chapter 3: weather and climate - pearson global...

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Chapter 3: Weather and Climate

Weather and climate, pages 76–77 1. STUDENT CHOICE/OPEN ANSWERS. 2. Answers may include: sun, snow, rain, hot, cold, wet, dry, humid, wind, cloud, fog – but there are many others. 3. (i) STUDENT CHOICE/OPEN ANSWERS. (ii) STUDENT CHOICE/OPEN ANSWERS. 4. STUDENT CHOICE/OPEN ANSWERS.

EXTENSION WORK STUDENT CHOICE/OPEN ANSWERS. 5. Answers may include: wet, raining, cold, damp. Other answers may also be valid. 6. For example:

(i) Cold = people wearing gloves, jackets and coats (ii) Wet = umbrellas up and people wearing boots (iii) Wet = puddles on ground 7. The state of the atmosphere in any one place at any one time. 8. STUDENT CHOICE/OPEN ANSWERS – may include what is worn; activities which can or can’t be done; how they travel etc. 9. Extreme weather in not just an inconvenience, it can be a matter of life or death – often causing damage and destruction over both the long and short term. 10. STUDENT CHOICE/OPEN ANSWERS. Answers may include, e.g. the rescue services; farmers; people who are already vulnerable etc.



11. STUDENT CHOICE/OPEN ANSWERS. Sample text may include:

Location Description Causes

(type of extreme weather)

South

Australia

(Figure 2)

Wildfire destroying everything in

its path, e.g. vegetation, homes.

It may also result in deaths and

injuries (people and wildlife/farm

animals).

After a long period of very dry or

drought conditions. Fire can start

suddenly and spread easily

whether naturally, accidently or

deliberately.

Tanzania,

Africa

(Figure 3)

Bare dry, soil. No food or water

for cattle who simply starve to

death.

Extreme, long-term drought,

often in areas which are

marginal/quite dry in normal

times. Often a gradual process

but devastating.

12. Climate is the average weather for an area over a long period of time – usually 25–30 years. Tick the statements below which are true:

• Climate changes more often than weather.

• The Earth’s climate has changed many times in the past.

• Extreme weather is common in the countries of Western Europe.

• The Netherlands has a temperate climate with different seasons.

• Greenhouse gas emissions have stayed at the same levels since 1900.

EXTENSION WORK • Antarctica: as seen by the penguins, snow cover and a large iceberg. Similar conditions are found

in the Arctic, but there are no penguins in the Arctic. Antarctica is a land mass; the Arctic is ocean with land masses around its edges.

• As temperatures warm, ice and snow could melt, the sea level may rise. Habitats and food sources for penguins could be changed or destroyed.



3.1 Factors affecting weather, pages 78–79 1. (a) STUDENT CHOICE/OPEN ANSWERS. (b) STUDENT CHOICE/OPEN ANSWERS ‐ should include changing seasons. 2. • A: latitude. Lines running from east to west, parallel to the equator.

• B: longitude. Lines running from Pole to Pole, numbered from the Prime Meridian.

• C: tropical. The region between the Tropics of Cancer and Capricorn, north and south of the equator.

• D: polar. The regions around the North and South Poles.

• E: temperate. The area between the Earth’s tropical and polar regions. 3. (i) Areas closer to the Equator are always closer to the Sun. (ii) The Sun’s rays have further to travel. (iii) They have to heat up far more land than at the equator because of the angle at which they reach

the ground. 4. The Earth’s tilt and orbit around the Sun means that as you move away from the Equator the weather changes and there are distinct seasons. In the northern hemisphere in winter the Sun is lower in the sky, so it is colder and there is less daylight. The opposite is true in summer with the Sun much higher in the sky it is much warmer with more daylight. 5. In order from Equator to Poles (left to right): very hot; hot; warm; cool; cold; freezing. 6. (a) The higher the altitude above sea level, the colder it becomes. Rates vary, but in Western

Europe, for every 150 metre rise, the temperature falls by 1oC. This means that even at the equator, if land is high enough, it will be cold enough to have snow on the ground all year.

