The atmosphere of Earth is the layer of gases, known collectively as air, retained by Earth's gravity that surrounds the planet and forms its planetary atmosphere. The atmosphere of Earth creates pressure, absorbs most meteoroids and ultraviolet solar radiation, warms the surface through heat retention (greenhouse effect), allowing life and liquid water to exist on the Earth's surface, and reduces temperature extremes between day and night (the diurnal temperature variation).
As of 2023, by mole fraction (i.e., by number of molecules), dry air contains 78.08% nitrogen, 20.95% oxygen, 0.93% argon, 0.04% carbon dioxide, and small amounts of other gases.[8] Air also contains a variable amount of water vapor, on average around 1% at sea level, and 0.4% over the entire atmosphere. Air composition, temperature, and atmospheric pressure vary with altitude. Within the atmosphere, air suitable for use in photosynthesis by terrestrial plants and breathing of terrestrial animals is found only in Earth's troposphere.[citation needed]
Earth's early atmosphere consisted of gases in the solar nebula, primarily hydrogen. The atmosphere changed significantly over time, affected by many factors such as volcanism, life, and weathering. Recently, human activity has also contributed to atmospheric changes, such as global warming, ozone depletion and acid deposition.
Earth's atmosphere is a thin layer of gases that hover above our planet's surface. The atmosphere provides us with oxygen to breathe, shelters us from solar UV radiation, and warms Earth's surface via the greenhouse effect.
Earth's atmosphere is a thin layer of gases that hover above our planet's surface. The atmosphere provides us with oxygen to breathe, shelters us from solar UV radiation, and warms Earth's surface via the greenhouse effect.
ATMOSPHERE ENVIRONMENT
PRESENTORS ::
>> Cuevas, Jennifer
>> Doble, Rogin
>> Gutierrez, Arlene
>> Marasigan, Debie Joy
>> Sibuan, Andrew
The Atmosphere Environment
This chapter discusses:
The significance of the Atmosphere
The composition of the Atmosphere
The layers of the atmosphere
The Atmospheric Circulation
Importance
Atmosphere – a thin layer of air that forms a protective covering around Earth.
It keeps Earth’s temperature in a range that can support life.
It also care for life-forms from some of the Sun’s harmful rays.
The Composition of Atmosphere
The Atmosphere ** layer of gas that surrounds Earth more commonly known as “air”.
Atmosphere. How do you know its there
Is this “air” that surrounds us considered matter? Does it weigh anything? How do you know?
Think about it and decide on an answer.
Talk in groups with the person who sits by you
Be ready to tell the class what you decided and why.
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
ATMOSPHERE ENVIRONMENT
PRESENTORS ::
>> Cuevas, Jennifer
>> Doble, Rogin
>> Gutierrez, Arlene
>> Marasigan, Debie Joy
>> Sibuan, Andrew
The Atmosphere Environment
This chapter discusses:
The significance of the Atmosphere
The composition of the Atmosphere
The layers of the atmosphere
The Atmospheric Circulation
Importance
Atmosphere – a thin layer of air that forms a protective covering around Earth.
It keeps Earth’s temperature in a range that can support life.
It also care for life-forms from some of the Sun’s harmful rays.
The Composition of Atmosphere
The Atmosphere ** layer of gas that surrounds Earth more commonly known as “air”.
Atmosphere. How do you know its there
Is this “air” that surrounds us considered matter? Does it weigh anything? How do you know?
Think about it and decide on an answer.
Talk in groups with the person who sits by you
Be ready to tell the class what you decided and why.
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Weight of the atmosphere
Gases are in the atmosphere.
They are things we learned about in the periodic table: Nitrogen, Oxygen, Carbon Dioxide, Hydrogen
It is matter! Sound can travel through it.
Even though you can’t see them, Atoms make up gases.
Are some atoms bigger than others?
Are their atomic weights all the same?
Helium vs. Carbon Dioxide
Do you think of helium as light and floating or heavy and falling?
Do you think about Carbon Dioxide as light and floating or heavy and falling….think about the gas released from dry ice… does it go up or down?
Saline water is water that contains a high concentration of dissolved salts. On the United States Geological Survey salinity scale, saline water is saltier than brackish water, but less salty than brine. The salt concentration is usually expressed in parts per thousand and parts per million.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. The Layers of the
Atmosphere right above the
Philippines
Science Grade 7 Lesson Plan 9
3. Ask students to write down their answers on their worksheet.
Component 1: Lesson
Review
Q1. What is a layer of something?
