Answer & Explanation:Please review the class lecture notes first and answer the Thought Questions contained therein.
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unit_5__weather_and_biomes_.docx
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THOUGHT QUESTION 1:
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What happens to the sides of the balloon when you heat the air
inside?
As you keep heating the balloon what happens to the basket or
gondola that is attached to the balloon? Why?
If the air in the balloon is allowed to cool, what do you think will
happen to the balloon?
THOUGHT QUESTION 2:
•
What are the convection cells doing at the 30 degree mark? Discuss in
terms of behavior of gases and convection cell dynamics (see lecture
above). What will happen to the surrounding moisture in this
area? What kind of climate or biome do you imagine is at the 30
degree latitude (look at map of the world)?
THOUGHT QUESTION 3:
•
Take a look at a map of the world between 30-60 degree
latitude. What are the convection cells doing at the 60 degree latitude
(explain in terms of the behavior of gases and convection cell
dynamics)? What is going to happen to moisture at this
latitude? What North American climate/biome is on the West Coast is
at this latitude?
THOUGHT QUESTION 4:
•
Take a look at the coast of California in Figure 5.6. Where is the water
coming from? How does this affect the temperature of our water
during the summer (hint look at the color of the arrows)? In turn, how
does this affect our summer coastal temperatures?
THOUGHT QUESTION 5:
Take a look at the East coast of the United States in Figure 5.6. Where
is the water coming from? How does this affect the temperature of the water
during the summer? In turn, how does this affect summer coastal
temperatures?
THOUGHT QUESTION 6:
Name a rainshadow created desert on the West Coast of the United
States. What mountain range created it?
THOUGHT QUESTION 7:
Identify the two climatic/weather patterns that that can create a desert
environment based on the information contained in this lecture.
THOUGHT QUESTION NO. 8
–Identify and briefly explain 5 reasons why vernal pools are an important
natural resource in California.
Unit 5 – Weather, Climate and Biomes
Unit 5 Outline
I.
Weather Patterns/Climate
A. Factors Affecting Climate
B. Factors that affect Temperature and Rainfall
C. Rotation and tilt of the Earth’s Axis
1. Daily Temperature
2. Seasonal Temperature
3. Latitude
D. Circulation of Air/Convection Cells
1. Properties of gases
2. Convection Cell Dynamics
3. Global pattern of convection cells
E. Circulation of the Wind and Ocean Currents
F. Local Climate Patterns
1. Rainshadow Effect
2. El Nino Effect and Upwellings
II.
Biomes
A. Major Biomes
1. Tundra
2. Taiga
3. Temperate deciduous forest
4. Grasslands
5. Chaparral/Mediterranean
6. Deserts
7. tropical rainforests
B. California Biomes
1. Types of Biomes
2. Loss of Habitat in California
3. Vernal Pools
III.
Self Assessment
I. Weather Patterns/Climate
A. Factors Affecting Climate
The most important factors affecting the climate in a particular area
are:
• Temperature
• Precipitation/rainfall
• Sunlight
B. Factors that affect Temperature and Rainfall
Temperature and rainfall in a given area are dictated by:
• Tilt of the Earth’s axis
• Latitude
• Air Circulation – convection cells
• Circulation of ocean currents
C. Rotation and tilt of the Earth’s Axis
The following affects the temperature of a given location:
1. Daily Temperature
Daily rotation of the earth in a 24 hour period affects day and night
temperature
2. Seasonal Temperature
Yearly rotations around the sun affects seasonal temperatures because
the Earth’s axis is not straight. Rather it is at an angle
•
•
•
•
Figure 5.1 – Earths
annual rotation
around the sun.
Tilt of earth – the Earth
axis is at a 23.5 degree
angle.
This affects the seasons of
the year in a given
hemisphere
June to Sept – Northern
hemisphere gets most sun
Nov to Feb – Southern
hemisphere gets most sun
3. Latitude
Where you are relative to the equator is also influenced by the amount
of energy received by the sun.
Figure 5.2 – Amount of solar energy reaching
different latitudes.
Equator – at the equator, the sun’s rays hit the earth most directly.
Therefore, the amount of energy per unit of area is greater or more
concentrated. As a result, it is warm all year around. The day length
is roughly 12 hours per day.
