Global Ocean Conveyor Belt
|
|
- Job Moore
- 7 years ago
- Views:
Transcription
1 Environmental Literacy Framework Global Ocean Conveyor Belt Focus Questions: How does the great ocean conveyor belt of currents control the Earth s climate patterns? The great ocean conveyor belt transports heat throughout the Earth s oceans. Follow the diagram below as you read about this important climate-controlling system of our Earth. Preview Time 50 min. Materials There is no real beginning or end in this conveyor system, but in the polar seas near Greenland, cold winter winds from northern Canada cool the surface waters starting a process of sea ice formation. Combined with evaporation, the process of sea ice formation squeezes out the salt from the forming ice. As this occurs, the surrounding waters become saltier and more dense. This dense water sinks to the bottom and flows south along North and South America. As it approaches Antarctica, it encircles the Antarctic continent, meets the Antarctic Bottom Water (AABW), It then flows northward into the three ocean basins where it gradually mixes with warmer waters, is warmed and rises to the surface in the Pacific. From there, it makes its way back to the Atlantic and becomes part of the wind driven surface currents eventually returning to the Greenland seas to begin the process again. The great ocean conveyor belt is responsible for northern Europe's moderate climate. Northward movement of heat in the Gulf Stream provides the British Isles and Scandinavia with milder temperatures than other landmasses at similar latitudes. The salinity of the North Atlantic is important because it drives the great ocean conveyor system. Decreasing salinity in the polar seas could affect ocean circulation. If the salinity of the North Atlantic surface water drops too low to allow the formation of deep-ocean water masses, the ocean conveyor belt would slow down or stop. This may have happened between 1400 and 1850 AD, contributing to what is known as the Little Ice Age when Northern Europe's climate became markedly colder. Red and blue food coloring Tap water Kosher salt (any salt works, but this type dissolves and leaves the water clear) Salty, blue ice cubes Turkey baster or plastic pipette Several insulated cups for hot and cold water Clear plastic shoebox Vocabulary (Terms) Deep ocean water masses Density Ocean conveyor belt Ocean current Surface current Thermohaline current Surface currents are driven by wind, but thermohaline currents are driven by density differences. Because this ocean conveyor belt is controlled by dense, cold water, it is frequently called thermohaline circulation (thermo = temperature, haline =salinity). 167
2 Environmental Literacy Framework Activity 3A-Global Ocean Conveyor Belt Prepare 1. A few days ahead, freeze salty, blue-colored water in an ice cube tray. 2. Fill a plastic shoebox 3/4 full of cold tap water. Let the water settle. 3. Predict what will happen when you add the salty ice cubes to the fresh water. Record your ideas in your journal and discuss your thoughts with your learning team. 4. Add three of the frozen blue, salty ice cubes to the fresh water in one end of the shoebox. Observe what you see. Draw a sketch of your shoebox and add notes about the layering. 5. Fill a cup with very hot tap water; add 3 drops of red food coloring to it and mix thoroughly. 6. Predict what will happen when you add the hot, red water to the shoebox. Use a turkey baster or pipette to slowly add the hot red water to the other end of the shoebox. Carefully observe the motion in the shoebox, from both the side and the top. Where does the red-colored warm water go? Was your prediction correct? 7. Optional: Expand your exploration by adding a third ice cube with fresh water, colored green, to your variables. 168
3 Ponder Trace the pattern of ocean circulation on the Thermohaline Circulation map as you read the text below. The great ocean conveyor belt is driven by cold, salty water sinking to the bottom in the polar seas around Greenland. Water must move in to replace the sinking water and thus the conveyor belt begins. The dense, deep current stays cold and dense until it reaches the Pacific Ocean where it mixes, warms and rises. It then works its way back to the North Atlantic where it cools again, continuing the cycle. Graphic: Robert Simmon, NASA. Minor modifications by Robert A. Rohde The conveyor belt is an important part of the global climate system as it is a major transporter of heat from the equatorial regions to the polar regions. 1. What would happen if the conveyor slowed down? Make a prediction about the change in climate of Northern Europe if the conveyor belt slowed or stopped. Make a prediction about the change in climate for northern Australia. (Use the diagram pictured above.) 2. As the cold, salty water sinks, it carries oxygen to the deep parts of the ocean allowing organisms to thrive. What do you think would happen to these organisms if the conveyor belt slowed down, or stopped? 3. How does this activity simulate the melting of the polar ice caps and the potential interference with the global ocean conveyor belt? 4. What is the great ocean conveyor belt, what are the processes that control it, and how does it influence Earth s climate? 169
