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Glencoe Science

Chapter Resources

Atmosphere

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Georg Gerster/Photo Researchers; Section Focus Transparency 2: JaySyverson/CORBIS; Section Focus Transparency 3: Barry C. Bishop/NGS Image Collection; TeachingTransparency: Larry Fisher/Masterfile

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theAtmosphere program. Any other reproduction, for use or sale, is prohibited with-out prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-866952-9

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Atmosphere 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Determining If Air Has Mass. . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling Heat Transfer. . . . . . . . . . . . . . . . . . 4Lab: Evaluating Sunscreens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own The Heat Is On.. . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Air Volume and Pressure. . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Temperature of the Air. . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 13

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 15Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 19Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 40Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

2 Atmosphere

Hands-OnActivities

Hands-On Activities

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Atmosphere 3

Name Date Class

Determining If Air Has Mass

Analysis1. What change occurs in the mass of the ball when it is inflated?

2. Infer from your data whether air has mass.

Hand

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Procedure1. On a pan balance, find the mass of an inflatable ball that is

completely deflated.

2. Hypothesize about the change in the mass of the ball when it is inflated.

3. Inflate the ball to its maximum recommended inflation pressure.

4. Determine the mass of the fully inflated ball.

Mass of Ball WhenCompletely Deflated

Predicted Mass of Ball When Fully Inflated

Actual Mass of Ball When Fully Inflated

4 Atmosphere

Name Date Class

Modeling Heat Transfer

Hands-On Activities

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Procedure1. Cover the outside of an empty soup can with black construction paper.

2. Fill the can with cold water and feel it with your fingers.

3. Place the can in sunlight for 1 h, then pour the water over your fingers.

Analysis1. Does the water in the can feel warmer or cooler after placing the can in sunlight?

2. What types of heat transfer did you model?

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Atmosphere 5

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why are terms like “sunblock” and “waterproof” misleading?

2. Why is it important to calculate the cost per milliliter of each brand of sunscreen?

Without protection, sun exposure can damage your health. Sunscreens pro-tect your skin from UV radiation. In this lab, you will draw inferences usingdifferent sunscreen labels.

Real-World QuestionHow effective are various brands ofsunscreens?

Materialsvariety of sunscreens of different brand names

Goals■ Draw inferences based on labels on sun-

screen brands.■ Compare the effectiveness of different sun-

screen brands for protection against the Sun.■ Compare the cost of several sunscreen brands.

Safety Precautions

Procedure1. The Sun Protection Factor (SPF) tells you

how long the sunscreen will protect you. Forexample, an SPF of 4 allows you to stay inthe Sun four times longer than if you didnot use sunscreen. Record the SPF of eachsunscreen on the data table below.

2. Calculate the cost per milliliter of eachsunscreen brand.

3. Government guidelines say that terms likesunblock and waterproof are misleadingbecause sunscreens can’t block the Sun’srays, and they do wash off in water. Listmisleading terms in the data table for eachbrand.

Hand

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Data and Observations

Misleading TermsBrand Name SPF Cost per Milliliter

1.

2.

3.

4.

Evaluating Sunscreens

6 Atmosphere

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Name Date Class

Conclude and Apply1. Explain why you need to use sunscreen.

2. Evaluate A minimum of SPF 15 is considered adequate protection for a sunscreen. An SPFgreater than 30 is considered by government guidelines to be misleading because sunscreenswash or wear off. Evaluate the SPF of each sunscreen brand.

3. Discuss Considering the cost and effectiveness of all the sunscreen brands, discuss whichbrand you consider to be the best buy.

Hands-On Activities

Communicating Your Data

Create a poster on the proper use of sunscreens, and provide guidelines for selecting thesafest product.

(continued)

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Atmosphere 7

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What does the safety symbol shaped like an oven mitt mean?

2. What two substances will you be comparing?

Sometimes, a plunge in a pool or lake on a hot summer day feels cool andrefreshing. Why does the beach sand get so hot when the water remains cool?A few hours later, the water feels warmer than the land does.

Real-World QuestionHow do soil and water compare in their abilitiesto absorb and emit heat?

Form a HypothesisForm a hypothesis about how soil and watercompare in their abilities to absorb and releaseheat. Write another hypothesis about how airtemperatures above soil and above water differduring the day and night.

