Visualizing Weather and Climate , Bruce Anderson, Alan H Strahler Test Bank by Ace Test Banks

Visualizing Weather and Climate By Bruce Anderson, Alan H. Strahler

Email: richard@qwconsultancy.com

Import Settings: Base Settings: Brownstone Default Information Field: Difficulty Information Field: Learning Objective Information Field: Section Ref Highest Answer Letter: D Multiple Keywords in Same Paragraph: No

Chapter: Chapter 1: Introducing Weather and Climate

Multiple Choice

1. What are the four spheres of Earth? A) atmosphere, biosphere, lithosphere, hydrosphere B) meteorology, biology, gravity, climatology C) temperature, biology, gravity, climatology D) meteorology, biology, lithosphere, climatology Ans: A Difficulty: Easy Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

2. What is weather? A) Long term changes (30 years or more) B) Short term changes (minutes to days) C) Scientific measurement of rocks D) Scientific measurement of clouds Ans: B Difficulty: Easy Learning Objective: Define Weather Section Ref: Introducing Weather and Climate

3. Weather can be defined as A) The state of the atmosphere at a particular location and time, usually determined by temperature, moisture, precipitation, and winds. B) Long term changes (30 years or more) of temperature, moisture, precipitation, and winds. C) Scientific measurement of rocks D) Scientific measurement of temperature Ans: A Difficulty: Easy Learning Objective: Define Weather Section Ref: Introducing Weather and Climate

4. The ____________ is a gaseous layer that surrounds the Earth. A) Biosphere B) Lithosphere C) Hydrosphere D) Atmosphere Ans: D Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

5. The outermost solid layer of the Earth, or _____________, provides the platform for most earthly life-forms. A) Biosphere B) Lithosphere C) Hydrosphere D) Atmosphere Ans: B Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

6. The liquid realm of the Earth is the ____________, which is principally the mass of water in the world's oceans. A) Biosphere B) Lithosphere C) Hydrosphere D) Atmosphere Ans: C Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

7. The _____________ encompasses all living organisms of the Earth. A) Biosphere B) Lithosphere C) Hydrosphere D) Atmosphere Ans: A Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

8. Within the atmosphere, water occurs as gaseous vapor, as well as liquid droplets and solid ice crystals that fall to the earth as _____________. A) precipitation B) sleet C) snow D) humidity Ans: A Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

9. What is the cycle called for the annual revolution of the Earth around the Sun, coupled with the tilt of the Earth's axis of rotation, generates a time cycle of incoming solar energy flow. A) biosphere B) rhythm of the seasons C) lithosphere D) precipitation Ans: B Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

10. How many degrees Fahrenheit does the average high temperature in July compare with January?

A) B) C) D)

Approximately 60 degrees F Approximately 20 degrees F Approximately 10 degrees F Approximately 40 degrees F

Ans: D Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

11. Inspiraling bands of clouds in the midlatitudes are called what? A) Tropical cyclones B) Midlatitude cyclones C) Anticyclones D) Fronts

Ans: B Difficulty: Easy Learning Objective: Define Weather and Climate Section Ref: Introducing Weather and Climate

12. What is climate? A) The state of the atmosphere at a particular location and time, usually determined by temperature, moisture, precipitation, and winds. B) Scientific measurement of clouds. C) The average or prevailing weather for a given region, characterized by temperature, moisture, precipitation, and winds. D) Scientific measurement of temperature. Ans: C Difficulty: Easy Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

13. What is known as the boundary along which two large bodies of air with very different temperature and moisture characteristics interact, producing lifting and cooling of air leading to cloud formation and precipitation? A) fronts B) thunderstorms C) midlatitude cyclones D) tornadoes Ans: A Difficulty: Easy Learning Objective: Define Weather Section Ref: Introducing Weather and Climate

14. Vast (approximately 100 km) inspiraling systems of very high winds and heavy rainfall that develop over very warm tropical oceans and move westward in lower latitudes, affecting the eastern coasts of most continents are known as: A) Fronts B) Thunderstorms C) Midlatitude cyclones

D) Tropical Cyclones Ans: D Difficulty: Easy Learning Objective: Define Weather Section Ref: Introducing Weather and Climate

15. Storms spanning a few kilometers to a hundred kilometers in which intense vertical circulations develop, resulting in heavy precipitation, lightning and thunder are known as: A) fronts B) thunderstorms C) midlatitude cyclones D) tornadoes Ans: B Difficulty: Easy Learning Objective: Define Weather Section Ref: Introducing Weather and Climate

16. Small (from 100 m up to 2 km), intense vortices around which air spirals at speeds capable of causing total destruction of any structures and life-forms in their paths are known as: A) fronts B) thunderstorms C) midlatitude cyclones D) tornadoes Ans: D Difficulty: Easy Learning Objective: Define Weather Section Ref: Introducing Weather and Climate

17. How many years of data are required to be used to compare climate data? A) 20 years B) 10 years C) 5 years D) 30 years

Ans: D Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

18. How many days in Juneau, Alaska had above normal temperatures in June 2007?

A) B) C) D)

~14 ~8 ~10 ~20

Ans: A Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

19. How many days in Juneau, Alaska had below normal temperatures in June 2007?

A) B) C) D)

~14 ~8 ~10 ~20

Ans: C Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

20. If scientists want to know whether it is colder or warmer than normal, they look at:

A) B) C) D)

measurements high temperature departure from normal average temperature

Ans: C Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

21. What conditions are necessary for wheat to grow well?

A) B) C) D)

Relatively little moisture, warm conditions, and plenty of sunshine. A lot of moisture and cloudy weather Hot and dry conditions Heavy snow and rainy summers

Ans: A Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

22. What region of the United States does wheat grow well?

A) Rocky Mountains B) California

C) Great Plains D) East Coast Ans: C Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

23. When designers build an airport, they make the runways aligned to: A) heating degree days B) the most common wind direction C) regions with a lack of sunshine D) dry locations Ans: B Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