4 Practice Got the Big Idea? As the Earth's temperature warms, the polar ice caps may melt, allowing the fresh water that has been locked for hundreds of thousands of years in the glaciers and ice sheets to drain into the ocean. The addition of this fresh meltwater will reduce the salinity of the oceans. As demonstrated in this activity and also in the activity "Cold, Salty Deep," fresh, cold water does not sink as deeply as salty and cold water. A decrease in the salinity of the water in the ocean where the deep-water formation sites are located has the potential to alter the global ocean conveyor belt. Since this global ocean current plays an important role in the Earth s climate system as well as providing deep-water oxygen and other gases to the ocean, many living organisms that depend on this circulation system would be affected. Get ready to present Come up with a question to engage your audience about the great ocean conveyor belt. Ask them how it affects their lives. Prepare a visual to show them how the sinking of cold, salty, dense water creates the movement of the current. Practice your explanation of how the deep ocean conveyor is a critical part of the global climate system and the source of deep-water nutrients. Present Set up your demo and ask your audience to predict what will happen to the cold, salty ice cube as you add it to the plastic shoebox of fresh water. Then add the hot, red water to the bottom of the other end of your plastic shoebox. If they do not understand why the warm red water rises and the cold, salty water sinks, explain that salty water is denser than fresh water, and that cold, salty water is even denser than cold, fresh water causing currents and layering in the ocean. Engage them with your visual and explain that this is called a thermohaline current, driven by the waters from the Arctic and Antarctic. The sea ice in the polar regions "squeezes" the salt out as it freezes, leaving very cold, very salty water under the ice. This cold, salty water is very dense, and it begins sinking deep and moving toward the Equator. As the Earth warms and there is less sea ice formation, thermohaline currents may change. Make sure your visitors understand how important this current is to many systems including living organisms in deep water habitats, oceanic and atmospheric circulation, and humans. 170
5 Background Information for the Teacher Activity NSES CLEP CLEP In this hands-on activity, learners create a model which demonstrates how colder, saltier water sinks under warmer, fresher water. This temperature and density phenomenon drives the ocean currents, which distribute heat around our planet. NSES Physical Sci Standard B: Energy is transferred in many ways. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. The sun is a major source of energy for changes on the earth's surface Earth Science Std D: Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle. History and Nature of Science Std G: Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. 2A: Earth s climate is influenced by interactions involving the Sun, ocean, atmosphere, clouds, ice, land, and life. Climate varies by region as a result of local differences in these interactions. 2B: Covering 70% of Earth s surface, the ocean exerts a major control on climate by dominating Earth s energy and water cycles. It has the capacity to absorb large amounts of solar energy. Changes in ocean circulation caused by tectonic movements or large influxes of fresh water from melting polar ice can lead to significant and even abrupt changes in climate, both locally and on global scales. 2F: The interconnectedness of Earth s systems means that a significant change in any one component of the climate system can influence the equilibrium ofthe entire Earth system. Positive feedback loops can amplify these effects and trigger abrupt changes in the climate system. 171
6 Background Information for the Teacher CLEP 7A: Melting of ice sheets and glaciers, combined with the thermal expansion of seawater as the oceans warm, is causing sea level to rise. Interconnectedness of Earth s systems means that a significant change in any one component of the climate system can influence the equilibrium of the entire Earth system. Positive feedback loops can amplify these effects and trigger abrupt changes in the climate system. ELF Hydrosphere 1 b: Water transports energy, solutes, and sediments as it moves through the water cycle s different reservoirs. Oceanic energy transport has a major impact on regional and global climate. Hydrosphere 2: The ocean circulates water around the Earth on time scales varying from seasonal to hundreds of years. ELF Hydrosphere 2 b: Thermohaline circulation is driven by differences in the density of water masses due to changes in salinity and temperature. This circulation incorporates intermediate and deepwater currents in a threedimensional pattern. ELF Hydrosphere 2 d: Plate tectonic motions change the size and shape of ocean basins, and alter coastlines and features on the seafloor. These changes influence ocean circulation patterns over long timescales. NSES: National Science Education Standards ( CLEP: Climate Literacy Essential Principles ( ELF: Environmental Literacy Framework ( Additional Resources: Animations The Great Ocean Conveyor Belt NOAA animation ocean_conveyor_belt.html kits/currents/08affect.html animations.htm 172
7 Background Information for the Teacher In this example of the journey of the great ocean conveyor belt, we begin with the process that forms the deep ocean mass known as the Mid-Atlantic Deep Water that forms in the North Atlantic Ocean. Off the coast of Greenland, especially during the fall and winter months, cold winds from northern Canada and Greenland cool the surface waters, causing them to freeze and form new sea-ice. Sea ice formation, combined with surface evaporation, creates cold, salty, and very dense ocean water. The cold, dense, and salty water sinks to the bottom of the ocean and begins to flow south along the ocean floor near the coasts of North and South America. As it approaches Antarctica, it encircles the Antarctic continent. Eventually the cold, deep water flows northward and splits into the three ocean basins. There, it moves upwards (due to upwelling) and warms as it flows onward. The cool dense water then becomes part of the wind-driven surface currents, eventually returning