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Chapter 4
The document discusses an ecology lesson that includes activities on biomes and ocean currents, with students setting bait cards and sticky traps to sample different habitats, as well as assignments on the Pacific garbage patch and a group project on biomes due next week, with a test on chapters 4 and 5 on climate, atmosphere, and biomes.
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Chapter 4
- 1. 1.22.13 • Take hometest due • No article review this week • Weekly reporters • Reading: Pg. 92-98
- 2. Chapter 4 Global Climatesand Biomes
- 3. Question • What ifthe Earth were not tilted?
- 4. Objectives • List inorder 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
- 5. Kenya • Why arepoor countries more susceptible to weather changes than rich countries?
- 6. 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
- 7. Global Processes Determine Weather • Which has an affect on what type of animals live in a biome? • Weather or Climate?
- 8. Earth’s Atmosphere • Whatkeeps 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?
- 9. Earth’s Atmosphere • Troposphere • First layer • Most of atmosphere’s nitrogen, oxygen, and water vapor • Weather occurs here • Air temp decreases with altitude
- 10. Earth’s Atmosphere • Stratosphere • Less dense than troposphere • Temp increases with height • Contains UV blocking O₃ (ozone) layer
- 11. Earth’s Atmosphere • Mesosphere •Thermosphere • Blocks X-Ray radiation • Location of Aurora • Exosphere • Each less dense than the last
- 12. 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
- 13. 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?
- 14. properties of air •Saturation Point: The maximum amount of water that air can hold • Varies with temperature
- 15. properties of air •As warm air rises, pressure is released from it • It’s volume increases • The air cools • Known as ADIABATIC COOLING
- 16. properties of air •When cool air sinks the pressure on it increases • Its volume decreases • Its temperature rises • ADIABATIC WARMING
- 17. 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
- 18. 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
- 19. 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
- 20. 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
- 21. Hadley Cells • Intertropical Convergence Zone (ITCZ) • Area that receives most intense sunlight • Very stormy • Varies between 23.5⁰N and 23.5⁰ S
- 22. Convection Currents • Polarcells exist between 60⁰ and 90⁰ N and S • Work on the same principles as the Hadley cell • Responsible for polar conditions
- 24. Activity • 1. Usegoogle 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
- 25. 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?
- 26. 1.23.13 • Weekly Reporter •Homework: 4.2
- 27. Review • List inorder 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
- 28. Question • How doesa rubber ducky travel from Hawaii to Alaska?
- 29. Objectives • Explain theeffects 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.
- 30. Lab • We aregoing 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.
- 31. Lab • Talk tome about what you learned with regard to the Coriolis force
- 32. Coriolis • What doesthe coriolis force have to do with wind and ocean currents? • What would global wind patterns look like if the earth didn’t spin?
- 33. Coriolis • As aresult 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?
- 34. Group Work • Inthe 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?
- 35. Ocean Currents • Howdoes 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
- 36. Ocean Currents • Whatdo you think happens as a result of thermal expansion at the equator? • Water always flows downhill
- 37. Ocean Currents • Whateffect do you think prevailing winds have on ocean currents? • Currents follow the winds • Combined with Coriolis, GYRES are formed
- 38. Ocean Currents • Gyresform in a circular pattern based on Hemisphere • Distribute Cool water from N pole to West coasts • Warm water from Equator to East coasts
- 39. 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
- 40. 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
- 41. Ocean Currents • ElNino • Every 3-7 years the prevailing winds in the Pacific change directions • What do you think is the effect on ocean currents
- 42. Ocean Currents • ElNino • Warm water from the Western Pacific flows towards South America • Depresses upwelling • What do you think is the effect on fishing production? Why?
- 43. Ocean Currents • ElNino • Called the El-Nino Souther Oscillation (ENSO) • La Nina is the normal pattern
- 44. Ocean Currents • ElNino - Globally • Cooler and wetter conditions in the Southeast • Dry weather in Southern Africa and Southeast Asia
- 45. 1.24.13 • No articlereview this week • Test next Tuesday • Intro to Biomes Project
- 46. Review • Explain theeffects 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.
- 47. Schedule • Intro toactivities 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
- 48. Activity 2 • Attractingants 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.
- 49. Activity 3 • Usegloves • Know which trap numbers you have. • Know where your traps are going. • Get your clips. • Be ready to go.
- 50. 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
- 51. 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
- 52. 1.24.13 • No articlereview this week • Homework: Read 5.1 • Chapter 4 and 5 test on Tuesday
- 53. Objectives • Describe theprocesses 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
- 54. Objectives • Why isArctic Tundra found in South Africa
- 55. 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
- 57. Factors that determine Vegetation • Why do similar climates have similar plants and animals? • All of the organisms needed similar adaptations to survive
- 58. 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
- 59. 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?
- 60. Factors that determine Vegetation • As temperature rises 10 degrees C, plants need 20 mm of additional precipitation
- 61. 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?
- 62. Factors that determine Vegetation • Climate diagrams can be produced showing relationships between • Temperature and precipitation • Latitude and altitude
- 63. 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