24. In the United States, heating degree and cooling degree days are determined by the average temperatures and how frequently they fall below or rise above this temperature: A) 55°F B) 50°F C) 45°F D) 65°F Ans: D Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

25. The _________ can dictate how you dress on a particular day or whether you take an umbrella with you when you go out, the ____________ can dictate the types of clothes you have in your closet and whether your apartment has an air conditioner, a heater, or both. A) climate, weather B) weather, heating degree day C) weather, climate

D) heating degree day, cooling degree day Ans: C Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

26. What are 2 examples of climate changes? A) Global warming and Ice Ages B) Global Warming and fronts C) Cold and warm spells D) Ice Ages and warm spells Ans: A Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

27. What type of climate change process is defined by cyclical changes in the temperature and moisture characteristics of a given region associated with the orientation of the Earth during its annual passage around the Sun? A) El Niño B) Global Warming C) Ice Ages D) Seasons Ans: D Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

28. What type of climate process is defined by global-scale changes in winds, temperatures, and rainfall induced by the interaction of the atmosphere with the ocean across the tropical Pacific? A) El Niño B) Global Warming C) Ice Ages D) Seasons

Ans: A Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

29. What type of climate process is defined by very slow (over tens of thousands of years) changes in the global average temperature accompanied by the spread and retreat of massive glaciers of ice across the high- and midlatitude regions of the globe? A) El Niño B) Global Warming C) Ice Ages D) Seasons Ans: A Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

30. What type of climate process is commonly used to refer to recent warming of the global-average temperature over the last 100 years? A) El Niño B) Global Warming C) Ice Ages D) Seasons Ans: B Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

31. What type of climate process is shown in the top left image?

A) B) C) D)

El Niño Global Warming Ice Ages Seasons

Ans: A Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

32. What type of climate process is shown in the top right image?

A) B) C) D)

El Niño Global Warming Ice Ages Seasons

Ans: D Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

33. What type of climate process is shown in the bottom right image?

A) B) C) D)

El Niño Global Warming Ice Ages Seasons

Ans: C Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

34. What type of climate process is shown in the bottom left image?

A) B) C) D)

El Niño Global Warming Ice Ages Seasons

Ans: B Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

35. In the last 35 years, the severity of _____________; prolonged periods with little to no rainfall––have increased. A) hurricanes B) tornadoes C) droughts D) floods Ans: C Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

36. What weather feature does New York City experience most often in the Winter? A) thunderstorms B) midlatitude cyclones C) floods D) hurricanes Ans: B Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

37. What is shown in the figure on the bottom left?

A) B) C) D)

thunderstorms midlatitude cyclones floods hurricanes

Ans: D Difficulty: Medium Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

38. What is shown in the figure on the bottom right?

A) B) C) D)

thunderstorms midlatitude cyclones flood hurricanes

Ans: C Difficulty: Easy Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

39. What is shown in the figure on the top right?

A) B) C) D)

drought midlatitude cyclones flood hurricanes

Ans: A Difficulty: Easy Learning Objective: Define Climate. Section Ref: Introducing Weather and Climate

40. A very important scientific visualization tool is the _____ (also called a plot), which is used to display scientific data in a way that shows relationships. A) diagram B) graph C) satellite photo D) map Ans: B Difficulty: Easy Learning Objective: Describe how graphs are made. Section Ref: Visualizing Weather and Climate

41. In addition, _____ are used to show how phenomena are organized in space. A) diagram B) graph C) satellite photo D) maps Ans: D Difficulty: Easy Learning Objective: Describe how graphs are made. Section Ref: Visualizing Weather and Climate

42. What visual tool is used to explain an inversion layer?

A) B) C) D)

Pie chart line graph plot bar graph

Ans: B Difficulty: Medium

Learning Objective: Describe how graphs are made. Section Ref: Visualizing Weather and Climate

43. What visual tool is used to explain precipitation in Waco, Texas?

A) B) C) D)

pie chart line graph plot bar graph

Ans: D Difficulty: Medium Learning Objective: Describe how graphs are made. Section Ref: Visualizing Weather and Climate

44. What is a system of parallels and meridians representing the curvature of the Earth drawn on a flat surface. A) map projection B) cartographer C) geographic grid D) latitude Ans: D Difficulty: Easy Learning Objective: Define map projection. Section Ref: Visualizing Weather and Climate

45. The ______________ is made up of a system of imaginary circles, called parallels and meridians.

A) B) C) D)

map projection cartographer geographic grid latitude

Ans: C Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

46. Parallels are east-west lines running parallel to the Equator and are used to designate the _______ of a location. A) longitude B) cartographer C) geographic grid D) latitude Ans: D Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

47. Meridians are north-south lines that join the North and South Poles and are used to designate the ________ of a location. The reference point for a meridian is known as __________. A) longitude; prime meridian B) cartographer; equator C) geographic grid; equator D) latitude; prime meridian Ans: A Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

48. What type of projection is shown?

A) B) C) D)

polar Gnomonic Mercator latitude

Ans: C Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

49. What are lines on a map that connect locations with equal values of a given variable called? A) meridians B) Gnomonic C) Mercator D) isolines Ans: D Difficulty: Easy Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

50. What is a measurement of the molecular energy within a given substance? A) temperature B) pressure

C) humidity D) wind Ans: A Difficulty: Easy Learning Objective: Define the units used in weather and climate. Section Ref: Standard Measurements in Weather and Climate

True/False

51. Kelvin, Celsius, and Fahrenheit are the 3 units for temperature. Ans: True Difficulty: Easy Learning Objective: Define the units used in weather and climate. Section Ref: Standard Measurements in Weather and Climate

52. Millibars are the most common unit of measurement for atmospheric pressure. Ans: True Difficulty: Easy Learning Objective: Define the units used in weather and climate. Section Ref: Standard Measurements in Weather and Climate