to the seas off the shore of Greenland to begin the process again. This journey can take up to one thousand years to complete. The conveyor belt is an important part of the global climate system as it is a major transporter of heat from the equatorial regions to the polar regions. For example, the oceanic conveyor belt and the wind-driven surface currents are responsible for northern Europe's moderate climate. Northward movement of heat in the Gulf Stream (a wind-driven surface current) provides the British Isles and Scandinavia with milder temperatures than landmasses at similar latitudes on other continents. As Earth s temperature warms, the polar ice caps may melt, allowing the fresh water that has been locked for hundreds of thousands of years in the glaciers and ice sheets to enter the ocean, thus reducing the salinity of the oceans. If the salinity of the North Atlantic surface water drops too low to permit the processes that contribute to the formation of deep-ocean water masses, the oceanic conveyor belt could slow down or even stop. The conveyor system has shut down in the past; for example, it shut down between 1400 and 1850 A.D., contributing to what is known as the Little Ice Age. During this period, Northern Europe's climate became markedly colder. Answers to Student Ponder Questions: 1. What would happen if the conveyor slowed down? Answer: Some of the Earth's areas would be warmer while others would be colder. An example is England. It is predicted that if the Gulf Stream slowed, the British Isles, as well as Scandinavia, would become much colder. 2. As the cold, salty water sinks, it carries oxygen to the deep parts of the ocean allowing organisms to thrive. What do you think would happen to these organisms if the conveyor belt slowed down, or stopped? Answer: Ocean habitats would change and organisms would have to move or adapt. As the current moves northward it carries heat from the low latitudes (near the equator) to the polar regions. If this heat is not transported north, but is trapped in the low latitudes, the ocean temperatures may increase. 173
8 3. How does this activity simulate the melting of the polar ice caps and the potential interference with the global ocean conveyor belt? Cold water is denser than warm water, but in this case the cold water is also salty, making it very dense. The red, warmer water is less dense and floats on top of the cold, dense bottom water. 4. What is the global ocean conveyor belt, what are the processes that control it, and how does it influence Earth s climate? Answer: The global ocean conveyor belt transports heat, as well as dissolved nutrients and gases, throughout the Earth s oceans. There are four major deep-water formation sites in the global ocean. These sites are found in the following four places: In the North Atlantic there are two sites-one in the Greenland-Norwegian Sea, and the other in the Labrador Sea. In the Southern Ocean near Antarctica, they are in the Weddell Sea and the Ross Sea. On a short-term time scale (decades or centuries), these deep-water formation sites and subsequent currents are the forces that give the "push" that drives the great ocean conveyor belt. These formation sites are in polar regions, near areas where seasonal sea ice forms. The coldest and densest of these deep-water masses forms in the Weddell Sea off the coast of Antarctica. It is known as Antarctic Bottom Water. Unlike surface currents, which are driven by wind, thermohaline currents are driven by density differences in ocean water. Because the ocean conveyor belt is controlled by dense, cold water, it is frequently called thermohaline circulation (thermo= temperature; haline =salinity). There is no real beginning or end in this conveyor system, since it is a continuous loop. Glossary Unit Activity Vocabulary Word Definition Hydrosphere Global Ocean Conveyor Belt Density The calculated mass per unit volume of a substance (Less dense fluids and gases float on more dense fluids and gases unless they mix. Hot air is less dense than cold air, which is why hot air balloon rise.) Hydrosphere Global Ocean Conveyor Belt Ocean current A continuous and directed movement of the oceans water due to winds, waves, temperature, density, or the movement of the Earth Hydrosphere Global Ocean Conveyor Belt Thermohaline current The thermohaline (thermo = heat; haline = salinity) circulation of the oceans refers t o the deep- w a t e r current that is driven by cold dense salty water and warm surface waters. 174
The Oceans Role in Climate
The Oceans Role in Climate Martin H. Visbeck A Numerical Portrait of the Oceans The oceans of the world cover nearly seventy percent of its surface. The largest is the Pacific, which contains fifty percent
More informationHow Do Oceans Affect Weather and Climate?
How Do Oceans Affect Weather and Climate? In Learning Set 2, you explored how water heats up more slowly than land and also cools off more slowly than land. Weather is caused by events in the atmosphere.
More informationSection 1 The Earth System
Section 1 The Earth System Key Concept Earth is a complex system made up of many smaller systems through which matter and energy are continuously cycled. What You Will Learn Energy and matter flow through
More informationOcean in Motion 2: What Causes Ocean Currents and How Do We Measure Them?
Ocean in Motion 2: What Causes Ocean Currents and How Do We Measure Them? A. Overview 1. The Ocean in Motion -- Circulation In this program, students will learn about the driving forces responsible for
More informationOrbital-Scale Climate Change
Orbital-Scale Climate Change Climate Needed for Ice Age Warm winter and non-frozen oceans so lots of evaporation and snowfall Cool summer so that ice does not melt Ice Age Model When ice growing ocean
More informationContinents join together and split apart.