Safety Precautions

WARNING: Be careful when handling the hotoverhead light. Do not let the light or its cordmake contact with water.

Possible Materialsring stand clear-plastic boxes (2)soil overhead light with reflectormetric ruler thermometers (4)water colored pencils (4)masking tape

Goals■ Design an experiment to compare heat

absorption and release for soil and water.■ Observe how heat release affects the air

above soil and above water.

Test Your Hypothesis

Make a Plan1. As a group, agree upon and write your

hypothesis.2. List the steps that you need to take to test

your hypothesis. Include in your plan adescription of how you will use yourequipment to compare heat absorption andrelease for water and soil.

3. Design a data table in your Science Journalfor both parts of your experiment—whenthe light is on and energy can be absorbedand when the light is off and energy isreleased to the environment.

Follow Your Plan1. Make sure your teacher approves your plan

and your data table before you start.2. Carry out the experiment as planned.3. During the experiment, record your

observations and complete the data table inyour Science Journal.

4. Include the temperatures of the soil andthe water in your measurements. Also compare heat release for water and soil.Include the temperatures of the air imme-diately above both of the substances. Allow15 min for each test.

Hand

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Design Your Own

The Heat Is On

8 Atmosphere

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Name Date Class

Hands-On Activities

Communicating Your Data

Analyze your Data1. Use your colored pencils and the information in your data tables to make line graphs. Show

the rate of temperature increase for soil and water. Graph the rate of temperature decrease forsoil and water after you turn the light off.

2. Analyze your graphs. When the light was on, which heated up faster—the soil or the water?

3. Compare how fast the air temperature over the water changed with how fast the temperatureover the land changed after the light was turned off.

Conclude and Apply1. Were your hypotheses supported or not? Explain.

2. Infer from your graphs which cooled faster—the water or the soil.

3. Compare the temperatures of the air above the water and above the soil 15 minutes after thelight was turned off. How do water and soil compare in their abilities to absorb and release heat?

Make a poster showing the steps you followed for your experiment. Include graphs of your data. Display your poster in the classroom.

(continued)

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Atmosphere 9

Name Date Class

Air Volume and Pressure

You can’t always see the air in Earth’s atmosphere, but air is real. Like any other form of matter,air has definite physical properties. As you work through this activity, you will observe two of theproperties of air—volume and pressure.

StrategyYou will demonstrate that air has volume (occupies space).You will demonstrate that air exerts pressure.

Materials

LaboratoryActivity11

Hand

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Procedure1. Put 250 ml of water in the beaker.2. Insert the hose of the bicycle pump so it is

below the surface of the water.3. To demonstrate that air occupies space,

pump air into the water. Record yourobservations. Remove the pump hose.

4. To demonstrate that air exerts pressure,place the air mattress on the floor. Press themattress flat to be sure it contains very lit-tle air. Feel the floor through the mattress.

5. Measure in centimeters the length, width,and thickness of the air mattress. Recordyour measurements in Table 1.

6. Inflate the mattress using the bicycle pump.Measure and record the dimensions of themattress again.

7. Push down with your hand on one area ofthe inflated air mattress. Note how thedimensions of the area you are pushing onchange. How does the part of the mattresssurrounding your hands change?

water bicycle pump meterstickbeaker (500-ml) air mattress


Observations:1. Air pumped into beaker:

2. Pushing down on mattress:

Table 1

BeforepumpingAir mattress

Afterpumping

1. Length (cm)

2. Width (cm)

3. Thickness (cm)

10 Atmosphere

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Laboratory Activity 1 (continued)

Name Date Class

Questions and Conclusions1. What happened in the beaker of water when you pumped air into it?

2. What property of air does this demonstrate?

3. Calculate the volume of air in the air mattress. Show your work below. If you need more room,use the back of this page.

Hands-On Activities

4. What happened to the thickness of the air mattress in the area where you pushed on it?

5. What happened to the area of the air mattress surrounding the area you pushed? What property of air does this show?

6. Does air exert pressure? Defend your answer.

Strategy Check

Can you demonstrate that air has volume?

Can you demonstrate that air exerts pressure?

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Atmosphere 11

Name Date Class

Temperature of the AirLaboratoryActivity22

Hand

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Air temperature is an important factor in the scientific study of weather. Air temperature affectsair pressure and, thus, the type of weather that may occur. Differences in air temperature alsocause winds. By studying the air temperature and weather at different times during the day, youmay be able to predict how the air temperature will affect local weather.