(b) 900 metres high 2oC 1950 metres high –5oC 3450 metres high –15oC

7. Land warms up more quickly than water . x The temperature range is the difference between the highest and lowest temperatures.

Places closest to the sea have a higher temperature range. x Continental areas have more extreme temperatures compared to maritime areas. In summer, areas close to the sea are cooler than those inland.

In winter, areas inland are warmer than those close to the sea. x



8. (a) Urban areas contain vast amounts of concrete, tarmac and glass which, once warmed, retain or

hold heat. (b) Because the surrounding area will be a few degrees cooler, so the urban area itself is like an

isolated island of heat. 9. (a) STUDENT CENTRED.

(Glossary words are hemispheres, heat islands and micro‐climates) (b) rotates: moves around a central point, e.g. the Earth rotates on its axis.

tilted: at an angle, e.g. the Earth is tilted towards the Sun. highest temperature: the maximum/warmest. lowest temperature: the minimum/coldest. temperature range: the difference between the highest and lowest temperatures.



3.2 Precipitation, pages 80–81 1. STUDENT CHOICE but should include (in the same order) information from the labels from Figure 1 page 80 – but probably with some of them combined, e.g. Figures 4 and 5. 2. Moisture which falls from the sky/clouds: rain, sleet, snow and hail. 3. The water is not lost, it ‘cycles’ around, e.g. it rains, the rain falls onto the ground, it drains into seas and oceans, evaporates, forms clouds and rains again. 4. 4 As the air rises it cools down, forms clouds and rains. 5 Air descends once it reaches the highest point. 2 Warm moist air reaches the land. 3 Hills or mountains force the air to rise up. 1 Prevailing winds blow across a sea or ocean towards the land. 6 The air begins to warm up, there is no rain. 5. (a) Tropical areas are very humid (hot and wet) all year. The Sun is very high in the sky, so as

evaporation occurs, water vapour rises vertically. After a few hours, massive vertical clouds form, resulting in regular heavy rain.

(b) STUDENT CHOICE/OPEN ANSWERS. 6. The warm air mass pushes up above the cold air at an angle. As it rises it cools down and clouds form, forming frontal rainfall. 7. (i) The least common is relief rainfall. Relief rain forms when warm moist air is forced to rise over

high ground. In the Netherlands, there is almost no high ground in the way – most rain comes from the west, and then crosses the low flat lands of the western North Sea coast – so relief rainfall is rare.

(ii) The most common is frontal rainfall. Most rain comes from low pressure systems (depressions) which cross the Atlantic Ocean. The rain is brought by the prevailing westerly winds across the Netherlands.



3.3 Air masses and air pressure, pages 82–83 1. A large block of air which can be stationary or move from place to place. 2. (a) Whether they come from a hot or cold place.

If they travel across land or sea. What season it is.

(b) The winds move air masses (from high pressure areas to low pressure areas). In the Northern hemisphere, if winds blow from the north, they bring cold weather (from the North Pole); if they blow from the south, they bring warm weather (from the Tropics).

3. East Very cold wintry conditions with snow West Wet but warm weather in summer South Leads to a rise in temperature in winter and summer North Brings wet weather in summer, but snow in winter 4. It would become colder and may even bring snow. 5. Heavy air sinks to the ground giving low (high) pressure. When the air is light it rises, giving high (low) pressure. Lines showing places with equal pressure are called millibars (isobars). Pressure is measured in units called isobars (millibars). 6. (a) A: Depression or cyclone

B: Anticyclone (b) 964–1028 millibars (c) It would blow from B to A. Winds always blow from areas of high pressure to areas of low

pressure. 7. Several possibilities (see Figure 3, page 83).