Polar regions – receive less direct or less concentrated sunlight and
thus experience cooler temperatures. Day length shifts dramatically
depending on seasons. The winter experiences long nights and short
days. The summer experiences long days short nights.
If you shine a flashlight on a globe or other spherical object, you will
see that the light at the equator shines in a smaller area. The light at
the higher latitudes is more spread out, thus the energy is spread
across a greater area and is more diffuse.
D. Circulation of Air/Convection Cells
1. Properties of gases
The circulation of air on Earth is governed by the action of convection
cells, also known as Hadley cells. Before we examine how Hadley cells
operate, we need to understand the properties of gases:
Hot Air
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Cold
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Expands, takes up more volume
Holds more moisture
Rises with increasing temperature
Air
More dense, takes up less volume
Hold less moisture
Falls because it is more dense
Understanding the properties of gases best understood when you think
of a hot air balloon. When you heat the air inside the balloon:
THOUGHT QUESTION 1:
•
•
•
What happens to the sides of the balloon when you heat the air
inside?
As you keep heating the balloon what happens to the basket or
gondola that is attached to the balloon? Why?
If the air in the balloon is allowed to cool, what do you think will
happen to the balloon?
2. Convection Cell Dynamics
So now that we know how gases behave, let’s take a look at a Hadley
Cell:
As the sun heats earth’s surface, hot air rises creating area of low
pressure beneath it.
1) Warm air picks up moisture
2) As the air rises it begins to
cool.
3) Cool air releases moisture
(rain).
4) Since the cooler air is more
dense, it sinks towards
surface,
5) As the cool air sinks, it
heats up again.
Figure 5.3 – Hadley Cells
6) As the cool air heats, it picks up moisture from the land below.
(see the figure above).
Review the following animation on Hadley Cells
3. Global pattern of convection cells
On Earth there is not just one Hadley or convection cell but a series of
cells that are ultimately driven by the heat of the sun.
Let’s take a look:
Figure 5.4 – Global
Pattern of Hadley Cells
As discussed before, the part of the Earth that receives the most
concentrated solar energy is the Equator. Since this is where the most
heat will be generated, the air at the equator will rise and precipitation
will occur as the air cools. That is why the tropics are so wet and
humid. The convection cells are like the gears of an engine, they drive
each other.
However, as the hot air cools, it will eventually sink. As the cold air
sinks, it will reach the surface of the Earth where it will heat up again.
For example, take a look at the regions at the 30 degree latitude
mark.
THOUGHT QUESTION 2:
What are the convection cells doing at the 30 degree mark? Discuss in
terms of behavior of gases and convection cell dynamics (see lecture
above). What will happen to the surrounding moisture in this area?
What kind of climate or biome do you imagine is at the 30 degree
latitude (look at map of the world)?
THOUGHT QUESTION 3:
Take a look at a map of the world between the 30-60 degree latitude.
What are the convection cells doing (explain in terms of the behavior
of gases and convection cell dynamics)? What is going to happen to
moisture at this latitude? What North American climate/biome is on
the West Coast is at this latitude?
E. Circulation of the Wind and Ocean Currents
The ocean currents are affected by spin of earth and circulation of air
above surface of water.
• The air above the water
is driven by the
convection or Hadley
cells, which in turn drive
the ocean currents.
• The spin of earth
deflects direction of the
wind westward or
eastward
• In the Northern
hemisphere the currents
run clockwise
• In the Southern
hemisphere the currents
run counter-clockwise
Figure 5.5 – Depiction of air currents on the surface of the
Earth.
Figure 5.6 – Patterns of ocean currents. Note the direction of the
currents in each hemisphere. Red depicts warm water. Blue depicts
cold water.
THOUGHT QUESTION 4: Take a look at the coast of California in
Figure 5.6. Where is the water coming from? How does this affect the
temperature of our water during the summer (hint look at the color of
the arrows)? In turn, how does this affect our summer coastal
temperatures?
THOUGHT QUESTION 5: Take a look at the East coast of the United
States in Figure 5.6. Where is the water coming from? How does this
affect the temperature of the water during the summer? In turn, how
does this affect summer coastal temperatures?
