air, weather, and climate

1

Air, Weather, and Climate

2

Log In!• Go to www.teachersdomain.org• Create a user profile• Login with your username and password• Next, click on My Folders• Once My Folders has loaded, use the drop down menu to go

to Chp 15• Then click on Open• If asked for a user number, type in 1139• PowerPoint slides using Teacher Domain videos and

activities will have a (TD) next to the title of the slide, which corresponds to the title of the TD multimedia you will be using.

3

Teachers Domain

When you get to the Chp 15 page in Teachers Domain, click on the TITLE, not the View button.

This will take you to the webpage with the accompanying textual information

questions to answer and the movie/jpeg/gif or whatever the VIEW

button lets you…view!Questions can be answered informally, but

remember that you want to get as much info as possible.

4

Outline• The Atmosphere and Climate

– Greenhouse Effect– Convection Currents

• Weather– Coriolis Effect– Cyclonic Storms

• Climate– El Nino– Climate Change

5

Earth As a System (TD 27)

• The Earth is a complex, living organism not too disimilar to you and I.

• The Gaia theory by James Lovelock is an example of this concept.

• The theory asserts that living organisms and their inorganic surroundings have evolved together as a single living system that greatly affects the chemistry and conditions of Earth’s surface.

• Some scientists believe that this “Gaian system” self-regulates global temperature, atmospheric content, ocean salinity, and other factors in an “automatic” manner.

• Earth's living system appears to keep conditions on our planet just right for life to persist!

6

Two Different Atmospheres

• How does early Earth’s atmosphere differ from todays?

7

Global History

• What techniques and materials do scientists use to confirm global history dates for geochemical phenomenon?

8

The Past

• What four reasons have been given for past climactic changes?

9

Chemical Composition of the Atmosphere

• 77% nitrogen, 21% oxygen, with traces of argon, carbon dioxide (340 ppm) and water vapor

• Tiny amount of carbon dioxide important to the maintenance of the Earth's surface temperature via the greenhouse effect.

• The greenhouse effect raises the average surface temperature about 35 degrees C above what it would otherwise be (from a frigid -21 C to a comfortable +14 C); without it the oceans would freeze and life as we know it would be impossible.

10

THE ATMOSPHERE AND CLIMATE

• Weather - A description of physical conditions of the atmosphere.

• Climate - A description of the long-term weather pattern in a particular area.– Weather and climate are primary determinants of

biomes and ecosystem distribution.

11

Vertical Structure of the Atmosphere (TD 28)

Remember to click on the different buttons AND the terms for more info!

12

The Atmosphere and Climate

Describe the 8 parts of the atmosphere and the function of each part.

13

A boundary layer!

• The tropopause is a region between the troposphere and the stratosphere

• It is a transition boundary that limits mixing between the troposphere and the upper zones

• The boundary between the troposphere and the stratosphere varying in altitude from approximately 8 kilometers (5 miles) at the poles to approximately 18 kilometers (11 miles) at the equator.

• This permits the troposphere to remain relatively undisturbed.

14

Troubled Tropopause?• http://physicsweb.org/articles/news/7/7/18/1• Santer and colleagues say • increased amounts of greenhouse gases warm the

troposphere• reduced levels of ozone cool the stratosphere. • Both these effects increase the height of the tropopause.

– The results provide independent support for troposphere warming and overturn controversial claims based on satellite measurements that showed little or no tropospheric warming over the last 20 years.

• The team found that its results agreed well with other ‘fingerprint’ studies. These include – increases in Earth and sea -surface temperatures, – sea-level pressure patterns and – the melting of the polar ice caps.

15

Let’s hear it for the Atmosphere!

• The troposphere, stratosphere, mesosphere, and thermosphere act together as a giant safety blanket.

• keep the temperature on the earth's surface from dipping to extreme icy cold that would freeze everything solid, or from soaring to blazing heat that would burn up all life.

• In the study of air pollution control the layers of the air that are most important are the troposphere and the stratosphere.

16

Convection and Atmospheric Pressure

• Lighter air rises and is replaced by cooler, heavier air, resulting in vertical convection currents.– Transport energy and redistribute heat.

• Much of solar energy absorbed by the earth is used to evaporate water.– Energy stored in water vapor as latent heat.

• If condensation nuclei are present, or if temperatures are low enough, condensation will lead to precipitation.