Q3. What might you see or feel if you could just float
vertically up into the sky kilometers above the clouds? [A
SUGGESTION: Close your eyes and just visualize what
that might be like.]
Q2. What are examples of things that have layers
or form layers?
4. Q1. What is a layer of something?
Component 1: Lesson
Review
It is component of material or substance that is
part of a stack and has distinct boundary
changes at the top and bottom – each layer
connects to its preceding and succeeding
layer.
5. Q2. What are examples of things that have
layers or form layers?
Component 1: Lesson
Review
Like in a layered cake.
A bed has layers of sheets and blankets.
Rocks can form in layers. (strata)
The layers of building are the levels.
You can sometimes see layers of clouds.
6. Component 1: Lesson
Review
Q3. What might you see or feel if you could just float vertically up
into the sky kilometers above the clouds? [A SUGGESTION: Close
your eyes and just visualize what that might be like.]
You would begin to see above the buildings, have a
chance to look down on your school or house, and as
you go up you could see your whole village, town or
city and region. As you keep going up it would get
colder and be hard to breathe. As you go higher you
would be looking down on the clouds and maybe the
islands of the Philippines! There might be airplanes
flying past you. It would be impossible to breathe now.
As you go higher, you would be in Space!
7. Component 2: Lesson
purpose /Intention
The lesson is about understanding more
deeply that the Atmosphere has layers of
varying thicknesses. We will be recalling
the features of the layers such as their
composition and the changes in
temperature and pressure as you go out
to space.
Direction: Ask the students to read the text to
themselves.
8. Component 3: Lesson
Language Practice
Read out the following words or phrases (from the students’ worksheets) and ask the
students to read them to themselves and then out loud as a class.
Boundaries
Troposphere
Stratosphere
Mesosphere
Thermosphere
Exosphere
9. Ask students why they think all the words that describe zones of the atmosphere end in
‘sphere’, given that the meaning of ‘sphere’ is “an area bounded by a spherical surface
(including the space it encloses)”?
Component 3: Lesson
Language Practice
Five of our practice words end in ‘-sphere’. Given that the
meaning of ‘sphere’ is “an area bounded by a spherical
surface (including the space it encloses)”, can we interpret
what some of the words mean from their beginnings, such
as ‘Tropo-’, ‘Meso-’, or ‘Exo-‘.
Tropo- means ‘changing’ and refers to the layer with storms
and turbulence; Strato- means ‘layer’ and refers to different
and steadily increasingly warmer temperature layers it has;
Meso- means ‘middle; Thermo- means ‘heat’; ‘Exo- means
‘outside’ or ‘outer. ‘]
10. Component 4: Lesson
Activity (4a)
Scientists believe that the atmosphere has five distinctive layers,
but the boundaries between layers are not sharp and can be hard
to measure precisely. The layers and some of their features are:
Layers of the Atmosphere
above the Philippines
Troposphere: This layer extends from the Earth’s surface
up to about 13 kilometers (km). This layer holds 75% of the
atmosphere's mass of gases. As you go higher up the
troposphere, temperature drops from an average of about
130C near the Earth’s surface to - 500C at the top of the
layer. The air pressure drops from 1000 millibars (mb) near
the Earth’s surface to 100 mb at the top of the layer.
11. Component 4: Lesson
Activity (4a)
Stratosphere: This layer lies directly above the troposphere.
It extends from about 13 km to about 48 km above the Earth's
surface. The temperature of the bottom of the layer is -500C
but at the top it is only -30C. The air pressure at the bottom of
the layer is about 100 mb but at the top of the layer the air
pressure is only 1 mb.
Mesosphere: This layer lies directly above the stratosphere.
It extends from about 48 km to about 85 km above the
Earth's surface. The temperature of the bottom of the layer is
-30C but at the top it is only -900C. The air pressure at the
bottom of the layer is about 1 mb but at the top of the layer
the air pressure is only 0.01 mb.
12. Component 4: Lesson
Activity (4a)
Thermosphere: This layer lies directly above the
mesosphere. It extends from about 85 km to about 700 km
above the Earth's surface. The temperature of the bottom of
the layer is -90 0C but at the top of the thermosphere it can
be 350 0C or higher. The air pressure at the bottom of the
layer is about 0.01 mb but at the top of the layer the air
pressure is very weak at about 0.000001 mb.