StrategyYou will measure air temperature at different times during the day.You will measure air temperature at the same location each time.You will graph your results and compare your graph with those of your classmates.

Materials Celsius thermometer (metal backed)graph paper

Procedure1. Select an outdoor site for taking air

temperature readings. Make sure the site isan open shaded area.

2. Record the air temperature at this site threetimes each day for a week. Be careful toread the thermometer at the same timeseach day. Record data in Table 1.

3. Record additional weather factors, such ascloud cover, precipitation, and winds.


Table 1

1.

2.

3.

Date Time Temp (˚C) Other

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.

12 Atmosphere

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Laboratory Activity 2 (continued)

Name Date Class

Graph your data showing temperature and time. Graph temperature on the vertical axis and timeon the horizontal axis.

Hands-On Activities

Questions and Conclusions1. Why did you take your air temperature readings in the shade instead of the Sun?

2. Describe any patterns in your air temperature graph.

3. Do these patterns agree with patterns observed by your classmates? Explain.

4. How can you explain the patterns in terms of solar energy absorbed by the land?

Strategy Check

Can you measure air temperature?

Can you collect data for a week?

Can you graph your data?

Tem

pera

ture

Time

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Atmosphere 13

Atmosphere

Directions: Use this page to label your Foldable at the beginning of the chapter.

Earth’s AtmosphereTroposphere

Stratosphere

Mesosphere

Thermosphere

Exosphere

The lowest of Earth’s layers, it’s where I live.

This protective layer above the troposphere containsozone.

This layer extends from the stratosphere to about 85 km above Earth.

Within this layer and the mesosphere lies theionosphere, which allows radio waves to travel fardistances.

You’ll find the space shuttle in this outermost layer.

Name Date Class

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14 Atmosphere

Meeting IndividualNeeds

Meeting Individual Needs

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Atmosphere 15

OverviewAtmosphere

Directions: Complete the concept map using the terms in the list below.

weather exosphere coldest air temperature ionosphere stratosphere

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Directed Reading for

Content Mastery

arethe

The layersof the

atmosphere

1.

4.

2.

3.

which is theregion of

which alsocontains the

whichcontains the

whichhas the

thermosphere

troposphere

mesosphere

ozone layer

space travel

in which 5. ____________occurs

16 Atmosphere

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Name Date Class

Section 1 ■ Earth’s Atmosphere

Section 2 ■ Energy Transfer in the Atmosphere

Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.

1. The layer of atmosphere that we live in is the oreeshroppt.

2. The most common gas in our atmosphere is gnoetrin.

3. The layer of atmosphere that contains the ozone layer is the rattsoreephs.

4. Harmful energy that comes from the sun is travelutoil triadiona.

5. Chemical compounds that pollute the atmosphere are frochrabonlorolucos.

6. Energy is transferred when molecules bump into one another in notonducci.

7. A cycle in which air is warmed, warm air rises, air is cooled, and cooled air sinksis a nocitecnov centurr.

8. All the water on Earth’s surface is called the dropshyere.

9. The process of water vapor changing to a liquid is called cannedsitnoo.

10. When water changes from a liquid to a gas, it asprotavee.



Content Mastery

Directions: Match each cause with the correct effect. Write the letter of the effect in the blank before the cause.

Cause

3. The equator receives more of the Sun’s energy.

4. Warm air is less dense than cold air.

5. The poles receive less of the Sun’s energy.

6. Cold air is more dense than warm air.

7. Warm air molecules are farther apart.

8. Earth rotates.

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Name Date Class

Atmosphere 17

Section 3 ■ Air Movement

Directions: Identify the illustrations below as showing a sea breeze or land breeze.

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Effect

a. Cold air sinks.

b. Air near the equator iswarmer.

c. The Coriolis effect exists.

d. Warm air rises.

e. Warm air is less dense.

f. Air near the poles iscolder.

Cool air

Warm air

Cool air

Warm air

1. 2.


Content Mastery

18 Atmosphere

Name Date Class


Name Date Class

Directions: Use the terms to complete the puzzle below. The letters in the dark, vertical box will spell a familiar term.