17

Convection

• Releasing latent heat causes air to rise, cool, and lose more water vapor.– Rising, expanding air creates an area of

relatively high pressure at the top of the convection column.

• Air flows out of high-pressure zone towards areas of low-pressure, where cool, dry air is subsiding.

18

Coriolis Effect

• As air warms at the equator, rises, and moves northward, it sinks and rises in several intermediate bands, forming circulation cells.– Surface flows do not move straight North and South,

but are deflected due to Coriolis Effect.– Go to

http://www.eoascientific.com/campus/earth/multimedia/coriolis/view_interactive and play with the cannon to see how the Coriolis effect works.

19

Coriolis Effect

• Major zones of subsidence occur at about 30o north and south latitude.– Where dry, subsiding air falls on continents, it

creates broad, subtropical desert regions. • Winds directly under regions of subsiding air are

often light and variable.

20

To understand the convection cells that distribute heat over the whole earth, let's consider a simplified, smooth earth with no land/sea interactions and a slow rotation.

Under these conditions, the equator is warmed by the sun more than the poles.

The warm, light air at the equator rises and spreads northward and southward, and the cool dense air at the poles sinks and spreads toward the equator. As a result, two convection cells are formed.

21

• The slow rotation of the earth toward the east causes the air to be deflected toward the right in the northern hemisphere and toward the left in the southern hemisphere. This deflection of the wind by the earth's rotation is known as the Coriolis effect.

22

Convection Currents

• Subsiding air is compressed as it approaches the earth’s surface where it piles up and creates an area of high pressure at the surface.– Air flows out of this region back towards low

pressure, closing the cycle.

23

Convective Cloud Systems (TD 37)

• This Quicktime movie will help you learn more about how clouds are formed!

• Don’t forget to read the text and answer the questions!

25

Water Vapor Circulation on Earth (TD 20)

• View the simulation and keep the “cannon” in mind as you watch.

• Don’t forget to read the information.

• Be able to answer the questions.

26

Wind “Belts”

• Hadley Cells, Ferrell Cells and Polar Cells are distinctive forms of convection that form at different latitudes.

27

Hadley Cells

This is the cell that is closest to the equator. It consists of winds converging and rising at the equator and then diverging north and south of the equator as it reaches the upper troposphere. The winds then sink at 30 degrees latitude as they converge with winds in the Ferrell Cell. They hit the surface and diverge back to the equator to complete the cell. This provides the equator-ward wind component of the Trade Winds.

28

Polar Cells

• This cell has winds rising up at 60 degrees latitude and spreading out pole-ward as they reach the upper troposphere.

• The winds sink down at the poles and then diverge towards the equator until they reach 60 degrees latitude where they rise up again to complete the cell.

• They provide the equator-ward component of the Polar Easterlies.

• The mid-latitude jet stream is found in the upper troposphere where the Ferrell and Polar cells meet.

29

Ferrell Cells

• This cell has winds sinking at 30 degrees latitude and then traveling pole-ward as they hit the ground and diverge with winds from the Hadley Cell.

• This provides the pole-ward component of the mid-latitude westerlies.

• These winds travel towards the poles until they converge with winds in the polar cell at 60 degrees latitude.

• These winds then rise up and spread out equator-ward to complete the cell.

30

Air rises in the Inter Tropical Convergence Zone (ITCZ) to the top of troposphere, then spreads polewards. Jet streams are found just below the tropopause (the interface between the troposphere and stratosphere) where the Hadley and Ferrell, or Ferrell and Polar cells converge. The regions of surface high and low pressure are shown. In the stratosphere, the air is much more stable and less well mixed than the troposphere.

31

Jet Streams

• Jet Streams - Large-scale upper air flows.– Generally follow undulating paths where

Hadley and Ferrell cells meet.

32

Three Jet Stream TD’s

• The Jet Stream has a definite effect on weather, especially in Maryland.

• Observe and read the info for the following TD sites– Giving Rise to the Jet Stream (TD 8)– Jet Stream and Horizontal Temperature

Gradients (TD 11)– A Five Day View of the Jet Stream (TD 7)

33

Air Masses

• What are the five types of air masses and their locations?

• Equitorial, tropical, polar, arctic; either continental or maritime

• How are they classified?

• Moisture content; maritime or continental

34

Air Masses

35

Types of Fronts

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/prcp/zr/cond/cyc.rxml

36

Compare and Contrast Warm and Cold Fronts (TD 2)

• See how they work at TD site named above.• Cold Front - Boundary formed when cooler air

displaces warmer air. – Cold air is more dense, thus hugs ground and pushes

under warm air.• Warm air cooled adiabatically. (wha? Look it up!)