KEY CONCEPT Continents change position over time. BEFORE, you learned Earth s main layers are the core, the mantle, and the crust The lithosphere and asthenosphere are the topmost layers of Earth The lithosphere
More information6 th Grade Science Assessment: Weather & Water Select the best answer on the answer sheet. Please do not make any marks on this test.
Select the be answer on the answer sheet. Please do not make any marks on this te. 1. Weather is be defined as the A. changes that occur in cloud formations from day to day. B. amount of rain or snow that
More informationKINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES
KINDERGARTEN WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF KINDERGARTEN WEEK 1. PRE: Defining the states of matter. LAB: Discovering the properties of water. POST: Analyzing the water
More informationES 106 Laboratory # 3 INTRODUCTION TO OCEANOGRAPHY. Introduction The global ocean covers nearly 75% of Earth s surface and plays a vital role in
ES 106 Laboratory # 3 INTRODUCTION TO OCEANOGRAPHY 3-1 Introduction The global ocean covers nearly 75% of Earth s surface and plays a vital role in the physical environment of Earth. For these reasons,
More informationThe Water Cycle Now You See It, Now You Don t
The Water Cycle Now You See It, Now You Don t Unit: Salinity Patterns & the Water Cycle l Grade Level: Elementary l Time Required: Introduction - 30 min. - Activity as groups 45min Wrap Up 20 min l Content
More informationThe concepts developed in this standard include the following: Oceans cover about 70% of the surface of the Earth.
Name Date Grade 5 SOL 5.6 Review Oceans Made by SOLpass - www.solpass.org solpass100@comcast.net Reproduction is permitted for SOLpass subscribers only. The concepts developed in this standard include
More informationThe Ice Age By: Sue Peterson
www.k5learning.com Objective sight words (pulses, intermittent, isotopes, chronicle, methane, tectonic plates, volcanism, configurations, land-locked, erratic); concepts (geological evidence and specific
More information8.5 Comparing Canadian Climates (Lab)
These 3 climate graphs and tables of data show average temperatures and precipitation for each month in Victoria, Winnipeg and Whitehorse: Figure 1.1 Month J F M A M J J A S O N D Year Precipitation 139
More informationThe Earth System. The geosphere is the solid Earth that includes the continental and oceanic crust as well as the various layers of Earth s interior.
The Earth System The atmosphere is the gaseous envelope that surrounds Earth. It consists of a mixture of gases composed primarily of nitrogen, oxygen, carbon dioxide, and water vapor. The atmosphere and
More informationClimate Change is Underway Lesson Plan
Climate Change is Underway Lesson Plan For Teachers: The following is a lesson plan designed to be used with section of the Climate Change material entitled Climate Change is Underway from the After Earth
More informationSouthern AER Atmospheric Education Resource
Southern AER Atmospheric Education Resource Vol. 9 No. 5 Spring 2003 Editor: Lauren Bell In this issue: g Climate Creations exploring mother nature s remote control for weather and Climate. g Crazy Climate
More informationGeography affects climate.
KEY CONCEPT Climate is a long-term weather pattern. BEFORE, you learned The Sun s energy heats Earth s surface unevenly The atmosphere s temperature changes with altitude Oceans affect wind flow NOW, you
More informationCGC1D1: Interactions in the Physical Environment Factors that Affect Climate
Name: Date: Day/Period: CGC1D1: Interactions in the Physical Environment Factors that Affect Climate Chapter 12 in the Making Connections textbook deals with Climate Connections. Use pages 127-144 to fill
More informationSeasonal & Daily Temperatures. Seasons & Sun's Distance. Solstice & Equinox. Seasons & Solar Intensity
Seasonal & Daily Temperatures Seasons & Sun's Distance The role of Earth's tilt, revolution, & rotation in causing spatial, seasonal, & daily temperature variations Please read Chapter 3 in Ahrens Figure
More informationGraphing Sea Ice Extent in the Arctic and Antarctic
Graphing Sea Ice Extent in the Arctic and Antarctic Summary: Students graph sea ice extent (area) in both polar regions (Arctic and Antarctic) over a three-year period to learn about seasonal variations
More informationUnit 4 Lesson 2 Plate Tectonics. Copyright Houghton Mifflin Harcourt Publishing Company
Puzzling Evidence What evidence suggests that continents move? In the late 1800s, Alfred Wegener proposed his hypothesis of continental drift. According to this hypothesis, the continents once formed a
More informationDensity: Sea Water Mixing and Sinking
Density: Sea Water Mixing and Sinking Unit: Salinity Patterr~s & the Water Cycle I Grade Level: Middle or High I Time Required: two 45 minute class periods I Content Standard: NSES Physical Science, properties
More informationWater Cycle. DELTA SCIENCE READER Overview... 123 Before Reading... 124 Guide the Reading... 125 After Reading... 130
Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials
More informationSECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES
SECOND GRADE 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF SECOND GRADE WATER WEEK 1. PRE: Exploring the properties of water. LAB: Experimenting with different soap mixtures. POST: Analyzing
More informationES Chapter 10 Review. Name: Class: Date: Multiple Choice Identify the choice that best completes the statement or answers the question.