Coriolis effect troposphere sea breeze

ionosphere ozone layer jet stream radiation

land breeze condensation hydrosphere

Key Terms Atmosphere

1. Part of atmosphere that protects Earth from harmful radiation

2. The transfer of energy that occurs when molecules bump into one another

3. Narrow belt of strong wind at high altitude

4. All the water on Earth’s surface

5. The process of water vapor changing to a liquid

6. Layer of atmosphere closest to Earth’s surface

7. A layer of charged particles above Earth

8. Constant movement of water between the atmosphere and Earth’s surface.

9. Shifts the direction of free moving fluids such as air and water

10. A local wind system created during the day

9

8

10

7

6

5

4

2

11

3


Content Mastery

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Nombre Fecha Clase

La atmósfera 19

SinopsisLa atmósfera

Instrucciones: Completa el mapa de conceptual usando los siguientes términos.

tiempo exosfera temperatura del aire más fría ionosfera estratosfera

Lectura dirigida para

Dominio del contenidio

sonla

1.

4.

2.

3.

que es laregión de

la cualtambiéncontiene

la cual contiene la

la cualtiene

termosfera

troposfera

mesossfera

capa deozono

viajes espaciales

en dondeocurre el(la)

5. ____________Sa

tisfa

ce la

s nec

esid

ades

indi

vidu

ales

Las capasde la

atmosfera

20 La atmósfera

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Nombre Fecha Clase

Sección 1 ■ La atmósferaterrestre

Sección 2 ■ Transferencia deenergía en laatmósfera

Instrucciones: Descifra las letras de los términos en bastardilla para completar las oraciones. Escribe los térmi-nos en las líneas dadas.

1. La capa de la atmósfera en donde vivimos es la fraeoprtos.

2. El gas más común en la atmósfera es el goinrtóen.

3. La capa de la atmósfera que contiene la capa de ozono es la featarseotsr.

4. La energía dañina proveniente del Sol es el(la) canióardi vulratoitela.

5. Algunos de los compuestos químicos que contaminan la atmósfera son los cursoarhordib.

6. En la cindónucoc, la energía se transfiere cuando las moléculas chocan unas conotras.

7. El ciclo en el cual el aire se calienta, se eleva, luego se enfría y el aire frío sehunde es un(a) riercteno de vceccónoin.

8. Toda el agua de la superficie de la Tierra se conoce como la fraehodris.

9. El proceso por el cual el vapor de agua cambia a líquido se llama dacóisconen.

10. Cuando el agua cambia de líquido a gas, el agua se praovea.



Satisface las necesidades individuales

Instrucciones: Coordina cada causa con su efecto. Escribe la letra del efecto en el espacio en blanco.

Causa

3. El ecuador recibe la mayor cantidad de energía solar.

4. El aire cálido es menos denso que el aire frío.

5. Los polos reciben la menor cantidad de energía del Sol.

6. El aire frío es más denso que el aire cálido.

7. Las moléculas de aire cálido están más separadas.

8. La Tierra rota.

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Nombre Fecha Clase

La atmósfera 21

Sección 3 ■ Movimientodel aire

Instrucciones: Identifica las ilustraciones que muestran la brisa marina o la brisa terrestre.

Efecto

a. El aire frío se hunde.

b. El aire cerca del ecuador esmás cálido.

c. Ocurre el efecto de Coriolis.

d. El aire cálido asciende.

e. El aire cálido es menosdenso.

f. El aire cerca de los polos esmás frío.

Aire frío

Aire cálido

Aire frío

Aire cálido

1. 2.



Satis

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las n

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idad

es in

divi

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es

22 La atmósfera

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Nombre Fecha Clase

Instrucciones: Usa los siguientes términos para completar el crucigrama. Las letras de la caja oscura vertical tedarán un término conocido.

efecto Coriolis troposfera brisa marina

ionosfera capa de ozono corriente de chorro conduccion

ciclo del agua condensacion hidrosfera

Términos clavesLa atmósfera

1. Transferencia de energía cuando las moléculas chocan unas con otras

2. Parte de la atmósfera que protege a la Tierra de la radiación dañina

3. Cambio en la dirección del movimiento libre de fluidos como el aire y el agua

4. Sistema de viento local que se forma durante el día

5. Proceso por el cual el vapor de agua cambia a sólido

6. Todas las aguas de la superficie de la Tierra

7. Capa de la atmósfera que está más cerca de la superficie terrestre

8. Capa atmosférica de partículas con carga eléctrica

9. Banda estrecha de vientos fuertes a gran altitud

10. Movimiento constante del agua entre la atmósfera y la superficie de la Tierra.



Satisface las necesidades individuales

5

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Name Date Class

Atmosphere 23

Directions: Answer the following questions on the lines provided.1. Which atmosphere layer contains electrically charged particles that reflect radio waves?