• Warm Front - Boundary formed when warm air displaces cooler air.– Warm air is less dense and slides over cool air,

creating a long wedge-shaped band of clouds.

38

Cloud Types (TD 26))

• Cloud identification is not only fun, but can help you predict weather.

• Go to the TD site to learn more about this fascinating information!

• Quick – what type of clouds are in the sky right now?

• Don’t believe it? Go to http://www.uen.org/utahlink/weather/clouds/cloud_id.html– Click on the different types of clouds– The click on the various cloud pictures to see what

type of weather they “predict”.

39

Rating the Wind

Convection currents cause wind to form.

Rating the wind speed is very important. Go to http://www.boatingandmarineinfo.org/beaufort.html to learn about the Beaufort Scale.

• The Beaufort Scale is used to determine wind speed and physical changes seen during that wind speed.

40

Observe Images of Climate Zones (TD 24)

• Climate and weather are intimate bedfellows. As a result, unless you have DRASTIC changes, climate doesn’t necessarily change.

• Go to the TD above, observe the images, read the accompanying info and answer the questions.

41

20 Year Map of Global Rainfall (TD 3)

• There are definite patterns that can be seen when viewing the weather.

• Make sure to “connect” the information to the Coriolis effect.

42

Ocean Temperatures and Climate Patterns (TD 19)

• This animation from The New Media Studio illustrates how the atmosphere and ocean together shape wind, current, and rainfall patterns in the tropical Pacific.

43

Ocean Current TD’s

• View the following TD sites and read the info.

• Questions/notes – you know the drill!– Shipwrecks Reveal Ocean Currents (TD 22)– Examine Global Surface Currents (TD 17)– What Causes the Gulf Stream? (TD 21)– Ocean Temperatures and Climate Patterns

(TD 19)

44

Ocean Currents

• Warm and cold ocean currents strongly influence climate conditions on land.– As surface water moves, deep water wells up

to replace it.• Ocean circulation also driven by differences in

water density.– Gyres

46

Seasonal Winds and Monsoons

• Monsoon - Seasonal reversal of wind patterns caused by differential heating and cooling rates of oceans and continents.– Most prevalent in tropical countries where

large land area is cut off from continental air masses by mountain ranges and surrounded by a large volume of water.

47

The Great Flood of 1993 (TD 12)

• This TD describes how an anomalous weather patterned formed and stayed in one place, causing the worst flooding ever seen in the United States.

48

Cyclonic Storms

• When rising air is laden with water vapor, latent energy released by condensation intensifies convection currents and draws up more warm air and water vapor.– Storm cell will exist as long as temperature

differential exists.• Hurricanes (Atlantic)• Typhoons (Western Pacific)• Cyclones (Indian Ocean)

49

How Hurricanes Form (TD 10)

– Hurricanes form in the tropics where the water and air are warm and moist. There are many factors which need to be just right in order for a hurricane to form. Scientists aren't sure why all these factors are needed but know that they are important. A study found that out of 608 possible storms only 50 developed into tropical storms.

– http://observe.arc.nasa.gov/nasa/earth/hurricane/intro.html

50

Hurricane Elana– One ingrediant is a low pressure area which forms over a large

area of warm water. – The air being drawn into the central low pressure is curved due

to the Coriolis Effect. – Surface friction also causes the wind around the low to spiral

toward the center. – This gives the hurricane a circular rotation. The incoming air

must go somewhere so it rises. – This rising air, which is saturated with water, cools and

condenses to form clouds. The latent heat given off when the water condenses causes the upper air to warm and increase in pressure.

– This high pressure area is the reason why weather is nice in the eye of a hurricane.

– This is the start of a feedback mechanism which continues to intensify the hurricane as long as there is warm water from which to draw energy.

51

Tropical Storm Agnes, 1972• Once a hurricane moves over

land, the large energy supply from the ocean is no longer available and the feedback no longer intensifies the storm. As it continues over land it begins to lose strength and eventually dissipates.

• However: the storm can downgrade to a tropical storm and continue to wreak havoc with still strong winds and large amounts of rain, which leads to flooding.

• Hurricane Agnes was only a Cat. 1 hurricane, yet it produced rainfall that was TWICE as destructive as any storm seen in the 20th C!