Name: Class: Date: ES Chapter 10 Review Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Scientists used the pattern of alternating normal and reversed
More informationPreparation / Background Information:
Aim / Learning Objective: Looking at the world through science, students can learn about the marine elements of our natural environment and the importance of the water cycle. Students can look at and compare
More informationClimates are described by the same conditions used to describe
58 The Causes of Climate R E A D I N G Climates are described by the same conditions used to describe weather, such as temperature, precipitation, and wind. You now know that oceans have an important effect
More information2. The map below shows high-pressure and low-pressure weather systems in the United States.
1. Which weather instrument has most improved the accuracy of weather forecasts over the past 40 years? 1) thermometer 3) weather satellite 2) sling psychrometer 4) weather balloon 6. Wind velocity is
More informationThe Polar Climate Zones
The Polar Climate Zones How cold is it in the polar climate? Polar areas are the coldest of all the major climate zones The Sun is hardly ever high enough in the sky to cause the plentiful ice to melt,
More informationGeorgia Performance Standards Framework for Science Grade 6. Unit Organizer: Water in Earth s Processes. (Approximate Time: 5-6 Weeks)
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationTraveling on the Water Cycle
Traveling on the Water Cycle 40- to 1-2 50-minute sessions ACTIVITY OVERVIEW 62 M OD E L I N G Students simulate traveling with water molecules through the water cycle, beginning in their own town. After
More informationSECOND GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES
SECOND GRADE PLATE TECTONICS 1 WEEK LESSON PLANS AND ACTIVITIES PLATE TECTONIC CYCLE OVERVIEW OF SECOND GRADE VOLCANOES WEEK 1. PRE: Investigating the parts of a volcano. LAB: Comparing the parts of a
More informationGETTING TO THE CORE: THE LINK BETWEEN TEMPERATURE AND CARBON DIOXIDE
DESCRIPTION This lesson plan gives students first-hand experience in analyzing the link between atmospheric temperatures and carbon dioxide ( ) s by looking at ice core data spanning hundreds of thousands
More informationOcean Floor Continental Slope Begins at the Continental Shelf Very sharp drop to depths over 2 miles Covered with thick layers of sand, mud, and rocks
Ocean Floor Continental Shelf Begins at the shoreline Gently slopes underwater Average depth of 430 feet Thick layers of sand, mud, and rocks The beach is part of the Continental Shelf Ocean Floor Continental
More informationGeorgia Performance Standards Framework for Natural Disasters 6 th Grade
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationSummary This lesson will introduce the concept of the water cycle by using a simple demonstration.
Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Water Cycle Grade Level 4 Sessions Seasonality
More informationFOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES
FOURTH GRADE WATER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary
More informationORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF SCIENCE. GRADE 6 SCIENCE Post - Assessment
ORANGE PUBLIC SCHOOLS OFFICE OF CURRICULUM AND INSTRUCTION OFFICE OF SCIENCE GRADE 6 SCIENCE Post - Assessment School Year 2013-2014 Directions for Grade 6 Post-Assessment The Grade 6 Post-Assessment is
More informationWater & Climate Review
Water & Climate Review 1. The cross section below shows the direction of air flowing over a mountain. Points A and B are at the same elevation on opposite sides of the mountain. 4. The graph below shows
More informationAir Masses and Fronts
Air Masses and Fronts Air Masses The weather of the United States east of the Rocky Mountains is dominated by large masses of air that travel south from the wide expanses of land in Canada, and north from
More informationLecture 23: Terrestrial Worlds in Comparison. This lecture compares and contrasts the properties and evolution of the 5 main terrestrial bodies.
Lecture 23: Terrestrial Worlds in Comparison Astronomy 141 Winter 2012 This lecture compares and contrasts the properties and evolution of the 5 main terrestrial bodies. The small terrestrial planets have
More informationCalifornia Standards Grades 9 12 Boardworks 2009 Science Contents Standards Mapping
California Standards Grades 912 Boardworks 2009 Science Contents Standards Mapping Earth Sciences Earth s Place in the Universe 1. Astronomy and planetary exploration reveal the solar system s structure,
More informationclimate science A SHORT GUIDE TO This is a short summary of a detailed discussion of climate change science.