53. In atmospheric sciences we use speed to express how fast and in what direction the winds are coming from. Ans: False Difficulty: Easy Learning Objective: Define the units used in weather and climate. Section Ref: Standard Measurements in Weather and Climate

54. In studies of the weather and Climate, we use the System Intergovernmental (SI) system. Ans: False Difficulty: Easy Learning Objective: Define the units used in weather and climate. Section Ref: Standard Measurements in Weather and Climate

55. Temperature, wind speed and direction, specific humidity, precipitation and pressure are the typical atmospheric variables that are measured. Ans: True Difficulty: Easy Learning Objective: Describe the typical atmospheric variables that are measured. Section Ref: Standard Measurements in Weather and Climate

56. Contour lines can also be called isolines? Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

57. The peak on the right side is 45 meters in height.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

58. There are two valleys shown in the topographic profile.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

59. The true shortest distance between two points, drawn over the globe as the crow flies, will appear as a straight line on the Mercator projection.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

60. In a polar projection, the scale fraction increases in an outward direction, making shapes toward the edges of the map appear larger.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

61. A polar projection map is only centered over the North Pole. Ans: False Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

62. Ptolemy's map is a reproduction of a map of the world as it was known in ancient Greece.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

63. Locations to the east of Greenwich have longitudes ranging from 0°–180° east longitude. Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

64. Locations to the west of Greenwich have longitudes ranging from 0°–360° west longitude. Ans: False Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

65. In a temperature inversion temperature decreases with altitude.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

66. The temperature at 1200 meters is between 25 and 26 °F.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

67. The temperature at the surface is 30 °F.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

68. The temperature begins to decrease with height at 300 meters.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

69. El Niño is a global-scale changes in winds, temperatures, and rainfall induced by the interaction of the atmosphere with the ocean across the tropical Pacific. Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

70. Seasons are cyclical changes in the temperature and moisture characteristics of a given region associated with the orientation of the Earth during its annual passage around the Sun. Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related.

Section Ref: Introducing Weather and Climate

71. The time period with the warmest global temperature in the past 150 years occurred between 1980 and 1990.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

72. The global temperature in the past 150 years has increased more than 3°C.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related.

Section Ref: Introducing Weather and Climate

73. The eastern equatorial Pacific is much drier than normal during an El Niño.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

74. Indonesia and Australia are much drier than normal during an El Niño.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

75. The southern United States are slightly wetter than normal during an El Niño.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

76. The average temperature in Juneau, Alaska in June decreases.

Ans: False Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

77. Heating degree days indicate how often the heating in the building will need to be run. Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

78. Cooling degree days indicate how often the air conditioning in the building will need to be run. Ans: True Difficulty: Easy Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

79. Cooling and heating degree days are based on an average temperature above or below 62°F. Ans: False Difficulty: Easy Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

80. This figure depicts a tropical cyclone.

Ans: False Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

81. This figure depicts a thunderstorm.

Ans: True Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

82. This figure depicts a mid-latitude cyclone.

Ans: False Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

83. This sharp boundary between the dry air and clouds is a front.

Ans: True Difficulty: Medium Learning Objective: Define weather Section Ref: Introducing Weather and Climate

84. Waco, Texas' record low temperature in April is between 0 to 10°C.

Ans: False

Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

85. Waco, Texas' record high temperature is approximately 100°C.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

86. Waco, Texas' record low temperature is almost -30°C.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

87. Waco, Texas' average high and low temperature in June is approximately 80°F and 50°F, respectively.

Ans: True Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

88. The atmosphere is made of layers of gases surrounding the Earth and bound to it by the Earth's gravity. Ans: True Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

89. The lithosphere is the solid portion of the Earth's surface, extending 100 km deep and comprising the ocean basins and continents. Ans: True Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

90. The liquid realm of the Earth is the hydrosphere, which is principally the mass of water in

the world's oceans. Ans: True Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

91. The biosphere encompasses all living and died organisms of the Earth. Ans: False Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

92. We see the lunar cycle in the timing and range of tides, with higher high tides and lower low tides (“spring tides”) occurring both at crescent moon and at half moon. Ans: False Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

93. In the image of Earth from Space, mid-latitude cyclones are discernable.

Ans: True Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

94. The astronomical time cycles of Earth rotation and solar revolution directly influence temperatures. Ans: True Difficulty: Easy Learning Objective: Define weather Section Ref: Introducing Weather and Climate

Essay

95. Compare weather and Climate. Ans: In general, we can think of weather as the changes that occur over time cycles of minutes

to hours to days. Examples of weather phenomena's include tornadoes, hurricanes, and mid-latitude cyclones. One large and intense hurricane or one unusually warm day does not mean that the climate is changing. Climate, on the other hand, is related to changes that occur over time cycles from months to years to millennia. Warming over a period of over 30 years and Ice Ages are examples of climate change. Weather and climate use the same variables: temperature, humidity, precipitation, wind speed and wind direction, and pressure. Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

96. Describe at least 3 tools scientists use to visualize weather and climate. Ans: Scientists will use graphs, satellite images, maps, and diagrams. Graphs can provide information using bar graphs and line graphs. Satellite images can determine the location of clouds and temperature. Maps are flat projections that display variables across space. Mercator and Polar maps are commonly used. Drawings simplify and focus a picture for easier understanding. Diagrams can display relationships or help describe processes. Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

97. Describe the units of measurement in weather and climate. Ans: The most common weather variables include: temperature, specific humidity, wind speed and wind direction, and pressure. The units of temperature are in Celsius (metric), Fahrenheit (English), and Kelvin. Specific Humidity is measured in units of a measure of how much moisture is contained within a given mass of air. Velocity has units of meters/second. It also has the property of direction. Velocity without reference to direction is speed. In the atmospheric sciences, we use velocity to define how fast and in what direction the winds are moving. Millibars are most commonly used for Pressure. Difficulty: Medium Learning Objective: Define the units used in weather and climate. Section Ref: Standard Measurements in Weather and Climate

98. Describe the graph of extreme weather events. Make sure to describe the: A) 5-year period with the largest number of extreme weather events affecting the United States; B) year with the

smallest number of extreme weather events; and C) largest number of extreme weather events affecting the United States. Analyze the Global temperature trend figure and describe any pattern between the two figures.