52

Tractor trailers were floating around like toy trucks up and down the Patapsco River.

At the height of the storm, flood waters completely engulfed the bridge between Ellicott City and Baltimore County.

The Patapsco River at Ellicott City rose five feet in ten minutes, then twenty-five feet in a half hour, finally cresting at an unheard of forty-five feet above normal.

53

In Sykesville/Henryton area

The Henryton Road bridge lies on its side where Agnes left it.

54

Adding insult to injury

• Hurricane winds can spawn tornadoes over land.

• Tornadoes will form in the NE sector of the hurricane’s wind field

55

Lab!

• Complete the lab Hurricane Tracking and Prediction tonight at home.

• 50 pts. Due tomorrow.

• Also, go to http://www.nhc.noaa.gov/aboutsshs.shtml to learn about the Saffir-Simpson Scale for hurricane rating

56

How do Tornados Form? (TD 9)

57

Tornadoes

• Tornadoes - Swirling funnel clouds.– Rotation not generated by Coriolis forces.– Generated by “supercell” frontal systems

where strong dry cold fronts collide with warm humid air.

• Greater air temperature differences in Spring thus more tornadoes.

– Spinning - Rolling vortex tubes.

– Downbursts - Disorganized supercells.

58

SuperCells and Hook Echos

59

Supercell Anatomy

60

Tornados

• Ask to see the “Forces of Nature” DVD for Tornadoes

• View the DVD and take notes if you need more info on how tornadoes form

61

It Ain’t the Size…

• No really - it isn’t the size that determines the power of a tornado.

• Go to the TD 14 Rate Tornado Damage which describes the Fujita Scale

• While your at it, consider Chasing Tornados (TD 4)

62

CLIMATE

• Driving Forces and Patterns– Periodic weather cycles detected.

• Solar magnetic cycles• Milankovitch Cycles - Periodic shifts in earth’s orbit

and tilt.– Change distribution and intensity of sunlight reaching the

earth.» Ice cores show drastic changes may have occurred

over short periods of time (decades).

63

Milankovitch Cycles

• These very important cycles have a definite effect on glacial advance and retreat.

• Go to http://www.wwnorton.com/earth/egeo/animations/ch18.htm and scroll down to the Milankovitch Cycles. Click on the animation and take notes as need.

• Drawing pictures might help too!

64

El Nino Southern Oscillation

• AKA ENSO

• Large pool of warm surface water in Pacific Ocean moves back and forth between Indonesia and South America.– Most years, the pool is held in western Pacific

by steady equatorial trade winds.• Every three-five years the Indonesian low

collapses and the mass of warm surface water surges back east.

65

Global Weather Machine (TD 29)

• Just how does El Nino control the global weather?

• Check out this TD to get the inside scoop!• Also, go to

http://environment.about.com/od/globalwarming/a/elninolanina.htm to read a short essay on the possible relationship between Global Warming, El Nino, and his sister La Nina.

66

El Nino Southern Oscillation

– During an El Nino year, the northern jet stream pulls moist air from the Pacific over the U.S..

• Intense storms and heavy rains.– During intervening La Nina years, hot, dry weather is

often present.

– Pacific Decadal Oscillation - Very large pool of warm water moving back and forth across the North Pacific every 30 years.

67

Pacific Ocean

WEST PacificEAST Pacific

69

Earth System: El Nino (TD 5)

• Also view and answer questions on – The Atmosphere, Carbon Dioxide, & Climate Change:

Mathematical Calculations to Describe Climate & the Atmosphere handout (websites work)

– Earth System: El Nino’s Influence on Hurricane Formation (TD 6)

Think about it! In 2005, a La Nina year, the U.S. experienced multiple hurricanes, the worst being Katrina and Rita. In 2006, the beginning of an El Nino year, we had one – Ernesto. And, the Northwest U.S. and Southwest Canadian coasts have been socked by continual flooding rains or large snowstorms!

70

Research it!

• Pick ONE of the El Nino Southern Oscillation (ENSO) related topics on the next page and create a short PowerPoint Presentation on it (no more than 10 slides, PLUS the Title Slide and Lit Cited Slide)

• Last slide will be a Literature Cited slide, using the CSE method of Literature Citation. Go to http://www.lib.duke.edu/libguide/cite/works_cited.htm

• Use BOTH online and print materials from the Media Center

• 50 points.