2. In which atmosphere layer(s) does the temperature increase as altitude increases?

3. In which atmosphere layer(s) does the temperature decrease as altitude increases?

Directions: Use the chart to answer questions 4–7.

Earth’s Atmosphere

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Reinforcement11

4. What information does the chart show?

5. A, B, and C represent three different gases. What is A?

How do you know?

6. What is B?

How do you know?

7. What is C?

How do you know?

A

B

Argon

Carbon dioxide

C

Neon

Gas

0.03

Percent by volume

Helium

Methane

Krypton

Xeron

Hydrogen

Ozone

Gas

trace

trace

trace

trace

trace

trace

Percent by volume

78.09

20.95

0.93

0.0 to 4.0

trace

24 Atmosphere

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Energy Transfer in theAtmosphere

Directions: Answer the following questions on the lines provided using information from the graph.

1. Why doesn’t all radiation directed at Earth

reach the surface?

2. What percent of radiation is lost before reaching Earth’s surface?

3. What percent of radiation is lost after reaching Earth’s surface?

4. What factors in the atmosphere seem to have the greatest effect on the amount of radiation receivedfrom the Sun?

Directions: Complete the chart using the correct terms and phrases from the chapter. Then answer the following

questions on the lines provided.

Reinforcement22


8. If you put a frying pan on a burner on a stove and turn the burner on, the bottom of the frying pan gets hot. What type of heat transfer has occurred?

9. When you get in a closed car on a sunny day and the temperature inside is much warmer thanoutside, what type of heat transfer has taken place?

10. In some home heating systems, warm air is blown by a furnace fan into one side of a room.On the other side of the room cold air sinks to the floor. What type of heat transfer is this?

Absorbed by cloudsand atmosphere

Absorbed byEarth's surface Reflected by Earth's

surface

5%

50%

25%

20%

What happens to radiation comingto Earth from the sun?

Scattered by cloudsand air

5. Radiation

6. Conduction

7. Convection

Types of heat transfer How they are produced

produced by

produced by

produced by

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Atmosphere 25

Directions: Write the term that matches each description below in the spaces provided. Unscramble the lettersin the boxes to write a phrase related to the lesson. Use your textbook as a reference.

1. Caused by the uneven heating of Earth and its atmosphere

___ ___ ___

2. Imaginary line around the middle of Earth

___ ___ ___ ___ ___ ___

3. Windless zone at the equator which sailing vessels try to avoid

___ ___ ___ ___ ___ ___ ___

4. Winds generally responsible for the movement of weather across the United States and Canada

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

5. Winds that provide a dependable route for trade

___ ___ ___ ___ ___ ___ ___ ___ ___

6. Cool breezes during the day caused by differences in heating and cooling rates of land and water

___ ___ ___ ___ ___ ___ ___ ___ ___

7. Narrow belts of strong winds at high altitudes which blow near the top of the troposphere

___ ___ ___ ___ ___ ___ ___ ___ ___

8. Cool breezes at night caused by differences in heating and cooling rates of land and water

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

9. Heat from the Sun

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

10. The deflection of air masses resulting from Earth’s eastward rotation

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

11. Winds that blow from the North and South Poles

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

12. The phrase is:

Air Movement

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26 Atmosphere

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Observing the Effects ofAir Pressure

Temperature affects the density of air. The following experiment demonstrates the power of airpressure.

Materials glass bottlesheet of paperlong match or paper drinking straw and matchhard-boiled egg, peeled

Procedure1. Be sure that the opening at the top of the glass bottle is slightly smaller than the diameter of

the egg.

2. Crumple the sheet of paper into a ball and drop it into the bottle.

3. Light the end of the paper drinking straw or the long match. Use to ignite the paper in the bottle. Be careful!

4. Immediately after the paper burns out, set the peeled hard-boiled egg over the opening at thetop of the bottle with the pointed end of the egg down.