Ans: The 5-year period with the largest number of extreme weather events affecting the United States occurred most recently (1995-2006). This is very similar to the time period of the warmest global temperature since 1850. The smallest number of extreme weather events affecting the United States occurred in the 1960's. Global air temperature was below the 0°C temperature anomaly in the 1960's. The largest number of extreme weather events affecting the United States occurred in 2006 at the same time the 10-year temperature mean has increased to its highest point. Difficulty: Medium Learning Objective: Explain different ways that weather and climate are related. Section Ref: Introducing Weather and Climate

99. What are maps used for and what are their disadvantages? How can data be represented on maps?

Ans: Maps are used to present data at various locations on the Earth. Difficulties arise because representations of the curved Earth surface on a flat map, called map projections, can distort the size or shape of mapped objects or regions. Data can be presented by showing lines connecting regions with equal values, called isolines. Alternatively, each location can be color-coded based on the data value at that location. Difficulty: Medium Learning Objective: Explain different ways that data can be presented on maps. Section Ref: Visualizing Weather and Climate

Chapter: Chapter 2: The Earth's Atmosphere

Multiple Choice

1. The two most abundant gases in the atmosphere are: A) Carbon Dioxide and Argon B) Nitrogen and Carbon Dioxide C) Nitrogen and Oxygen D) Oxygen and Argon Ans: C Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

2. In 2008, Carbon Dioxide levels are _____ parts per million. A) 280 B) 300 C) 465 D) 385 Ans: D Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

3. Water vapor varies from _________ percent A) 0.25 to 5 B) 0.5 to 2 C) 0.1 to 1 D) 1-10 Ans: B Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

4. The ____________ is a thin gaseous layer that surrounds the Earth. A) Biosphere B) Lithosphere C) Hydrosphere D) Atmosphere Ans: D Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

5. Water vapor ____________ radiation emitted by the Earth before the radiation can escape to space; it also emits radiation back to the Earth's surface. A) reflects B) absorbs C) effects D) diminishes Ans: B Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

6. This absorption and re-emission of radiation energy by water vapor in the atmosphere contributes to what we call the ______. A) Greenhouse effect B) Absorption effect C) Hydrosphere D) Re-emission effect Ans: A Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

7. When the gaseous water vapor content is high, vapor can ______ into liquid water droplets, forming low clouds and fog. A) reflect B) absorb C) evaporate D) condense Ans: D Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

8. Rain, snow, hail, and sleet are collectively termed _____________. A) water sources B) condensation C) precipitation D) cloudburst Ans: C Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

9. Carbon dioxide is also used by green plants, which convert it to chemical compounds used to

build up their tissues, organs, and supporting structures, during ______________. A) biosphere B) photosynthesis C) carbon cycle D) chemical weathering Ans: A Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

10. Carbon Dioxide began increasing in _______?

A) B) C) D)

1750 1950 1850 1920

Ans: C Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

11. The increase in Carbon Dioxide is primarily due to _________ and ___________. A) emission of methane; absorption of radiation B) burning of fossil fuels; absorption of radiation C) deforestation; absorption of radiation

D) burning of fossil fuels; deforestation Ans: D Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

12. An increase in carbon dioxide ___________ the greenhouse effect and ___________ the amount of absorption of radiation emitted from earth's surface A) strengthens, decreases B) weakens, increases C) strengthens, increases D) weakens, decreases Ans: C Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

13. __________ is another important greenhouse gas that has been increasing since 1850. A) Methane B) Argon C) Aerosols D) Coal Ans: A Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

14. Tiny particles present in the atmosphere, so small and light that the slightest air movements are known as: A) methane B) argon C) aerosols D) coal

Ans: C Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

15. Aerosols are not ___________. A) very small solids B) very small liquids C) sand D) gases Ans: D Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

16. The following are sources of aerosols: A) Dust, salt, smoke B) Dust, chemical reactions, smoke C) Chemical reactions, absorption of gases, smoke D) Chemical reactions, absorption of gases, dust Ans: A Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

17. The following images are examples of what?

A) B) C) D)

Liquid particles Dust Aerosols Liquids

Ans: C Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

18. Another small but important constituent of the atmosphere is ______, a form of oxygen in which three oxygen atoms are bonded together A) ozone B) carbon dioxide C) oxygen D) tri-oxygen

Ans: A Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

19. Ozone __________ damaging ultraviolet radiation, _________ earth. A) absorbs, protecting B) reflects, protecting C) Scatters, striking D) reflects, striking Ans: A Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

20. ___________ is the molecule that begins that breakdown of ozone in the stratosphere. A) Chlorofluorocarbon B) Carbon dioxide C) Oxygen D) Tri-oxygen Ans: A Difficulty: Easy Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

21. The number of air molecules is __________ at the surface.

A) B) C) D)

greatest least approximately 900 mb remains constant

Ans: A Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

22. Aerosols reduce the amount of ______________ that reaches Earth's surface. A) longwave radiation B) dust C) salt spray D) sunlight

Ans: D Difficulty: Easy Learning Objective: Explain what aerosols are and why they are important. Section Ref: Atmospheric Pressure and Density

23. What are the five sources of aerosols?

A) B) C) D)

dust, smoke, salt, fuel burning, and meteors pollution, smoke, salt, carbon dioxide, oxygen oxygen, carbon monoxide, salt, carbon dioxide, oxygen oxygen, ozone, salt, carbon dioxide, oxygen

Ans: A Difficulty: Easy Learning Objective: Explain what aerosols are and why they are important. Section Ref: Composition of the Atmosphere

24. Which layer does most of the ozone occur in?

A) B) C) D)

troposphere stratosphere mesosphere thermosphere

Ans: B Difficulty: Easy Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

25. _______ is/are synthetic industrial chemical compounds containing chlorine, fluorine, and carbon atoms. A) Carbon dioxide B) Oxygen C) Chlorofluorocarbons D) Tri-oxygen Ans: C Difficulty: Easy Learning Objective: Explain the vital role of ozone for life on the Earth.