71

ENSO and…

• Cholera• Dengue • Rift Valley Fever• Australian Encephalitis • Malaria

• Economic Problems (find an affected country and report on how ENSO has caused economic problems)

• Natural Disasters such as– Flooding in Ecuador– Hurricanes, like Katrina – Torrential rains causing

mudslides – Volcanoes

72

Energy and the Greenhouse Effect

• Of the solar energy that reaches the outer atmosphere:– About one-quarter is reflected by clouds and the

atmosphere.– Another quarter is absorbed by carbon dioxide

water vapor, ozone and a few other gases.– About half reaches the earth’s surface.

73

Energy Balance

Do the math! How much energy does the earth actually hold on to?

74


• Surfaces that reflect energy have a high albedo (Reflectivity).– Fresh clean snow 90%– Dark soil 3%– Net average of earth 30%

75

So how important is the Albedo effect?

• Go to http://earthobservatory.nasa.gov/Study/Monsoon/ and read this case study.

• Just exactly how important is the impact of global warming the Himalayan snow pack?

• What is the relationship between the Himalayan snow pack to nitrate levels in the Arabian Sea?

• What is the result of this relationship?

76


• Most solar energy reaching the earth is visible light.– Energy reemitted by the earth is mainly

infrared radiation (heat energy).• Longer wavelengths are absorbed in the lower

atmosphere, trapping heat close to the earth’s surface.

77

The Electromagnetic Spectrum (TD 36)

• If you have trouble remembering your physics (or didn’t take physics), go to this TD regarding the spectrum and wavelengths.

• Very IMPORTANT info!

78

Greenhouse Effect

• Increasing atmospheric CO2 due to human activities appears to be causing global warming.

• We will learn more about this later!

79

Rapid Warming Spreads Havoc

• Go to http://www.washingtonpost.com/wp-dyn/content/article/2006/02/28/AR2006022801772.html and answer the following questions:

• How is global warming leading to an increase in the mountain pine beetle?

• What is the level of devastation in acreage? In cost to Canada’s economy?

• What fears have been generated by the rapid spread of this beetle?

• What attempts at control have been made? Have these attempts been successful?

80

Global Warming: Physics of the Greenhouse Effect (TD 33)

• Okay, so we all toss the terms around, but do you really know what causes the greenhouse effect? Use this TD to help you become an “expert” on the subject!

81

Sources of Greenhouse Gases

• Carbon Dioxide - Fossil-fuel burning.• Atmospheric levels increasing steadily.

• Methane – Ruminants (cows, goats, camels; Coal-mines.

• Absorbs more infrared than CO2.

• Chlorofluorocarbons (CFC’s) – Refrigerants and useed in Aerosol cans

• Began being phased out of use in 1987

• Nitrous Oxide - Burning organic material.

82

Global Warming: Carbon Dioxide and the Greenhouse Effect (TD 23)• There is much speculation regarding this

concept, especially on the part of the Bush Administration.

• Also view the information from Earth System: Ice Age and Global Warming

(TD 16 )

83

Hurricane Katrina: Possible Causes (TD 30)

• Could global warming be responsible for Hurricane Katrina? Check it out!

84

CO2 Concentrations at Mauna Loa Observatory, Hawaii (TD 31)

• What data exists to prove that CO2 concentrations are increasing globally? This TD will help explain what has been determined.

• Also view TD 32 Greenland Ice Sheet Project 2: A Record of Climate Change to see more evidence of rising CO2 levels.

85

Labs!

• Paper Activity: Global Warming and Atmospheric CO2 correlation

• Virtual Laboratory: Photosynthesis and Carbon Dioxide Levels

86

Current Evidence of Climate Change

• World Meterological Organisation (WMO)– Global average surface temperature rose 0.6o

C during 20th century.– Ten hottest years have been since 1990.– Severe weather events have increased

dramatically.– Average summer and winter temperature in

Alaska are higher than average..

87

Current Evidence of Climate Change

• Retreating alpine glaciers.– Mt. Kilimanjaro– Glacier National Park

• Wild species forced into new ranges.– Altered migration routes.

• Coral Reef Bleaching.– Higher water temperatures.

88

Potential Global Climate Change

89

Winners and Losers

• Residents of extreme northern areas would enjoy warmer temperatures and longer growing-seasons.

• Plant growth patterns may be altered.• One-third of population living in areas likely

flooded by rising seas.• More evaporation may cause severe storms.