Depression (cyclone) Anticyclone

Pressure Lowest in centre, highest on

edge

Highest in centre, lowest on edge

Isobars Close together Far apart

Winds Can be strong; blows inwards, anticlockwise

Light or calm, blows outwards clockwise



Weather • Warm wet weather with steady rain at the warm front

• Short heavy showers as the depression passes and the cold front arrives

• Hot dry weather in summer. May end with stormy weather.

• Cold with clear skies in winter.

Precipitation Frontal rainfall Convectional rainfall

8. Should include:

• It would start to rain – steady rain often over a few hours.

• The temperature would rise.

• A period of warm, dry weather.

• Heavy rain would fall (usually a fairly short shower).

• The temperature would fall again. NB Only a description is asked for – not an explanation.



3.4 Measuring, recording and forecasting, pages 84–85 1. STUDENT CHOICE/OPEN ANSWERS. 2. Air temperature, air pressure, precipitation, cloud cover, humidity, sunshine, wind speed and wind direction. (These are the main ones and are listed in the Student Book. There are others, including ground temperature). 3. Any of these or parts of these:

• They can be taken in more remote locations, e.g. seas and oceans.

• Data can be collected continuously.

• Data can be sent directly to super computers for storing and processing.

• It is more accurate, detailed and reliable. 4. (a) Meteorologist : a scientist who studies weather and climate (meteorology). (b) Synoptic: a map or chart showing, e.g. weather conditions over a large area. 5. (a) Although satellite technology allows forecasters to see what is happening now, it is difficult to be

100% accurate when predicting how fast or in what direction individual weather systems may move.

(b) Answers may include, for example: • In the case of extreme weather events, it would allow more time to prepare and evacuate areas.

• Shipping companies could avoid bad weather systems.

• Shops could order the correct stock in advance, e.g. ice creams or umbrellas! 6. (a) Royal Netherlands Meteorological Institute (KNMI). (b) English version: http://www.knmi.nl/index_en.html 7. (a) STUDENT CENTRED ANSWERS. (b) STUDENT CENTRED.

EXTENSION WORK STUDENT CHOICE.



3.5 Tropical storms and tornadoes, pages 86–87 1. Answers may include some of the regions/countries below – but there are many other individual countries:

Hurricanes Tropical cyclones Typhoons

Caribbean India North Australia

Gulf of Mexico Bangladesh Japan

Central America Sri Lanka Philippines

Southern USA Madagascar Oceania Island

Northern parts of South

America

East Africa Indonesia

2. Tropical storms are large areas of low pressure. They form over warm water where the temperature is above 27ºC. The warm water heats the air above it, which causes it to rise. The air is now moist. It spins inwards as it rises, forming the central eye of the storm. 3. (a) weather system – large moving mass of air

torrential rain – can cause landslides or mudslides eye – the calm centre of the hurricane storm surge – high waves caused by winds causing flooding vortex – a high speed whirling mass of air

(b) It loses energy (it is driven by moist air heated by warm tropical water) and wind speeds drop. 4. There will be variations in the cross section drawn – but it must be a true cross section, i.e. no perspective. 5. STUDENT CHOICE/OPEN ANSWERS. 6. (i) 119 kph (ii) 210 kph 7. (a) It is easier to identify them when several are active across the world at any one time – and no

two will ever have the same name at the same time. (b) When a particular hurricane has caused a lot of damage.



8 Variety of possible answers, but may include:

• Have more money/resources

• Better emergency services/disaster response groups

• Have warning systems so can evacuate people if enough time. 9. (i) Strong winds rotating around a central point; very destructive. (ii) Tropical storms are big air masses which also bring torrential rain and flooding from the storm

surges they create. They originate over warm oceans and may travel thousands of kilometres. Tornadoes are small, localised and last for a few minutes. They form from intense thunderstorms.