Analyze1. What happened to the egg?

2. What caused the egg to do this?

Conclude and Apply3. How can you get the egg out?

Enrichment11


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Atmosphere 27

Determining TemperatureChange

Materials

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small, dark-colored block of wood coffee mugthermometer ice cubeswater room heater or registerelectric teapot or teapot and hot plate clock or watch

Procedure1. Place the wooden block in direct sunlight

and record its surface temperature.2. Measure and record the temperature of the

block after two hours in the sun.3. Heat water in the teapot and pour it into

the mug. Record the temperature of thewater.

4. Place two ice cubes in the water. After 10minutes, measure and record the tempera-ture of the water.

5. Record the temperature of the air as shownon the thermostat.

6. Ask an adult to turn up the thermostat.7. Stand near the room heater or register, then

stand near the cold-air return. Record yourobservations.

8. After 20 minutes, again record the temper-ature shown on the thermostat.

Analyze and Conclude1. What happened to the wood block?

2. What type of heat transfer caused what you noticed?

3. What happened to the temperature of the water when ice cubes were added?

4. Explain the method of heat transfer demonstrated by the ice in the water.

5. Explain what happened in the room when the thermostat was turned up.

6. Which method of heat transfer is demonstrated by the heating of the room?

28 Atmosphere

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Thermals

Convection is responsible not only for majorwind systems that affect the entire Earth butalso for small-scale air movements that affectonly a small part of Earth’s surface. Land andsea breezes are an example of small-scale airmovements, or local winds. These small-scalemovements are the result of differences in temperature over land and sea.

Small Scale MovementThermals are another type of small-scale

movement. Thermals develop over only a fewhundred square meters of land and last lessthan an hour. The formation of thermals isillustrated in the pictures below.

Figure 1 shows the thermal beginning as arising column of air at Earth’s surface.In Figure 2, a cap develops at the top.Eventually, the cap breaks off and increasesin size as it continues to be forced upward(Figures 3 and 4). At higher altitudes, thethermal develops a “donut shape” before itdissipates in the cooler air (Figure 5).

Thermals may develop where Earth’s surface is warm and the overlying air is cool.This may occur anywhere on Earth. Theamount of heating at the surface varies,depending upon the amount of solar radiation absorbed by that part of Earth’s surface.

Enrichment33


1. Thermals occur as a result of hot and cold air movements: ____________________ air rises

and ____________________ air sinks.

2. What eventually causes a thermal to dissipate?

3. Vultures and hawks sometimes “glide the thermals.” What do you think this means? Why do

you think they do it?

Figure 1 Figure 2

Figure 4 Figure 5

Figure 3

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Atmosphere 29

Atmosphere

Section 1 Earth’s AtmosphereA. ____________________—thin layer of air that protects the Earth’s surface from extreme

temperatures and harmful Sun rays

B. Atmospheric makeup—mixture of gases, ________________, and liquids1. Early atmosphere was much different than today.

a. Volcanoes produced nitrogen and carbon dioxide, but little ________________.

b. More than 2 billion years ago __________________________ began producing oxygen.

c. Eventually oxygen formed an _______________ layer that protected Earth from harmful rays.

d. _______________ plants and diverse life forms developed.

2. Atmospheric _______________ include nitrogen (78%), oxygen (21%), carbon dioxide,water vapor, and argon.a. Atmosphere is changing with the introduction of pollutants: increasing human energy

use is increasing the amount of _____________________.

b. Pollutants mix with oxygen and other chemicals to form _________________.

3. _________________ include dust, salt, and pollen.

4. _________________ include water droplets and droplets from volcanoes.

C. ______________ main layers of the atmosphere

1. _______________ layers

a. Lowest layer, where humans live, is the _____________________, which extends about10 km up, and contains most of the water vapor and gases.

b. Extending from 10 km to 50 km above Earth, the ______________________ containsozone.

2. _______________ layers

a. ____________________ extends from 50 km to 85 km and is the layer in which meteors are visible.

b. Thickest part of atmosphere is from 85 km to 500 km and is called the

______________________ for its high temperatures.c. Within the mesosphere and thermosphere is a layer of charged particles called the

_____________________ that can help carry radio waves.

d. ___________________—outer layer of atmosphere in which the space shuttle flies; hasvery few molecules

D. ______________________________—molecules closer to the surface are more denselypacked (at higher pressure) than those higher in the atmosphere because of the mass of gasespressing down from higher in the atmosphere.