Section Ref: Composition of the Atmosphere

26. The ozone hole is largest over Antarctica in __________. A) July B) October C) April D) June Ans: B Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

27. In response to the global threat of ______ depletion, 23 nations signed a treaty in 1987 to cut global CFC consumption by 50 percent by 1999. A) ozone B) carbon dioxide C) oxygen D) tri-oxygen Ans: A Difficulty: Easy Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

28. The Montreal Protocol was effective: by late 1999, scientists confirmed that stratospheric ______ concentrations had topped out in 1997. A) ozone B) carbon dioxide C) oxygen D) chlorine Ans: D Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

29. Ozone in the lower portion of the atmosphere—the troposphere—acts as a very strong ____________. A) pollutant B) absorber of UV C) reflector of UV D) acid Ans: A Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

30. Ozone is the principal component of ____________. A) water B) smog C) UV rays D) acid Ans: B Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

31. The figure shows _____ over Los Angeles, California.

A) B) C) D)

water acid UV reflection smog

Ans: D Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

32. Tropospheric ozone can corrode the cells in our ____ as well as those in plants. A) lungs B) brain C) laptops D) feet Ans: A Difficulty: Easy Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

33. The first layer of the atmosphere (closest to earth) is the ___________. A) stratosphere B) mesosphere C) troposphere D) thermosphere Ans: C Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

34. The second layer of the atmosphere (second from earth) is the ___________. A) stratosphere B) mesosphere C) troposphere D) thermosphere Ans: A Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

35. The third layer of the atmosphere (third from earth) is the ___________. A) stratosphere B) mesosphere C) troposphere D) thermosphere Ans: B Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

36. The fourth layer of the atmosphere (farthest from earth) is the ___________. A) stratosphere

B) mesosphere C) troposphere D) thermosphere Ans: D Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

37. The air temperature is generally ____________ at higher altitudes in the troposphere compared to the surface. A) cooler B) warmer C) the same D) lapse rate Ans: A Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

38. The _______ is the rate at which temperature changes with height. A) environmental rate B) outside rate C) tropospheric temperature D) lapse rate Ans: D Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

39. The rate at which the actual temperature at a particular location and time drops with increasing height is known as the ______________. A) environmental lapse rate B) outside rate C) tropospheric temperature

D) lapse rate Ans: A Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

40. For a typical summer day in the midlatitudes, the temperature drops at an average rate of _________. A) 6.4°C/1000 m (3.5°F/1000 ft). B) 10.0°C/1000 m (6.0°F/1000 ft). C) 6.0°C/1000 m (3.3°F/1000 ft). D) 2.6°C/1000 m (1.5°F/1000 ft). Ans: A Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

41. According to the graph, the temperature at the base of the mountain is ___________.

A) B) C) D)

6.4°C 10°C 6°C 0°C

Ans: B Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

42. The temperature change with height is based on a fixed environmental lapse rate of __________.

A) B) C) D)

6.4°C/1000 m 5.0°C/1000 m 10.0°C/1000 m 2.5°C/1000 m

Ans: B Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

43. In the lowest layer of the atmosphere, temperature usually ______ with increasing height. A) remains constant B) rises and falls C) rises D) falls Ans: D Difficulty: Easy Learning Objective: Describe how temperature varies between these layers. Section Ref: Temperature Structure of the Atmosphere

44. Most weather occurs in the ___________. A) stratosphere B) mesosphere C) troposphere D) thermosphere Ans: C Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

45. The top of the troposphere is called the ____________, where temperatures stop decreasing with altitude and start to increase. A) stratosphere B) stratopause C) mesosphere D) tropopause Ans: D Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

46. In this layer, directly above the troposphere; the temperature increases with altitude. A) stratosphere B) stratopause C) mesosphere D) tropopause Ans: A Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

47. Pressure exerted by the atmosphere because of the force of gravity acting upon the overlying column of air is known as _____. A) barometer B) ideal gas law C) atmospheric pressure D) altitude Ans: A Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

48. Air Pressure ______ with increasing height. A) varies widely B) decreases C) increases D) remains constant Ans: B Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

49. Mass of air molecules found within a fixed volume of air is known as. A) varies widely B) decreases C) increases D) remains constant Ans: B Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

True/False

50. When you are at higher altitudes, the decrease in the density of oxygen molecules produces a shortness of breath and fatigue. Ans: True Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

51. The air pressure at the top of this mountain will be more than at the surface

Ans: False Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

52. Rain, snow, hail, and sleet are collectively termed deposition. Ans: False Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

53. The law that describes the relationship between absolute temperature, pressure, and density of gases is known as the ideal gas law. Ans: True Difficulty: Easy Learning Objective: Describe how pressure, density, and temperature are related. Section Ref: Atmospheric Pressure and Density

54. According to Figure 2.15, if density is held constant, then temperature increases as pressure decreases.

Ans: False Difficulty: Medium Learning Objective: Describe how pressure, density, and temperature are related. Section Ref: Atmospheric Pressure and Density

55. According to Figure 2.15, if pressure is held constant, then density decreases as temperature increases.

Ans: True Difficulty: Medium Learning Objective: Describe how pressure, density, and temperature are related. Section Ref: Atmospheric Pressure and Density

56. According to Figure 2.15, if temperature is held constant, then density increases.

Ans: True Difficulty: Medium Learning Objective: Describe how pressure, density, and temperature are related. Section Ref: Atmospheric Pressure and Density

57. Atmospheric pressure and density decrease slowly with altitude near the Earth's surface but much more quickly at higher altitudes.