3.6 Case study: Hurricane Katrina, USA, pages 88–89 1. In the warm tropical waters of the Atlantic Ocean off the west coast of Africa in mid‐August 2005. 2. Answers may vary slightly from the table below:

Date Location Pressure

mbs

Category/description Direction of

travel

24.08.05 250 km north of

Cuba

n/a tropical depression north east

25.08.05 The Bahamas n/a tropical storm west

26.08.05 Florida 984 hurricane south west

27.08.05 Gulf of Mexico

150 km north of

Cuba

n/a hurricane south west

28.08.05 Gulf of Mexico 902 hurricane north west

29.08.05 250 km south of

New Orleans

902–920 hurricane north

30.08.05 Near Jackson,

Mississippi

928 hurricane north

31.08.05 Tennessee n/a tropical storm north east

3. Highest ever damages/cost = $82 billion. 4. (a) The city is on the low‐lying Mississippi delta and needs extensive protection from flooding. (b) They could not cope with the strength and size of the storm surge and were damaged or

collapsed. 5. (a) Meteorologists can watch the hurricane develop and try to predict the course it will take. (b) 260 000. (c) Unable to leave as many were reliant on the public transport network which shut down. (d) On the roofs of their homes. 6. STUDENT CHOICE/GROUP ANSWER.



7. (i) Pump out floodwater. (ii) Repair broken levees. 8. 10 000 people took refuge in the Superdome in New Orleans. S Much of the floodwater was heavily polluted. L Over a million people were made homeless. S Some people had to be rescued from the roof of their houses. S Thousands were moved onto trailer parks in other states. L Large areas of farmland were damaged, with crops ruined and animals killed. S Many businesses were ruined. L Fighting broke out in places, and some people stole from abandoned shops. S 9. (a) It is a More Developed Country – which means it has a high HDI (Human Development Index)

which includes high income per capita, good healthcare and education systems. (b) MDCs have more resources (money and expertise) than LDCs, so it can take preventative action

such as warning systems and evacuation. They can mobilise a wide range of rescue services; repair damage/deal with the after‐effects – and do so quickly.

10. (i) Delays in evacuating parts of the city. (ii) Lack of transport, especially for those who relied on the public transport system.



3.7 El Niño, pages 90–91 1. (a) Fisherman off the coast of Peru and Ecuador. (b) 200 years ago. (c) Warmer waters and greatly reduced catches. (d) Every 3–7 years (e) It usually happened around Christmas – El Niño is Spanish for Christ child/boy child. 2. It is very wet in the east Pacific – for example, South America.

There is low pressure in the Western Pacific. Water levels in the west Pacific are higher than in the east.

Winds blow from east to west across the Pacific. Rain is common in Australia. 3. (a) Because it completely changes weather patterns from one extreme to another, i.e. upsets the

normal balance. (b) El Niño Southern Oscillation. 4. (a) A (b) B (c) Global climate change, because the number of El Niño events has increased since the mid‐1980s.

At the same time, there has been a steady rise in global temperatures. 5. A range of possible additional answers including:

• Australia: forest fires, dust storms, damage to coral reefs.

• North America: warmer in the east – but can be colder and wetter in California.

• South America: warmer and wetter in spring; colder waters in the Pacific; extra springtime rain in the east (Brazil and Argentina); snow in normally arid areas (Bolivia and Peru).

6. (a) A number to choose from, but may include: • A record 2400mm of rain fell in one month in Peru and Ecuador.

• Large numbers of marine wildlife died.

• More hurricanes, including one off‐track in Hawaii.

• Driest ‘wet season’ ever in Northern Australia.

(b) Falling sea levels resulted in damage to coral reefs around Western Pacific islands. Eastern USA had the warmest winter ever recorded. Australia and Southern Africa experienced severe drought. A record 2400mm of rain fell in one month in Ecuador and Peru. Western USA suffered heavy flooding and storms. In the Eastern Pacific region, there were livestock deaths and crop failure.