F. Local Climate Patterns
1. Rainshadow Effect
Some deserts are created through a phenomenon known as the
“Rainshadow Effect.” Deserts are created when a topographical
feature such as a mountain range prevents precipitation on one side of
the mountain, thus creating a desert or arid landscape. The other side
of the mountain is often lush. Let’s take a look at an example:
Prevailing winds
pick up moisture
from an ocean.
On the leeward side of the
mountain range, air descends,
warms, and releases little
moisture.
On the windward
side of a mountain range,
air rises, cools, and
releases moisture.
Dry habitats
Moist
habitats
Sierra
Nevada
Mountains
Pacific
Ocean
Deser
t
Figure 5.7 – Rainshadow Effect.
THOUGHT QUESTION 6: Name a rainshadow created desert on the
West Coast of the United States. What mountain range created it?
THOUGHT QUESTION 7: Identify the two climatic/weather patterns
that that can create a desert environment based on the information
contained in this lecture.
2. El Nino Effect and Upwellings
Another localized effect, particularly on the coast of South America is
the El Nino effect. In order to understand the ramifications of an El
Nino year, we need to understand the process of upwellings.
a) Upwellings
Upwellings are frequent off the coast of South America and even
California. They are caused by ocean and wind currents moving water
away from the coast. Let’s take a look at what happens:
Figure 5.8 – Upwellings
Wind blowing away from coast drives water away from the land. This
causes deeper water to rise to surface
Nutrients are located at bottoms of the oceans. This is where the
mineral from the land eventually settle and where dead organisms and
waste settle. Photosynthetic organisms rely on these nutrients for
productivity.
Remember, nutrients containing nitrogen and phosphorous are limiting
factors for photosynthetic organisms.
As a result nutrients from lower parts of ocean are brought to surface,
this allows for a lot of productivity and growth. Other organisms
higher on the food chain benefit from the explosion of photosynthetic
organisms.
Thus, regions of upwellings near coast have high productivity and
biomass.
Upwellings also occur near the equator where northern and southern
current meet and help push nutrients to the surface. As a result,
equator has a lot of productivity too..
b) El Nino Effect
The El Nino effect is a weather pattern that occurs every 2-8 years
and is caused by a shift in atmospheric pressure, sea surface
temperature, and ocean circulation in the tropical Pacific Ocean. The
weather pattern was named by South American fisherman who noticed
that during some years, productivity in the Ocean was dramatically
depressed. This weather pattern often happened during Christmas,
and the fisherman dubbed this weather pattern El Nino after the Christ
child. In order to understand the effects of an El Nino year, we need
to understand what happens in a normal year:
•
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Currents move towards
the equator.
Water heats up as well
air
As water travels
towards Asia, warm air
rises and cools off
releasing rain.
Results:
–
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–
S.E. Asia receives
abundant rainfall
South America
receives cool
water and
upwellings
Abundant fishing
in South America
Figure 5.9 – Ocean and
wind patterns under
normal conditions.
However, in an El Nino year, the normal wind and ocean currents shut
down and the currents stop flowing in their normal direction. This can
have profound effects on both sides of the Pacific. Let’s take a look at
what happens:
•
Occurs when trade winds
from the Eastern Pacific
weaken
•
Warmer water from
western Pacific flows
eastward.
•
Temperature of water in
eastern pacific increases
heating the surrounding
air above it.
•
Results
–
–
–
More rain in Eastern
Pacific regions
Drought conditions in
Western Pacific
(Australia, Indonesia)
Normal upwelling in E.
Pacific is depressed,
less nutrients for sea
life.
Figure 5.10 – Ocean
and wind currents
during an El Nino
year.
For more information on El Nino go to:
http://kids.earth.nasa.gov/archive/nino/intro.html
II. Biomes
A biome is defined as a region of earth characterized by a distinct
climate and assemblage of plants and animals adapted to that
region. The major biomes include:
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Tundra
Taiga
Temperate Deciduous Forests
Grassland
Chapparal/Mediterranean
Deserts
Tropical Rainforests
The map below depicts where these biomes can be found around the
world:
Figure 5.11 – Major biomes and their locations around the
world.
