) 1. Thin glass tube filled with mercury or alcohol 2. Hot – molecules expand – very active 3. Cold – molecule contract – slow down

  12. III. Temperature Scales A. Measure in units called “degrees” B. Two common temperature scales 1. Celsius a. freezing point, 0 degrees C b. boiling point, 100 degrees C 2. Fahrenheit a. freezing point, 32 degrees F b. boiling point, 212 degrees F

  13. IV. Converting Temperatures to Celsius Celsius = 5/9(Fahrenheit – 32) Activity: Solve these problems 35 F, 60 F, 72 F

  14. V. How Heat is Transferred A. Three Ways 1. Radiation 2. Conduction 3. Convection

  15. VI. Radiation (radiación) A. Warmth from the sun on your face B. Heat from the stove top (burner) C. Heat from a camp fire

  16. VII. Conduction (conducción) A. Direct transfer of heat from one substance to another that it is touching 1. When faster molecules touch slower molecules heat is transferred 2. The closer they are together the more effective they are http://www.harcourtschool.com/activity/states_of_matter/index.html

  17. VIII. Convection (convección) A. The transfer of heat by the movement of fluid B. Convection currents(corriente de convección) 1. upward movement of warm air and downward movement of cold air

  18. Winds

  19. I. What is wind? A. horizontal movement of air from an area of high pressureto an area of low pressure B. Caused by differences in air pressure C. Differences in air pressure are caused by unequal heating of the atmosphere

  20. II. Measuring Winds A. Described by direction and speed B. Speed is measured by an 1. anemometer(anemómetro) C. Wind Chill Factor 1. increased cooling a wind can cause

  21. Lab – Making an Anemometer Make an Anemometer • Students may make an anemometer to estimate wind speed from a fan, or an outdoor breeze, to get a relative “feel” for the force necessary to generate electricity.. • Materials: • scissors • 4 small paper cups (like drinking cups) • marker • 2 equal strips of stiff, corrugated cardboard • straight edge • stapler • push pin • pencil with eraser • modeling clay • watch with second hand.

  22. Lab Construction: • Cut off the rolled edges of the paper cups to make them lighter • Color the outside of one cup with the marker. • Cross the cardboard strips so they are exactly perpendicular and staple together. • Use the straight edge and pencil to draw lines from the outside corners of where the cardboard strips come together to the opposite corners. Where the pencil lines cross will be the exact middle of the cross. • Staple the cups to the ends of the cardboard strips, making sure the cups all face the same direction. • Push the pin through the center of the cardboard and attach the cardboard cross to the end of the eraser (see figure). • Blow on the cups to ensure the cardboard spins around freely on the pin. • Push the pencil into the clay so it sticks up straight. Use a fan or place the anemometer outside to catch the wind.

  23. Lab Measure wind speed: • Using the watch, count the number of times the colored cup spins around in one minute. Professional anemometers convert revolutions per minute into miles or kilometers per hour. For purposes of this activity, assume that 100 rpms equals 10 miles per hour. (You can calculate this anemometer to measure actual wind speed: hold it out the window of a car traveling exactly 10 mph or km and count the revolutions in one minute.) • Vary the placement of the anemometer and note the relative differences in wind speed. For example, indoors with a fan, outdoors between buildings, behind a tree, at different times of day, etc.

  24. Redesign • Have students experiment with re-designed pinwheels. Divide the class in half and distribute additional paper. Have students re-design their pinwheels, with one half of the class making larger squares, and the other half smaller squares. What happens? Which re-design is more efficient? What are advantages to a smaller size (more mobile, takes less wind to move.). What are advantages to a larger size (captures more wind, need fewer towers).

  25. III. Local winds A. Winds that blow over short distances B. Caused by unequal heatingof the Earth’s surface within a small area 1. Only happen when large scale winds are weak IV. Sea Breeze (brisa marina) A. Unequal heating often occurs along a shoreline or large body of water B. Takes more to warm up the body of water than the land. C. Cool air blows under the warm airon land creating a sea breeze

  26. V. Land breeze (bristaterrestre) A. At night the process is reversed B. Warm air over water rises, cool air from landgoes beneath the warm air on the water

  27. VI. Global Winds(vientosglobales) A. Winds that blow steadily from specific directions over long distances 1. Created the same way as local wind, but over long distances VII. Coriolis Effect (efecto de Coriolis) A. As air moves from high to low pressure in the northern hemisphere, it is deflected to the right by the Coriolis force. In the southern hemisphere, air moving from high to low pressure is deflected to the left by the Coriolis force.

  28. Coriolis Effect

  29. VII. Global Wind Belts A. Trade winds B. Polar easterlies C. Prevailing Westerlies

  30. VIII. Doldrums A. Regions near the Equator where there is little or no wind 1. Caused by steady heating XI. Horse Latitudes A. Warm air that rises at the Equator that divides and flows both north and south B. At 30 degrees north & south the air stops moving toward the poles and sinks X. Trade Winds A. Cold air over horse latitudes sink, producing high pressure area B. High pressure causes winds to blow toward the equator and away from it

  31. XI. Prevailing Westerlies A. Between 30 and 60 degrees north and south winds blow towards the poles and turn east because of the Coriolis Effect B. Play an important role in weather in the U.S. XII. Polar Easterlies A. Cold air from the poles sinks and flows back towards the lower latitudes B. Coriolis Effect shifts these winds west C. Major effect on the weather in the U.S. XIII. Jet streams A. 10 Kilometers above Earth’s surface B. High speed winds – 200 to 400 km per hour

  32. Water in the Atmosphere

  33. I. Water Cycle (ciclo del agua) A. Movement of water between the atmosphere and the Earth’s surface 1. Water evaporates 2. Water vapors condense 3. Water molecules form with particles in the air 4. Clouds form 5. When heavy it rains, snows, or sleets B. Evaporation(evaporación) 1. Process by which water molecules in liquid water escape into the air as water vapor

  34. II. Humidity(humedad) A. Measure of the amount of water vapor in the air III. Relative humidity (humedadrelativa) A. Percentage of water vaporthat is actually in the aircompared to the maximum amount of water vapor the air can hold at a particular temperature Example: 1. 10 degrees C, 1 cubic meter of air holds 8 grams of water vapor – Relative humidity 100%

  35. IV. How clouds form

  36. V. Types of Clouds A. Classified into 3 main groups by shape 1. Cirrus(cirros) 2. Cumulus(cúmulos) 3. Stratus(estratos)

  37. VI. Cirrus Clouds (cirros) A. Wispy, feathery B. Form only at high levels, 6 km C. Indicate fair weather 1. Cirrocumulus a. Indicates a storm is on the way

  38. VII. Cumulus Clouds (cúmulos) A. Fluffy, rounded piles of cotton B. 2 km to 18 km C. Small = fair weather D. Tall = storm on the way 1. Cumulonimbus – storm clouds

  39. VIII. Stratus Clouds (estratos) A. Flat layer clouds B. Very thick and condensed C. Stormy weather 1. Nimbostratus a. Chance of rain, snow 100%

  40. IX. Fog A. Clouds near the ground

  41. PrecipitationPrecipitation

  42. I. Precipitation(precipitación) A. Any form of water that falls from the clouds that reaches the Earth’s surface II. Types of Precipitation A. Rain B. Sleet C. Freezing rain D. Snow E. Hail

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