3.8 Flooding in the Netherlands, pages 92–93 1. (a) The climate is temperate – not extreme in terms of either temperature or precipitation. (b) (i) Coastal flooding because of low lying land at or below sea level. (ii) Inland flooding from several major European rivers which enter the sea via the Netherlands. 2. (a) It forms a funnel shape, gradually narrowing from north to south, so storm surges are made

worse as there is less room for the water to spread out and so it is pushed upwards. (b) The coastline on both sides of the southern North Sea is low‐lying/flat. 3. (a) (i) A major storm developed from a depression in the north west, south of Iceland, and moved

south east down the North Sea. (ii) This coincided with the high spring tide. (b) 30 January 1953 4. See table:

Number

2550 deaths

5000 buildings destroyed

50 000 buildings damaged

100 000 people evacuated

10% farmland flooded

30 000 livestock lost

5. (a) The dykes in Zeeland and Zuid Holland were not built to cope with such high levels of water.

Waves were 5 metres higher than usual The storm lasted for 20 hours.

(b) A range of answers – location detail may depend on students’ own knowledge. An atlas may be useful.

6. Improved sea defences to minimise flooding and flood damage. Better warning systems and forecasts set in place to save lives.



7. • Repair work has been carried out on the dykes.

• The defences were inadequate, so the government instigated the Delta Plan to close off many tidal inlets, shortened the coastline and built storm barriers.

EXTENSION WORK STUDENT CHOICE/RESEARCH.



3.9 World climates, pages 96–97 1. (i) Weather is the state of the atmosphere in any place at any time. (ii) Climate is the average weather of an area over a long period of time. 2. C Mediterranean C desert Arctic temperature C tropical C continental C temperate C polar C maritime Antarctic humid forest 3. (a) STUDENT CHOICE/OPEN ANSWERS. (b) Need to explain that weather is variable and can change from day to day, whilst the climate is

the average weather, so a more reliable indicator of what the weather would usually be like. 4. Climate is the average weather for an area over 25–30 years – weather is local and changeable. 5. (i) Polar:

is around the extreme north and south (poles) at high latitudes beyond the Arctic and Antarctic Circles. The Antarctic (south) is a large single continent. The Arctic is mainly ocean, with the extreme north of surrounding land masses classed as polar, e.g. Greenland, Siberia, Northern Scandinavia.

(ii) Semi‐arid: One of two climate types classed as dry, mainly surrounding the other type – (hot desert), e.g. Australia, Southern USA/Mexico; Southern Africa and around the Sahara desert; Central Asia, mostly on the west side of continents.

6. • The Equator is a line of latitude.

• The hottest climates are found in low latitudes.

• The coldest climates are found in high latitudes.

• Different climates are found in bands roughly parallel to the Equator.



7. Photo matches are in column 2. Descriptions in the last column may vary

Climate type Photo Photo description

A. Tropical 2 Student choice, e.g.

Lush and green – large palm tree

fronds.

Dense vegetation.

Moist/wet

B. Dry 4 Student choice, e.g.

Steep, bare rocky outcrops.

Dry, sandy soil.

Very little vegetation – some clumps of

grass small bushes.

Bright blue sky, no clouds.

C. Maritime 5 Student choice, e.g.

Small river.

Cattle grazing grass along

embankment.

Green fields.

Cloudy sky.

D. Continental 3 Heavy snow falling – very cold.

Snow on the ground.

People dressed in warm clothes –

coats,

hats and gloves.

E. Polar 1 Student choice, e.g.

Snow and ice.

Cold/freezing but blue sky/sun (and

clouds).

Icebergs.

No vegetation.

EXTENSION WORK STUDENT RESEARCH.



3.10 Climate graphs, pages 98–99 1. (a) The highest temperature is 17°C in the month of July.

The lowest temperature is –8°C in January. The temperature range is 25°C. It is warmest from April to September and coldest from October to March. The wettest month is July with 80 mm of precipitation. The driest month is February with 20 mm of precipitation. The total precipitation for the year is 550 mm. There is more precipitation from May to October than from to November to April.