Ans: False Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

58. In a mercury barometer, atmospheric pressure pushes the mercury upward into the tube, balancing the pressure exerted by the weight of the mercury column. Ans: True Difficulty: Easy Learning Objective: Explain how a barometer works. Section Ref: Atmospheric Pressure and Density

59. An aneroid barometer uses a sealed canister of air that swells and contracts slightly as air temperature changes. Ans: False Difficulty: Easy Learning Objective: Explain how a barometer works. Section Ref: Atmospheric Pressure and Density

60. The picture depicted is a mercury barometer.

Ans: True Difficulty: Easy Learning Objective: Explain how a barometer works. Section Ref: Atmospheric Pressure and Density

61. A barometer is an instrument that measures atmospheric pressure. Ans: True Difficulty: Easy Learning Objective: Explain how a barometer works. Section Ref: Atmospheric Pressure and Density

62. The atmosphere exerts pressure because gravity pulls air molecules toward the Earth, creating the force that we call temperature. Ans: True Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

63. Pressure is expressed as force per unit volume. Ans: False Difficulty: Easy Learning Objective: Define atmospheric pressure and density. Section Ref: Atmospheric Pressure and Density

64. The image shows the northern lights—also called the aurora borealis.

Ans: False Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

65. Generally, the aurora borealis is most common at low latitudes, where the charged particles are drawn toward the magnetic polar regions of the Earth. Ans: False Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

66. The ionosphere is the layer of the upper atmosphere characterized by the presence of ions. Ans: True Difficulty: Easy Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

67. According to the graph, the mesopause is located at approximately 50 miles above the

surface.

Ans: True Difficulty: Medium Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

68. According to the graph, the stratopause is located at approximately 40 miles above the surface.

Ans: False Difficulty: Medium Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

69. According to the graph, the troposphere is where most weather occurs.

Ans: True Difficulty: Medium Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

70. In the thermosphere, the air temperature increases with height.

Ans: True Difficulty: Medium Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

71. The coldest region of the atmosphere occurs at the mesopause.

Ans: True Difficulty: Medium Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

72. Air temperature in the stratosphere becomes colder as altitude increases.

Ans: False Difficulty: Medium Learning Objective: Define the different layers of the atmosphere. Section Ref: Temperature Structure of the Atmosphere

73. Much of the absorption of high-energy radiation from the Sun is absorbed by ozone in the stratosphere. Ans: True Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

74. In response to severe pollution events arising from increasing industrial activity, the United States adopted the Clean Air Act in 1963 and set up the Environmental Protection Agency (EPA) in 1970 to tackle the problem of monitoring and reducing pollution.

Ans: True Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

75. Ozone concentration is measured in Dobson units, and October 8, 2006, saw its lowest value—85 units. Ans: True Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth. Section Ref: Composition of the Atmosphere

76. If purples indicates low Dobson units, the ozone hole is located over the north pole.

Ans: False Difficulty: Medium Learning Objective: Explain the vital role of ozone for life on the Earth.

Section Ref: Composition of the Atmosphere

77. According to the figure, carbon moves through the cycle as a gas, as a liquid, and as a solid.

Ans: True Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

78. According to the figure, millions of years ago, vast coal beds formed from bodies of ancient trees that did not decay fully before they were buried.

Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

79. According to the figure, a lot of carbon is incorporated into shells of marine organisms.

Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

80. According to the figure, when marine organisms die, their shells sink to ocean floor and form thick seabed deposits.

Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

81. According to the figure, carbon in coal, oil, natural gas, and wood is returned to atmosphere by photosynthesis.

Ans: False Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

82. In the last 100 years, Carbon Dioxide has increased.

Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

83. In the last 1000 years, Carbon Dioxide has decreased.

Ans: False Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

84. Carbon Dioxide began to increase significantly in the mid-1800's.

Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

85. Present Carbon Dioxide levels are 295 parts per million.

Ans: False Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere.

Section Ref: Composition of the Atmosphere

86. Carbon Dioxide levels before 1800 averaged 295 parts per million.

Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

87. The increase in carbon Dioxide is predominantly driven by the burning of fossil fuels and deforestation. Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

88. The most abundant gas in the atmosphere is oxygen. Ans: False Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

89. Argon makes up nearly 1 percent of our atmospheric gases. Ans: True Difficulty: Easy Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

90. Fuel combustion is a rapid form of oxidation, whereas certain types of rock decay (weathering) are very slow forms of oxidation. Ans: True Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

91. The absorption and re-emission of radiation energy by water vapor in the atmosphere occurs primarily in the stratosphere. Ans: True Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

92. The atmosphere is evident in the figure.

Ans: True Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

93. Gases that make up less than once percent of the atmosphere are known as filler gases. Ans: False Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

94. When water vapor condenses it can form clouds. Ans: True Difficulty: Medium Learning Objective: Describe the gases that make up the atmosphere. Section Ref: Composition of the Atmosphere

Essay

95. Describe the changing atmospheric and temperature conditions that you might notice as you climb higher up a mountain. Explain what causes these changes. Ans:

96. Describe the temperature and gas composition of each layer of the atmosphere beginning with the one closest to the Earth. Ans:

97. List and describe the role the gases (including 3 trace gases) in the troposphere play in terms of temperature and/or weather. Ans:

98. Describe what aerosols are and the role they play in terms of temperature at the surface. Ans:

99. Describe air pressure, its methods of measurement, and how it is related to temperature. Ans:

Chapter: Chapter 3: The Earth's Global Energy Balance

Multiple Choice

1. ____________ is a wave-like form of energy radiated by any substance possessing heat; it travels through space at the speed of light. A) Thermal radiation B) Wavelength C) Electromagnetic radiation D) Emission Ans: C Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

2. ____________ is the process in which bodies release radiation that subsequently travels through space. A) Thermal radiation B) Wavelength C) Electromagnetic radiation D) Emission Ans: D Difficulty: Easy

Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

3. ____________ is the distance separating one wave crest from the next wave crest. A) Thermal radiation B) Wavelength C) Electromagnetic radiation D) Emission Ans: B Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

4. Cooler objects than the Sun, such as Earth surfaces and even our own bodies, also emit radiation, which we refer to as _________________. A) thermal radiation B) wavelength C) electromagnetic radiation D) emission Ans: A Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

5. Hot objects radiate ________ energy than cooler objects A) less B) the same C) more D) zero Ans: C Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

6. The ________ relationship between wavelength and temperature means that very hot objects like the Sun emit radiation at short wavelengths A) lack of B) inverse C) strong D) zero Ans: C Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

7. A ___________ is a body that is perfectly efficient at emitting radiation and hence emits exactly the amount predicted by theoretical principles. A) thermal radiation B) wavelength C) blackbody D) emission Ans: C Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

8. ___________ is a process in which electromagnetic energy is transferred to heat energy when radiation molecules or particles in a gas, liquid, or solid. A) Scattering B) Reflection C) Blackbody D) Absorption Ans: D Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

9. Most of the energy from the sun is in the _____________ spectrum.

A) B) C) D)

visible near Infrared ultraviolet infrared

Ans: A Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

10. Solar radiation passing through the atmosphere can also be ____________________, where the direction is changed.

A) B) C) D)

scattered reflected changed absorbed

Ans: A Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

11. Solar energy received at the surface ranges from about 0.3 to 3 m and is known as _______________. A) shortwave radiation B) longwave radiation C) transmission D) scattering Ans: A Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

12. _____________ is the process in which incoming solar radiation passes through the atmosphere without being absorbed or scattered. A) Shortwave radiation B) Longwave radiation C) Transmission D) Scattering Ans: C Difficulty: Easy Learning Objective: Explain how radiation is absorbed and scattered in the atmosphere. Section Ref: Electromagnetic Radiation

13. Light coming from the sky is ____________ light. It appears blue because blue is more

strongly scattered than the other wavelengths.

A) B) C) D)

emitted longwave radiation absorbed scattered

Ans: D Difficulty: Easy Learning Objective: Explain how radiation is absorbed and scattered in the atmosphere. Section Ref: Electromagnetic Radiation

14. Electromagnetic radiation in the range 3–30 µm is known as ____________. It is also the type of radiation emitted by the Earth and atmosphere. A) shortwave radiation B) longwave radiation C) absorbed D) scattered Ans: B Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

15. This absorption and reemission of longwave radiation by water vapor and carbon dioxide, as well as other gases, produces the: A) shortwave process B) global radiation balance C) greenhouse effect D) transmission process Ans: C Difficulty: Easy Learning Objective: Explain how radiation is absorbed and scattered in the atmosphere. Section Ref: Electromagnetic Radiation

16. What do the red lines represent?

A) B) C) D)

shortwave radiation longwave radiation absorption scattering

Ans: B Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

17. What do the blue lines represent?

A) B) C) D)

shortwave radiation longwave radiation absorption scattering

Ans: A Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

18. What do the incoming rays with a star (or asterisks) represent?

A) B) C) D)

shortwave radiation reflection absorption scattering

Ans: C Difficulty: Easy

Learning Objective: Explain how radiation is absorbed and scattered in the atmosphere. Section Ref: Electromagnetic Radiation

19. What do the incoming rays that turn back to space represent?

A) B) C) D)

shortwave radiation reflection absorption scattering

Ans: B Difficulty: Easy Learning Objective: Explain how radiation is absorbed and scattered in the atmosphere. Section Ref: Electromagnetic Radiation

20. What do the incoming rays that turn back to space represent?

A) shortwave radiation B) reflection C) absorption

D) Scattering Ans: B Difficulty: Easy Learning Objective: Explain how radiation is absorbed and scattered in the atmosphere. Section Ref: Electromagnetic Radiation

21. _______________ is the flow of solar energy intercepted by an exposed surface, assuming a uniformly spherical Earth with no atmosphere. A) Insolation B) Latitude C) Energy Balance D) Net Radiation Ans: A Difficulty: Easy Learning Objective: Define insolation and explain why it is important. Section Ref: Geographic Variations in Energy Flow

22. Sun that shines vertically (90°) is ____________ on Earth's surface. A) spread over a large area B) concentrated C) balanced D) spread over a very large area Ans: A Difficulty: Easy Learning Objective: Explain what affects daily insolation. Section Ref: Geographic Variations in Energy Flow

23. Daily insolation is dependent on ____________. A) insolation B) latitude C) energy balance D) net radiation Ans: B

Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

24. The difference between the amount of incoming radiation and the amount of outgoing radiation at a given location is known as ____________. A) insolation B) latitude C) energy balance D) net radiation Ans: D Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

25. Where is there an annual net radiation surplus?

A) B) C) D)

subarctic and polar regions subtropical and midlatitude regions equatorial region and subtropical regions subtropical and polar regions

Ans: C Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

26. Where is there an annual net radiation deficit?

A) B) C) D)

subarctic and polar regions subtropical and midlatitude regions equatorial region and subtropical regions subtropical and polar regions

Ans: A Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

27. An annual surplus of net radiation occurs when absorbed shortwave radiation is ___________ emitted longwave radiation. A) less than B) varies annually compared to C) equal to D) greater than

Ans: D Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

28. ____________ is what you feel when you touch a warm object. A) Sensible heat B) Latent heat C) Phase change D) Melting Ans: A Difficulty: Easy Learning Objective: Define sensible heat and latent heat. Section Ref: Geographic Variations in Energy Flow

29. ____________ is heat absorbed or released as substances change from one phase to another. A) Sensible heat B) Latent heat C) Phase change D) Melting Ans: B Difficulty: Easy Learning Objective: Define sensible heat and latent heat. Section Ref: Geographic Variations in Energy Flow

30. ____________ is the state of a substance: either solid, liquid, or gas. A) Sensible heat B) Latent heat C) Phase D) Melting Ans: C Difficulty: Easy Learning Objective: Define sensible heat and latent heat.