A SHORT GUIDE TO climate science This is a short summary of a detailed discussion of climate change science. For more information and to view the full report, visit royalsociety.org/policy/climate-change
More informationCLIMATE, WATER & LIVING PATTERNS THINGS
CLIMATE, WATER & LIVING PATTERNS NAME THE SIX MAJOR CLIMATE REGIONS DESCRIBE EACH CLIMATE REGION TELL THE FIVE FACTORS THAT AFFECT CLIMATE EXPLAIN HOW THOSE FACTORS AFFECT CLIMATE DESCRIBE HOW CLIMATES
More informationChapter Overview. Seasons. Earth s Seasons. Distribution of Solar Energy. Solar Energy on Earth. CHAPTER 6 Air-Sea Interaction
Chapter Overview CHAPTER 6 Air-Sea Interaction The atmosphere and the ocean are one independent system. Earth has seasons because of the tilt on its axis. There are three major wind belts in each hemisphere.
More informationTHE PLANT KINGDOM: THE WATER CYCLE
THE PLANT KINGDOM: THE WATER CYCLE Material: The Water Cycle Nomenclature The Water cycle Model Water Ice Heat Source (lamp with a clamp) Tables Presentation 1: Key Experience 1. Say, Today we are going
More informationLet s Make a Cloud. Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke and air pressure.
Let s Make a Cloud Related Subject: Climate and Weather Group Size: 10-15 Length of Activity: 45 minutes Objective Demonstrate the combination of three natural elements, to form a cloud: water vapor, smoke
More informationThe rock cycle. Introduction. What are rocks?
The rock cycle This Revision looks at the three types of rock: sedimentary, igneous and metamorphic. It looks at how they are formed, the weathering of rocks and the way one form of rock turns into another,
More informationTeacher s Guide For. Glaciers and Ice Caps The Melting
Teacher s Guide For Glaciers and Ice Caps The Melting For grade 7 - College Program produced by Centre Communications, Inc. for Ambrose Video Publishing, Inc. Executive Producer William V. Ambrose Teacher's
More informationGLOBAL CIRCULATION OF WATER
Global Circulation of Water MODULE - 8A 27 GLOBAL CIRCULATION OF WATER More than three-fourths of the earth s surface is covered by water. Water is an odorless, tasteless, substance than can naturally
More informationWHERE DOES THE WATER GO IN THE WATER CYCLE?
WHERE DOES THE WATER GO IN THE WATER CYCLE? OBJECTIVES Identify the water cycle as a system that is a combination of systems Describe each process in the water cycle, including the changes in state (if
More informationWEATHER AND CLIMATE practice test
WEATHER AND CLIMATE practice test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What role does runoff play in the water cycle? a. It is the process in
More information6.4 Taigas and Tundras
6.4 Taigas and Tundras In this section, you will learn about the largest and coldest biomes on Earth. The taiga is the largest land biome and the tundra is the coldest. The taiga The largest land biome
More informationGrade 4 Standard 1 Unit Test Water Cycle. Multiple Choice. 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D.
Grade 4 Standard 1 Unit Test Water Cycle Multiple Choice 1. Where is most water found on Earth? A. in glaciers B. in lakes C. in rivers D. in oceans 2. What source of energy evaporates the most water from
More informationHow do abiotic factors and physical processes impact life in the ocean?
This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Activitydevelop Ocean Abiotic Factors
More informationData Sets of Climate Science
The 5 Most Important Data Sets of Climate Science Photo: S. Rahmstorf This presentation was prepared on the occasion of the Arctic Expedition for Climate Action, July 2008. Author: Stefan Rahmstorf, Professor
More informationMixtures. reflect. How is seawater different from pure water? How is it different from rocky soil?
reflect Everything around us is made out of tiny bits of matter. These particles may combine in different ways to produce new materials. Sometimes we need to separate the parts of a material. If we know
More informationTEACHER BACKGROUND INFORMATION THERMAL ENERGY
TEACHER BACKGROUND INFORMATION THERMAL ENERGY In general, when an object performs work on another object, it does not transfer all of its energy to that object. Some of the energy is lost as heat due to
More informationEarth Sciences -- Grades 9, 10, 11, and 12. California State Science Content Standards. Mobile Climate Science Labs
Earth Sciences -- Grades 9, 10, 11, and 12 California State Science Content Standards Covered in: Hands-on science labs, demonstrations, & activities. Investigation and Experimentation. Lesson Plans. Presented
More informationWater Scarcity Ashley Schopieray
Water Scarcity Ashley Schopieray INTRODUCTION In this lesson, students will learn about water scarcity and how much of the earth s water is actually available for daily human use. They will learn the importance
More informationName Period 4 th Six Weeks Notes 2015 Weather
Name Period 4 th Six Weeks Notes 2015 Weather Radiation Convection Currents Winds Jet Streams Energy from the Sun reaches Earth as electromagnetic waves This energy fuels all life on Earth including the
More information11A Plate Tectonics. What is plate tectonics? Setting up. Materials
11A Plate Tectonics What is plate tectonics? Earth s crust plus the upper mantle forms the lithosphere. Earth s lithosphere is broken in a number of different pieces. How these pieces move and interact
More informationFOURTH GRADE WEATHER
FOURTH GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF FOURTH GRADE WATER WEEK 1. PRE: Comparing different reservoirs of water. LAB: Experimenting with surface tension and capillary
More informationEarth Science: Sphere Interactions
Earth Science: Sphere Interactions Objective: Understanding connections between spheres of the Earth as a Global system Standards: 5a, 5b, 5c, and 5f Earth Apollo 17 astronauts captured a snapshot of the
More informationEarth s Surface and Heat
Chapter 6 Earth s Surface and Heat How does Earth stay warm in cold, empty space? Most of Earth s heat energy comes from the Sun by the process of radiation. Energy from the Sun enters Earth s atmosphere
More informationThe Water Cycle. 4 th Grade Pre-Visit Activity #1
th Grade Pre-Visit Activity # The Water Cycle Overview Objectives Subjects Earth s water molecules circulate among air, plants, animals, and soil by way of the water cycle. This activity uses a game to
More informationUnit Template for NGSS Units of Study (Jean Ward 2015)
Unit Template for NGSS Units of Study (Jean Ward 2015) Title of Unit Earth s Systems Grade Level 5 Curriculum Area Earth Science Time Frame 3-4 Weeks Developed by Patricia L. Preseault Desired Results
More informationTectonic plates have different boundaries.