(b) TRUE The warmest months are also the wettest. FALSE Summers are warm and dry. TRUE It is below freezing but mainly dry during the winter months. TRUE There is a clear link between precipitation patterns and temperatures.

2. (a) Northern hemisphere. (b) November to February. 3. Yes: it has very cold winters and warm summers – extremes of temperature (large range). 4.

5. OWN ANSWERS. 6. (a) Temperate maritime (like the Netherlands). (b) STUDENT ANSWER. 7. So that they can be easily compared, especially visually.



3.11 Case Study: weather and climate in the Netherlands, pages 100–101 1. The highest temperature is 18°C in the month of July. The lowest temperature is 3°C in January and February. The temperature range is 15°C. It is warmest from May to October and coldest from November to April. The wettest month is July with 80 mm of precipitation. The driest month is April with 40 mm of precipitation. The total precipitation for the year is 900 mm. There is a period of higher precipitation from September to December compared with January to August. NB The best answers will use the information above to write sentences/separate paragraphs about temperature, precipitation and any links between the two. 2. (i) Temperate: not extreme – moderate. (ii) Maritime: influenced by the sea. 3. (a) Altitude, latitude and distance from the sea.

The Gulf Stream is a warm ocean current which brings higher temperatures than for places at similar latitudes. Prevailing/onshore winds come from the west – the Atlantic Ocean – so are usually moist and warm.

(b) Coastal areas have a smaller temperature range than places inland (differential heating rates for land and water).

4. Average temperatures are slightly higher (about 1 degree) in the south west compared to the north east. NB The best answers will include details about specific locations and data from the map (Figure 3). 5. TRUE Average precipitation per year is less than 1000 mm, which is fairly low. FALSE The highest amount falls in the south of the country. TRUE As you move east, totals tend to fall. TRUE Higher totals are found on higher land. 6. Climate change is likely to alter rainfall patterns in the region. Annual totals may remain similar to today’s, but rain could fall in much heavier downpours. Changes in global temperatures may also lead to a change in weather patterns, e.g. an increase in extreme events.

EXTENSION WORK STUDENT CHOICE/RESEARCH/OPEN ANSWERS.



3.12 World biomes, pages 102–103 1. • biome: large area with a unique set of interdependent flora and fauna.

• flora: plants.

• fauna: animals.

• ecosystem: small biome with a unique set of interdependent flora and fauna. 2. They are a combination of (living and non‐living) parts which interact and work together to form a unique whole. 3. Location answers may vary slightly from those in the table. Atlases required!

Biome General location plus named

countries and/or continents

Climate type(s)

m = main p = partial

Hot desert Many of the western edge of continents,

just outside the Tropics, for example:

west and central Australia

hot desert (m)

semi-arid/steppe (p)

Tundra In the Northern Hemisphere along the

Arctic Circle, for example:

North Canada

Greenland coast

North Russia and China

North Alaska

Tundra (m)

Steppe (p)

Mediterranean Around the south European, north African

and Middle Eastern coast of the

Mediterranean Sea

California, USA

Southern Chile

Mediterranean (m)

Hot desert (p)

4. Climate is a major factor in the range of flora and fauna which can survive in a region. Different species need different conditions in which to thrive, so major biomes with characteristic flora and fauna often match particular climate zones. 5. The number of different species of flora and fauna in an area.



6. (a) (i) The lowest biodiversity: hot deserts and polar regions. (ii) The highest biodiversity: rainforests. (b) Areas with extreme climates are often too cold/too hot or too dry/wet for most species to

survive. Areas with a good mix of moisture and warmth suit a far wider range of species. 7. Answers should include: more pressure on the land for people to live, work and farm on would lead to the destruction of natural habitats of many species, lowering biodiversity. 8. STUDENT CHOICE/OPEN ANSWERS.