We are going to examine each of these biomes starting with the
Northernmost biome:
A. Major Biomes
1. Tundra
This is the northernmost biome. It is characterized by the following:
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Characterized by permafrost – part of subsoil that remains
frozen all year long
Short growing season
Low growing plants – cannot support trees as a result of soil and
climate
Low biodiversity
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Fairly low productivity
Animals – musk ox, wolves, arctic hare
Plants – lichen, mosses
Figure 5.12 – Tundra landscape
2. Taiga
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Characterized by pine forests
Occurs in Alaska, Canada, Russia, Sweden Finland
Slightly longer growing season than tundra
Animals – moose, bears
Plants – pine trees, other conifers
Also known as a Boreal Forest.
Figure 5.13 – Taiga landscape
3. Temperate deciduous forest
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Characterized by deciduous trees
Eastern United States, Japan, Eastern China, most of Europe
Rich soil
4 distinct seasons
Warmer climate and more rainfall than more northern biomes
Animals – squirrels, foxes, deer
Plants – maples, sycamores, elms, oaks, ferns
Figure 5.14 – Temperate Deciduous Forest in
the Spring and Winter
4. Grasslands
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Relatively low rainfall
In No. America – hot summers and cold winters
Occurs in center of continents of No. America, So, America, Africa
and Asia
Dominated by grasses, few trees or shrubs
Animals – coyotes, wolves, buffalo, antelope
Other common names – prairie, savannah, llanos, pampas, steppes.
Figure 5.15 – Temperate Grassland (Prairie) in
North Ameria
Human Impacts on Grasslands:
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Conversion of savanna and temperate grasslands to cropland
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Release of CO2 to atmosphere from burning and conversion of
grassland to cropland
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Overgrazing of tropical and temperate grasslands by livestock
5. Chaparral/Mediterranean
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Warm, dry summers and wet winters
Generally occurs along south-western portions of the continents
Examples – California, Italy, Spain, Chile, South Africa, So. West
Australia
Also known as chaparral/coastal sage scrub in So. California
Plants adapted to arid environments with occasional fires.
Animals – coyotes, packrats, lizards, deer, quail
Plants – scrub oaks, sagebrush, manzanita, toyon
Figure 5.16 – Chaparral biome.
Santa Inez Mountains, California
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6. Deserts
lowest rainfall, hot temperatures
low vegetation, very drought resistant
Created by convection cells or rainshadow effect
Plants – cacti, succulents, creosotes, joshua trees
Animals – kit foxes, kangaroo rats, lizards, rattlesnakes
Figure 5.17 – Sonoran
Desert. Baja, Mexico
7. tropical rainforests
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Abundant rainfall
little seasonal variability
little temperature variation
Occurs in areas around the equator
Lush, dense vegetation – heterogeneous
Soil – relatively poor, leached
highest species diversity in world
Animals – monkeys, bats, amphibians, snakes
Plants – bromeliads, coconut, mango, ficus (fig)
Figure 5.18 – Tropical Rainforest
Figure 5.19 – Distribution of Biomes by Precipitation and
Temperature.
B. California Biomes
1. Types of Biomes
California has the highest species diversity in the U.S. and greatest
number of biomes:
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alpine forests
temperate deciduous forests
temperate rainforests
coniferous forests,
deserts
chaparral
grasslands and
several types of aquatic biomes.
2. Loss of Habitat in California
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Development (habitat destruction)
Grazing (historical and present)
Mining
Deforestation
Pollution
Agriculture
Desertification/water issues
3. Vernal Pools
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Are a unique habitat in California
Mostly located in the central valley
Are ephemeral pools that appear seasonally
Home to unique plants and wildlife that have adapted to the
transient nature of the pools
Agriculture and development have diminished number of
vernal pools
Sauntering in any direction, my feet would brush about a
hundred flowers with every step… as if I were wading in liquid gold
— John Muir describing the Central Valley of California in the spring of 1868
Figure 5.20 – Picture of a Vernal Pool.
SELF-STUDY: Read the following article on vernal pools:
http://resources.ca.gov/wetlands/whats_new/vernal_sj
q.html
This article is also located in DocSharing under the
category “supplemental reading.”
THOUGHT QUESTION NO. 8 –Identify and briefly explain 5
reasons why vernal pools are an important natural
resource in California.
III. Self Assessment
SELF-ASSESSMENT: test your skills at identifying Biomes
by taking this interactive quiz.
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