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30 Atmosphere

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E. _____________________ in atmospheric layers

1. The troposphere is warmed primarily by the Earth’s surface; temperature

___________________ as altitude increases in this layer.

2. Temperatures __________________ as altitude increases in the stratosphere, particularlythe upper portion because ozone absorbs energy from the Sun.

3. Temperatures __________________ with altitude in the mesosphere.

4. Thermosphere and exosphere are the first to receive the Sun’s rays, so they are

very _______________

F. _____________________—about 19 km to 48 km above Earth in the stratosphere, this layer of3-atom oxygen molecules (O3)protects the Earth from the Sun’s harmful ultraviolet radiation

1. Life on Earth, as we know it, _________________ on it.

2. Pollutants called _____________________________ (CFCs) are destroying the ozone layer.

a. CFCs are used in _______________________, air conditioners, aerosol sprays, and foam packaging.

b. If these products develop a leak, CFCs can enter the ____________________.

3. The ozone layer has a large hole over ____________________.

Section 2 Energy Transfer in the AtmosphereA. Some energy from the Sun is reflected back into _______________, some is absorbed by the

____________________, and some is absorbed by ______________ and water on Earth’s surface.

B. ______________—energy that flows from an object with a higher temperature to one with alower temperature

1. ___________________—energy transferred in rays or waves

2. ____________________—transfer of energy when molecules bump into each other through contact

3. ____________________—transfer of heat by the flow of a material

a. Molecules move closer together, making the air more dense, and air

____________________ rises.

b. Cold air _______________, pushing up warm air, which then cools and sinks, pushingup more warm air.

C. The _______________ cycle—water moves back and forth between Earth’s atmosphere and surface

1. Energy from the Sun causes water to ___________________ from the hydrosphere,and rise as vapor.


Note-taking Worksheet (continued)

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Atmosphere 31

2. Water vapor in the atmosphere can cool and return to liquid form

through _______________________

a. When water vapor condenses, clouds of tiny water __________________ may form.

b. Water droplets collide to form larger _______________.

3. As water drops grow, they fall back to Earth as _______________________.

D. Earth’s atmosphere is unique—it holds just the right amount of the Sun’s ________________ to support life.

Section 3 Air Movement

A. ______________ is the movement of air from an area of high pressure to an area of lower pressure.

1. Different areas of Earth receive different amounts of the Sun’s ___________________.

a. The equator’s warm air, being less dense, is pushed upward by denser, ______________ air.

b. The pole’s cold air, being more ______________, sinks and moves along Earth’s surface.

2. The _________________________—rotation of the Earth causes moving air and water toshift to the right north of the equator and left south of the equator

B. Global winds—wind patterns, caused by convection currents combined with the Coriolis

effect, affect the world’s _________________

1. Near the equator, very little wind and daily rain patterns called the __________________

2. Surface winds

a. Between the equator and 30° latitude (north and south) are steady __________________,blowing to the west.

b. Between 30° and 60° latitude (north and south) the _______________________________blow to the east, in the opposite direction of the trade winds.

c. __________________________ blow from northeast to southwest near the north poleand from southeast to northwest near the south pole.

3. Upper troposphere—narrow belts of strong winds called ______________________

a. Jet stream moves ________________ in the winter.

b. Moves ________________ systems across the country

C. Local wind systems—affect _______________ weather

1. _____________________—a convection current blows wind from the cooler sea towardwarmer land during the day

2. _____________________—at night, air moves off the land toward the water as the landcools more rapidly than the water

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32 Atmosphere

Assessment

Assessment

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Atmosphere 33

Chapter Review

Atmosphere

Part A. Vocabulary ReviewDirections: Complete the following sentences using the correct terms.

1. The lowest layer of the atmosphere is the ___________________________; it contains cloudsand smog.

2. An oxygen form present in the ___________________________ filters ultraviolet radiation from the sun.

3. Heat transfer that occurs when molecules come in contact with one another

is ___________________________.

4. Winds blowing from the northeast to the southwest near the North Pole are known

as ___________________________.

5. Air masses moving in the northern hemisphere are turned westward from their original

paths in the ___________________________.

6. A windless zone at Earth’s equator where air rises almost straight up is called

the ___________________________.