3.13 The Earth’s changing climate, pages 104–105 1. Historical paintings, drawings and books (fiction and non‐fiction). 2. (a) Trees grow at different rates depending on the climate – so the distance between growth shown

by rings can show differences in climate from year to year. (b) Europe was warmer in the 10th and 13th centuries compared to the projected climate over the

next 500 years. 3. It is objective, it can be measured – compared to illustrations and writing which are often subjective and shows the artist’s or author’s impressions or ideas. 4. Volcanoes release vast amounts of ash and dust into the atmosphere, reflecting sunlight back into space and causing temperatures on Earth to drop. It moves around and can stay in the atmosphere for several years. 5. • Solar activity: The amount of energy the Earth receives from the Sun is not constant. It drops

slightly, approx. every 11 years, lowering global temperatures.

• Changes in the Earth’s orbit around the Sun: the Earth’s orbit around the Sun occasionally ‘wobbles’ – causing a drop in temperature (and sometimes precipitating an ice age) as it moves further away from its normal path (Milankovich Cycle).

• El Niño: Ocean currents can have a big effect on climate. In El Niño years, these change causing extreme or unusual weather patterns compared to normal.

6. (a) Producing energy from fossil fuels: releases large quantities of greenhouse gases which can lead

to the warming of the atmosphere and the Earth. (b) Deforestation: Trees absorb CO2 – they act as carbon sinks. If they are cut down, they cannot do

this so CO2 levels (and temperatures) rise. 7. NB Students should emphasise TREND – not just describe the graph. Main points include:

• The overall trend is of fluctuating temperature changes (–0.2 to +0.1) between 1860 and 1920, followed by a general increase of +0.2 to + 0.3 from 1920 to 1980 before a steady rise from +0.4 to +0.8 from 1980 to the present day.

• Overall the change has been about + 1°C. Students should use data (date and amount of temperature change) to show any anomalies/back up comments.



3.14 The Earth’s atmosphere and greenhouse gases, pages 106–107 1. Solar radiation provides us with the heat energy needed for life. 2. The trapping of some of the radiation from the Sun in the atmosphere as it tries to return back from the Earth. 3. (a) The build‐up of greenhouse gases in the atmosphere acts like the glass on a greenhouse,

absorbing heat then trapping it, preventing it from radiating back out from the Earth into space. (b)

4. 3 Radiation escapes from Earth back into space. 2 The heat warms up the Earth’s surface. 4 Greenhouse gases in the atmosphere trap some of the heat as it returns from Earth. 1 Radiation from the Sun passes through the Earth’s atmosphere. 5 As greenhouse gases increase, more heat is trapped. 5. A lot of methane is produced naturally by growing rice and decaying vegetation. Carbon dioxide is produced from burning fossil fuels and aerosols. Deforestation is a major source of carbon dioxide. X Ozone is a naturally occurring greenhouse gas. Carbon dioxide is the most powerful greenhouse gas. X Fridges and air conditioners were major sources of halocarbons. Nitrous oxide mixes with water vapour to form acid rain.



6. Temperatures would be between 20–30°C lower than they are without greenhouse gases. Without them, the Earth would be too cold to support most of the life we see today. 7. (a) It is the increasing rapidly, and already makes up 60% of greenhouse gases. (b) Factories/industry; burning fossil fuels; vehicle/aircraft emissions; burning forest/grassland. 8. The enhanced greenhouse effect is the trapping of more heat because of the increase in the emission of greenhouse gases, warming up the Earth . 9. The graph shows the changes in CO2 levels in parts per million from 400 years ago to the present day. 10. During the period from 400 to 50 years ago there has been a general pattern of increase to 300 ppm followed by a decrease to 200 ppm over periods of roughly 100 years. However, this has increased rapidly in the past 100 to 50 years, from just less than 200 ppm to over 400 ppm. This increase is thought to come from four main sources:

• Industrial processes/emissions

• Burning fossil fuels for energy

• Vehicle and aircraft emissions

• Deforestation and burning grassland. 11. (a) If the Earth continues to warm, ice and snow will melt and sea levels will rise, flooding vast areas

of land. (b) It is difficult to get all countries to agree to cut emissions, especially those who are industrialising

to improve their economies. Even if this was agreed, it could take up to 100 years before levels in the atmosphere started to fall.