– Infectious disease likely to spread faster.– Circulation patterns may cause more snowfall at

poles - New ice age ?

90

Is the Day After Tomorrow a Real Possibility?

• Maybe! Evidence shows that this occurred 8200 years ago!

• Go to http://www.newscientist.com/article.ns?id=dn8558 and take notes on this fascinating idea!

• Also go to these TD sites to learn more about the reality of this occurring!– Great Ocean Conveyor Belt: Part I (TD 35)– Great Ocean Conveyor Belt: Part II (TD 34)

91

What do the Experts Think?

• National Geographic ran an article on the same idea.

• Go to http://news.nationalgeographic.com/news/2004/05/0518_040518_dayafter.html to see what they say.

• And, from our experts at US News and World Reports http://www.usnews.com/usnews/news/features/petit_climate.htm

92

And finally, to sum up…

• From the physics department at University of California at San Diego

• Go to http://physics.ucsd.edu/~tmurphy/phys12/lectures/17_global.ppt#272 ,18,Last Assignment and take notes.

• DON’T do the homework assignment at the bottom. It’s for Dr. Murphy’s students.

93

Human-Caused Global Climate Change

• In 1988, the Intergovernmental Panel on Climate Change (IPCC) was formed.

• If you are a policy wonk, you can check it out at http://www.ipcc.ch/activity/srccs/index.htm – Released third climate report in February

2001.• Recent changes in world’s climate have had

discernable impacts on physical and biological systems.

– Human activities must be at least partially responsible.

94

International Climate Negotiations

• Kyoto Protocol (1997)– 160 nations agreed to roll back carbon

dioxide, methane, and nitrous oxide emissions about 5% below 1990 levels by 2012.

• Sets different limits for different countries, depending on prior output.

– Developing countries exempted.

95

To learn more about the Kyoto Protocol

• Go to http://environment.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=environment&zu=http%3A%2F%2Funfccc.int%2Fessential_background%2Fkyoto_protocol%2Fitems%2F2830.php to get the fundamental info on the Kyoto Protocol.

• Don’t forget to click on the “More information on commitments and Kyoto mechanisms “ at the bottom of the page. (if you are in PowerPoint, clicking the above sentence will take you right to the webpage).

96

Should the U.S. Ratify the Kyoto Protocol?

• Read the packet on the Kyoto Protocol.

• Also, go to http://environment.about.com/od/kyotoprotocol/i/kyotoprotocol.htm and take notes on this topic.

• What do you think about this?

97

Controlling Greenhouse Emissions

• Reducing carbon dioxide levels.– Renewable energy sources may offer a better solution

to climate problems. We’ll study these later.

• Capturing and storing carbon dioxide.– Carbon Management

• Planting vegetation – what are the results of the CO2 and vegetation lab?

• Emissions trading or “cap and trade” system – Go to http://en.wikipedia.org/wiki/Emissions_trading to read more about this system

• Read and answer the guide questions for “Can We Bury Carbon Dioxide?”

98

In a Nutshell

• Go to http://www.for.nau.edu/mosaddphp/courses/hart/for479/files/chapter02rs06.ppt#350,1

Earth’s Climate System for an overview of everything you have learned (and a little more!) in this Ppt.

99

Summary• The Atmosphere and Climate

– Greenhouse Effect– Convection Currents

• Weather– Coriolis Effect– Cyclonic Storms

• Climate– El Nino– Climate Change

100

Hey! Where’s all the ice gone?

101

There’s a hole in the sky! (TD 1)

A large hole in the ozone layer was detected in 1985.

Previous to this discovery, the US FDA phased out the use of CFCs in aerosols in 1976, based on the experimental work by F. Sherwood Rowland and Mario Molina.

102

What’s the big deal?

• Ozone depletion is a big deal!• Follow “Farley” as he learns more about ozone

depletion!• http://www.epa.gov/ozone/science/missoz/missp

an.html• Also go to

http://www.ciesin.org/TG/PI/POLICY/montpro.html to learn more about the Montreal Protocol, one of the international agreements on ozone layer protection, as well as others

• Create “flash cards” for the ozone agreements!

103

To fry or not to fry?

UV Radiation can be quite harmful to living organisms

Go to

http://www.mydr.com.au/default.asp?article=4139

to watch the animation and

http://www.epa.gov/sunwise/uvradiation.html for more information regarding UV Radiation and the

air, weather, and climate

Documents