7. The ___________________________ reflects radio waves at night.

8. Cool, dense air near the sea moves inland toward warm, dense areas during the day and

sets up ___________________________.

9. At 30° north or south of the equator, air descending to Earth’s surface creates

steady ___________________________.

10. The transfer of energy in the form of rays or waves is known

as ___________________________.

11. The ___________________________ blow from southwest to northeast at 30° to 60° latitudein the northern hemisphere.

12. Cool, dense air moves during the night from the land toward water

as ___________________________.

13. Skin cancer can be caused by too much exposure to ___________________________.

14. Each hemisphere has two narrow belts of fast-moving winds

called ___________________________.

15. Some chemicals that are being blamed for the destruction of the ozone layer

are ____________________.

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Chapter Review (continued)

34 Atmosphere

Part B. Concept ReviewDirections: Describe each of the following concepts on the lines provided.

1. three things that can happen to the energy Earth receives from the Sun

2. the danger of ultraviolet radiation

3. the relationship of radiation, conduction, and convection

4. the destruction of ozone by chlorofluorocarbons

5. the cause of the difference in temperature between the equator and the poles

6. the two most abundant gases in our atmosphere

7. the factors that affect air pressure

8. the Coriolis effect on wind patterns

9. sea breezes during the day and land breezes at night

Assessment

Transparency Activities

Atmosphere 39

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40 Atmosphere

Cosmic ImpactSection FocusTransparency Activity11


You might think you have to live on the Moon to find a large impactcrater such as the one in this photo. Not so. This impact crater inAustralia is one of the world’s largest. However, unlike the Moonwhere impact craters are quite common, impact craters on Earth arepretty rare.

1. What does a meteor shower look like? What do you think is happening in a meteor shower?

2. Why is the surface of the Moon struck by objects from space somuch more frequently than the surface of Earth?

3. What affect do you think the impact of the meteorite shown abovehad on the atmosphere?

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Atmosphere 41

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Full of Hot AirSection FocusTransparency Activity22

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Ready for a hot air balloon ride? First, the hot air balloon must bespread out on the ground. Second, the pilot must fill it with hot air.Then, the hot air balloon will rise. Finally, it’s up, up, and away!

1. Why does a balloon filled with hot air rise?

2. How do you think a pilot controls the altitude of a hot air balloon?

3. What atmosphere conditions might affect the flight of a hot airballoon?

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42 Atmosphere

The Growth of aMountain

Section FocusTransparency Activity33


Did you know that Mount Everest, the world’s highest point, is two meters higher than previously thought? Researchers on a 1999expedition sponsored by the National Geographic Society usedsophisticated satellite equipment to measure the peak’s height. Theyfound the elevation to be 8,850 m (29,035 feet), instead of 8,848 m(29,028 feet)—a measurement that had been accepted since 1954.

1. In general, what do you think conditions are like at the top ofMount Everest compared to the base?

2. What causes the plume coming off the summit of Mount Everest?

3. How do winds affect air travel?

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Atmosphere 43

Heat Transfer

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Teaching TransparencyActivity22

44 Atmosphere

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Teaching Transparency Activity (continued)

1. In what ways is heat transferred within Earth’s atmosphere?

2. What is the transfer of heat by electromagnetic waves called?

3. What is the transfer of heat by the flow of a heated material called?

4. What is the transfer of heat involving contact (molecules bumping into one another) called?

5. What kind of heat transfer do you feel when you are out on a sunny day and your face feels warm?

6. If a cold object is in contact with a warm object, in which direction is heat transferred?


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Atmosphere 45

AssessmentTransparency Activity

Atmosphere

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Directions: Carefully review the diagram and answer the following questions.

1. The water in the lake evaporated in response to ___.A the Sun C the cloudsB the wind D precipitation

2. Which of these facts best explains why water vapor condenses backinto water drops?F Sunlight heats the water, causing it to turn into vapor.G Water vapor rises into the air and then cools again, forming

clouds.H Rain falls back onto the ground from the clouds.J The water cycle needs the Sun.

3. Many types of chemicals are dumped into lakes and rivers fromlarge factories. This practice could affect the environment by ___.A decreasing the amount of rainB decreasing the water level in lakesC increasing the temperature of the airD increasing the amount of pollution in rain

Evaporation

CondensationPrecipitation

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