Exosphere: This layer is the uppermost layer, and it extends
10,000 km into space. In fact, it blends with what scientists
consider to be outer space! The pull of Earth’s gravity is so
small in this layer that molecules of gas escape into outer
space.
13. Component 4: Lesson
Activity (4b)
Direction: Read out the following questions and ask students
to answer in the space on their worksheet.
Q1. How many layers do scientists think make up our
atmosphere?
Q2. What characteristics of the layers does the Information
Box present measurements for?
Q3. The Thermosphere can be referred to as the heat layer.
Why might it be called that and where might the layer get
its heat from?
14. Component 4: Lesson
Activity (4b)
Q1. How many layers do scientists
think make up our atmosphere?
There are five layers
that make up the
atmosphere.
This Photo by Unknown Author is
licensed under CC BY-SA
15. Component 4: Lesson
Activity (4b)
Q2. What characteristics of the layers does the
Information Box present measurements for?
Altitude. [in kilometers (km)]
Thickness. [in kilometers (km)]
Temperature. [in degrees Celsius (0C)]
Air Pressure. [in millibars, (mm)]
16. Component 4: Lesson
Activity (4b)
Q3. The Thermosphere can be referred to as the heat layer. Why
might it be called that and where might the layer get its heat
from?
It is the layer that is the hottest of
the five layers. It gets its heat from
the radiant energy from the sun.
17. Component 4: Lesson
Activity (4c)
Direction: Read out the following questions and ask students
to answer in the space on their worksheet.
Q1. How far above the Philippines will you find the top of the Troposphere
Q2. Use the information provided in the Information box, Layers of the Atmosphere above
the Philippines above, to complete the following table to summarize the features of the
layers of the atmosphere – there are 10 white cells to complete:
Q3. Study your completed table, and/or the Information box, and then describe
how temperatures and air pressures of the atmosphere change as altitude
increases from the Earth’s surface to 700 kilometers above the Philippines?
Direction: Read out the following questions and ask students
to answer in the space on their worksheet.
18. Component 4: Lesson
Activity (4b)
Q1. How far above the Philippines will you find the top of
the Troposphere
13 km
19. Component 4: Lesson
Activity (4b)
Q2. Use the information provided in the Information box, Layers of the
Atmosphere above the Philippines above, to complete the following table
to summarize the features of the layers of the atmosphere – there are 10
white cells to complete:
Component 4: Lesson
Activity (4b)
ATMOSPHERIC LAYER
FEATURES Marker Troposphere Stratosphere Mesosphere Thermosphere
Altitude Top of layer 13 km 48 km 85 km 700 km
Bottom of layer 0 km 13 km 48 km 85 km
Layer thicknesses Thickness 13 km 35 km
Typical
Temperature
Top of layer -50 0C -3 0C -90 0C 350 0C
Bottom of layer
Air Pressure Top of layer 0.01 mb 0.000001 mb
Bottom of layer 1 mb 0.01 mb
-90 °C
1000mb
100mb
13 °C -50 °C
1mb
100mb
37km
-3 °C
615km
20. Component 4: Lesson
Activity (4b)
Q3. Study your completed table, and/or the Information box, and then describe
how temperatures and air pressures of the atmosphere change as altitude
increases from the Earth’s surface to 700 kilometers above the Philippines?
The temperature of each layer goes down and up. The temperature of the Troposphere
drops from about 130C to about -500C at the bottom of the Stratosphere, then it rises
again in the Mesosphere from -500C to -30C. In the Thermosphere it rises rapidly from -
30C at the bottom to 3500C at the top.
The air pressure drops continuously as altitude increases from the Earth’s surface. The air pressure at
the Earth’s surface is about 1000 mb, at the top of the troposphere it is about 100 mb, at the top of the
stratosphere it is about 1 mb, at the top of the mesosphere it is about
0.01 mb and at the top of the thermosphere it is about 0.0000001 mb.
21. Component 5: Lesson
Conclusion
The focus of the lesson was on understanding more deeply that the
atmosphere is made of air that covers the whole Earth.
Q1. Has the activity helped you to think more about the
atmosphere and its layers of varying thicknesses?
Q2. What did you enjoy about the lesson?
Q3. What is something you would like to learn more about in this topic?