KEY CONCEPT Plates move apart. BEFORE, you learned The continents join and break apart The sea floor provides evidence that tectonic plates move The theory of plate tectonics helps explain how the plates
More informationWhat Causes Climate? Use Target Reading Skills
Climate and Climate Change Name Date Class Climate and Climate Change Guided Reading and Study What Causes Climate? This section describes factors that determine climate, or the average weather conditions
More informationBipolar Atlantic Thermohaline Circulation (BIAC) a IPY proposal coordinated by Tor Gammelsrød Geophysical Institute, University of Bergen
Bipolar Atlantic Thermohaline Circulation (BIAC) a IPY proposal coordinated by Tor Gammelsrød Geophysical Institute, University of Bergen The role of the Thermohaline Circulation (THC) as a driving force
More informationFACTS ABOUT CLIMATE CHANGE
FACTS ABOUT CLIMATE CHANGE 1. What is climate change? Climate change is a long-term shift in the climate of a specific location, region or planet. The shift is measured by changes in features associated
More information(Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION
Convection (Walter Glogowski, Chaz Shapiro & Reid Sherman) INTRODUCTION You know from common experience that when there's a difference in temperature between two places close to each other, the temperatures
More informationDensity Lab. If you get stuck or are uncertain, please ask questions and/or refer to the hints at the end of the lab. Name: Section: Due Date:
Name: Section: Due Date: Lab 01B-1 If you get stuck or are uncertain, please ask questions and/or refer to the hints at the end of the lab. Density Lab Density is an important concept in oceanography,
More informationCHAPTER 5 Lectures 10 & 11 Air Temperature and Air Temperature Cycles
CHAPTER 5 Lectures 10 & 11 Air Temperature and Air Temperature Cycles I. Air Temperature: Five important factors influence air temperature: A. Insolation B. Latitude C. Surface types D. Coastal vs. interior
More informationWhat are the controls for calcium carbonate distribution in marine sediments?
Lecture 14 Marine Sediments (1) The CCD is: (a) the depth at which no carbonate secreting organisms can live (b) the depth at which seawater is supersaturated with respect to calcite (c) the depth at which
More informationPartnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools
Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Weather: 4.H.3 Weather and Classical Instruments Grade
More informationClimate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011
Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 HEALTH Kindergarten: Grade 1: Grade 2: Know that litter can spoil the environment. Grade 3: Grade 4:
More informationAlfred Wegener s Theory of Continental Drift Became Modern Plate Tectonics. Wegener in Greenland about 1912. He froze to death there in 1930.