3.15 The effects of climate change, pages 108–109 1. (i) The Earth’s temperatures today are an average 0.75°C higher than in 1900. (ii) Since the 1970s, warming has averaged 0.15°C every 10 years. (iii) The 10 warmest years have all occurred since 2000. 2. Higher temperatures cause warming of oceans, which in turn heats the air above it, providing conditions needed for tropical storms to form – and intensify into hurricanes 3.

More wildfires destroy forests The Alps and Himalayas

Mountain glaciers melt Middle East

Increase in hurricanes Southern Europe

Acidity in saltwater increases Arctic

Drought and water shortages Southern USA and Caribbean

Less rainfall – crops fail Antarctica

Rainforest replaced by savanna Pacific and Atlantic Oceans

Low lying land and islands

flooded

Amazon, Brazil

Polar bears die as ice melts Scandinavia and Northern

Canada

Ice shelves melt, krill die California (USA) and West

Australia

Permafrost melts releasing

methane

Bangladesh, Tuvalu and the

Maldives

4. Answers may include:

(i) Widespread coastal flooding, especially in countries like the Netherlands and Bangladesh plus islands like the Maldives disappearing underwater.

(ii) The migration of millions of homeless people from flooded areas. (iii) Loss of habitat for many plant and animal species e.g. polar bears. 5. (i) Crops which need higher temperature, e.g. tropical fruits, could be grown. (ii) Large areas would become ice free, releasing land for farming. (iii) Melting ice would open up new, year‐round shipping routes where once ice blocked the way.



6. STUDENT CHOICE – answers could include: Benefits:

• Different crops could be grown because of warmer weather.

• Longer growing seasons. Disadvantages:

• Rainfall may increase, or patterns could change with the same amount but in heavier showers.

• Rising sea levels will mean more expenses in strengthening and maintaining sea defences to prevent flooding.

EXTENSION WORK STUDENT CHOICE/OPEN ANSWERS.



3.16 Managing climate change, pages 110–111 1. Natural causes:

• Solar activity

• Sun’s orbit

• Ocean currents

• Volcanic eruptions Human causes:

• Industrial emissions

• Deforestation

• Burning fossil fuels for energy

• Vehicle/aircraft exhaust emissions 2. Global temperatures are rising, leading to the melting of ice and snow and the threat of flooding from rising sea levels. Higher temperatures could cause crop failure and a lack of food in some regions. 3.

Action: Description Example

Mitigation Taking action on the causes of

climate change.

Reducing greenhouse gas

emissions.

Adaption Taking action to cope with the

effects of climate change.

Building stronger and higher flood

defences.

4. (i) It was the first meeting of all the world’s countries to discuss environmental issues, e.g. climate

change. (ii) It introduced a range of policies to help protect the environment and its resources. (iii) It led to the creation of the United Nations IPCC (International Panel on Climate Change). (iv) The IPCC is now the leading world organisation monitoring and predicting climate change. 5. To set targets for cutting greenhouse gas emissions. 6. Targets were set far too low – to limit temperature changes to just 2oC many estimate that greenhouse gas emissions should be cut by 40% by 2020 and 80% by 2050.



7. (i) Countries can ‘buy’ carbon credits from others who are not using their full quota. (ii) Each country has a set carbon emission quota. (iii) Forests act as carbon sinks, and can be used to offset carbon gas emissions (save on

credits/quotas). 8. STUDENT CHOICE/OPEN ANSWERS. 9. STUDENT CHOICE/OPEN ANSWERS.

chapter 3: weather and climate - pearson global...

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