Alfred Wegener s Theory of Continental Drift Became Modern Plate Tectonics Wegener in Greenland about 1912. He froze to death there in 1930. Science is self correcting. The Scientific Method The history
More informationJessica Blunden, Ph.D., Scientist, ERT Inc., Climate Monitoring Branch, NOAA s National Climatic Data Center
Kathryn Sullivan, Ph.D, Acting Under Secretary of Commerce for Oceans and Atmosphere and NOAA Administrator Thomas R. Karl, L.H.D., Director,, and Chair of the Subcommittee on Global Change Research Jessica
More informationPlate Tectonics Short Study Guide
Name: Class: Date: Plate Tectonics Short Study Guide Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. The existence of coal beds in Antarctica
More informationRegents Questions: Plate Tectonics
Earth Science Regents Questions: Plate Tectonics Name: Date: Period: August 2013 Due Date: 17 Compared to the oceanic crust, the continental crust is (1) less dense and more basaltic (3) more dense and
More informationClimate, Vegetation, and Landforms
Climate, Vegetation, and Landforms Definitions Climate is the average weather of a place over many years Geographers discuss five broad types of climates Moderate, dry, tropical, continental, polar Vegetation:
More informationChapter 18 Temperature, Heat, and the First Law of Thermodynamics. Problems: 8, 11, 13, 17, 21, 27, 29, 37, 39, 41, 47, 51, 57
Chapter 18 Temperature, Heat, and the First Law of Thermodynamics Problems: 8, 11, 13, 17, 21, 27, 29, 37, 39, 41, 47, 51, 57 Thermodynamics study and application of thermal energy temperature quantity
More informationChapter 3 Communities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Section 1: Community Ecology Section 2: Terrestrial Biomes Section 3: Aquatic Ecosystems Click on a lesson name to select. 3.1 Community Ecology Communities A biological
More informationChapter 3: Climate and Climate Change Answers
Chapter 3: Climate and Climate Change Answers Section A: Climate 1. (a) Explain what each of the following means: (4 x 1 mark) (i) climate the average weather of an area over a 25 30 year period (ii) maritime
More informationTHIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES
THIRD GRADE WEATHER 1 WEEK LESSON PLANS AND ACTIVITIES WATER CYCLE OVERVIEW OF THIRD GRADE WATER WEEK 1. PRE: Comparing the different components of the water cycle. LAB: Contrasting water with hydrogen
More informationContent Guide & Five Items Resource
Content Guide & Five Items Resource Introduction The following information should be used as a companion to the CPI Links. It provides clarifications concerning the content and skills contained in the
More informationAn Online School for Weather. www.srh.noaa.gov/jetstream/atmos/ll_whatacycle_aquifers.pdf
JetStream An Online School for Weather Aquifers Aquifers Aquifers 1 3 5 Aquifers Aquifers Aquifers 2 4 6 /atmos/ll_whatacycle_aquifers.pdf There are over 35 lesson plans in the National Weather Service
More informationEarth Systems. atmosphere, geosphere, biosphere, hydrosphere. Made by Liesl at homeschoolden.com
Earth Systems atmosphere, geosphere, biosphere, hydrosphere You may make as many copies as you need for your homeschool or classroom. Feel free to link to the original post. Feel free to use the image
More informationWEATHERING, EROSION, and DEPOSITION REVIEW
WEATHERING, EROSION, and DEPOSITION REVIEW Weathering: The breaking up of rock from large particles to smaller particles. a) This Increases surface area of the rock which speeds the rate of chemical weathering.
More informationMiSP WEATHER WIND SPEED AND DIRECTION Teacher Guide, L1 L3. Introduction
MiSP WEATHER WIND SPEED AND DIRECTION Teacher Guide, L1 L3 Introduction This MiSP unit can be included in a standard weather and climate unit. Some teachers may like it as part of the introduction. Others
More informationTemporal variation in snow cover over sea ice in Antarctica using AMSR-E data product
Temporal variation in snow cover over sea ice in Antarctica using AMSR-E data product Michael J. Lewis Ph.D. Student, Department of Earth and Environmental Science University of Texas at San Antonio ABSTRACT
More informationUnderstanding Basic Concepts demonstrate an awareness of air as a substance that surrounds us and takes up space, and whose movement we feel as wind
Designation: Ontario Curriculum: Science and Technology Earth and Space Systems: Grade 2 Air and Water in the Environment Written by: Andrea Schultz-Allison, Department of Earth Sciences, The University
More informationPOTATO FLOAT. Common Preconceptions:
POTATO FLOAT Unit: Salinity Patterns & the Water Cycle l Grade Level: Middle l Time Required: 30 min. (in class) after solutions are prepared by the teacher l Content Standard: NSES Physical Science, properties
More informationA Few Facts about Antarctica
A Few Facts about Antarctica Antarctica is the continent that surrounds the South Pole, the southernmost point at the bottom of the earth. Antarctica is a continent because it is land that is covered by
More informationEffects of Water Classroom Activity
Effects of Water Classroom Activity The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess.
More informationCARBON THROUGH THE SEASONS
DESCRIPTION In this lesson plan, students learn about the carbon cycle and understand how concentrations of carbon dioxide (CO 2 ) in the Earth s atmosphere vary as the seasons change. Students also learn
More informationThe Atmosphere and Winds
Oceanography 10, T. James Noyes, El Camino College 8A-1 The Atmosphere and Winds We need to learn about the atmosphere, because the ocean and atmosphere are tightly interconnected with one another: you
More informationCharacteristics of the. thermosphere
Characteristics of the Atmosphere. If you were lost in the desert, you could survive for a few days without food and water. But you wouldn't last more than five minutes without the ' Objectives Describe
More information1/2/3. Finding out about the Water Cycle
The Water Cycle 1/2/3. Finding out about the Water Cycle Aims: To enable pupils to learn and understand what happens at each stage of the Water Cycle To introduce specific vocabulary related to the Water
More information