Section Ref: Geographic Variations in Energy Flow

31. The term ____________ refers to the flows of energy reaching the Earth, which includes land and ocean surfaces and the atmosphere, and the flows of energy leaving it. A) energy system B) albedo C) counterradiation D) greenhouse effect Ans: C Difficulty: Easy Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

32. Scattering and diffuse reflection cause ____________ of solar energy lost to the atmosphere.

A) 3% B) 17% C) 30 to 80%

D) 5 to 20% Ans: C Difficulty: Easy Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

33. Absorption in clouds represents ____________ of solar energy lost to the atmosphere.

A) B) C) D)

3% 17% 30 to 60% 5 to 20%

Ans: D Difficulty: Easy Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

34. Absorption by molecules and dust represent ____________ of solar energy lost to the

atmosphere.

A) B) C) D)

3% 17% 30 to 60% 5 to 20%

Ans: B Difficulty: Easy Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

35. Clouds reflect ____________ of solar energy lost to the atmosphere.

A) B) C) D)

3% 17% 30 to 60% 5 to 20%

Ans: C Difficulty: Easy Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

36. Scattered radiation moving in all directions through the atmosphere is known as ________ radiation. A) direct B) diffuse C) incoming D) longwave Ans: B Difficulty: Easy Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

37. _______________ is the proportion of solar radiation reflected upward from a surface. A) Direct radiation B) Diffuse radiation C) Albedo D) Longwave radiation Ans: C Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

38. A layer of new, fresh snow has a high ___________ and this reflects most of the sunlight. A) number of greenhouse gases B) absorption rate C) albedo D) radiation value Ans: C Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

39. A blacktop road has a high ___________. A) number of greenhouse gases B) absorption rate C) albedo D) radiation value Ans: B Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

40. The image on the right _____________ more sunlight than the image on the left.

A) B) C) D)

conducts absorbs scatters reflects

Ans: B Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

41. The ________________ is the accumulation of heat in the lower atmosphere and at the Earth's surface; produced through the absorption of longwave radiation by the atmosphere and the reemission back to the surface. A) greenhouse effect B) albedo C) counterradiation D) scattering process Ans: A Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

42. _____________ is the longwave atmospheric radiation moving downward toward the Earth's surface. A) Greenhouse effect B) Albedo

C) Counterradiation D) Scattering Ans: C Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

43. Letter A represents:

A) B) C) D)

longwave radiation emitted from surface that escapes to space. longwave radiation absorbed by the atmospheric greenhouse gases. longwave radiation emitted by the atmospheric greenhouse gases back to the surface. longwave radiation emitted by the atmospheric greenhouse gases back to space.

Ans: A Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

44. Letter B represents:

A) B) C) D)

Ans: C Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

45. Letter C represents:

A) B) C) D)

Ans: D Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

46. This figure represents:

A) B) C) D)

Earth's greenhouse effect Earth's energy balance Incoming shortwave radiation Outgoing longwave radiation

Ans: B Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

47. This is the largest factor contributing to global warming and/or cooling.

A) Carbon Dioxide B) Volcanic aerosols C) Tropospheric aerosols D) Methane E) Sun Ans: A Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

48. This is the largest cooling factor.

A) Cloud changes B) Volcanic aerosols C) Tropospheric aerosols D) Methane E) Sun

Ans: A Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

49. This is the second largest warming factor.

A) Cloud changes B) Volcanic aerosols C) Tropospheric aerosols D) Methane E) Sun Ans: D Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

50. This factor has a cooling and a warming factor; however, the cooling factor is larger.

A) Cloud changes B) Volcanic aerosols C) Tropospheric aerosols D) Methane E) Sun Ans: B Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

51. Overall, the current warming factors have a(n) ____________ radiative factor than cooling factors.

A) B) C) D)

equal smaller unknown larger

Ans: D Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

52. Plants absorb ___________ in photosynthesis, removing it from the atmosphere. A) CO2 B) Tropospheric aerosols C) Methane D) CFC's Ans: A Difficulty: Easy Learning Objective: Explain the energy balances for the Earth's surface and atmosphere. Section Ref: The Global Energy System

53. The Earth's atmosphere acts like a ___________ on a cold night, trapping heat to warm the Earth's surface. A) reflector B) refrigerator C) blanket D) scattered Ans: C Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

54. The gases such as carbon dioxide, water vapor, methane, ozone, and nitrous oxide are all: A) scatters B) greenhouse gases C) liquids D) tiny frozen water droplets. Ans: B Difficulty: Easy

Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

True/False

55. Daily insolation at a location depends on two factors: (1) the angle at which the Sun's rays strike the Earth, and (2) the length of time of exposure to the rays. Ans: True Difficulty: Easy Learning Objective: Define insolation and explain why it is important. Section Ref: Geographic Variations in Energy Flow

56. Greenhouse gases such as CO2, CH4, CFCs, tropospheric ozone, and N2O act primarily to enhance global warming Ans: True Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

57. Aerosols, cloud changes, and land-cover alterations caused by human activity act to enhance global warming. Ans: False Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

58. Because they absorb longwave radiation, water vapor and carbon dioxide are poor greenhouse gases in the atmosphere.

Ans: False Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

59. This image describes earth's energy balance.

Ans: False Difficulty: Easy Learning Objective: Define counterradiation and explain how it leads to the greenhouse effect. Section Ref: The Global Energy System

60. Snow cover has a higher albedo as compared to a forest. Ans: True Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

61. The water has a higher albedo than the vegetation.

Ans: True Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

62. The albedo of water is constant. Ans: False Difficulty: Easy Learning Objective: Define albedo. Section Ref: The Global Energy System

63. Oxygen, ozone, and water vapor are the most important absorbers of incoming shortwave radiation. Ans: True Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

64. Under clear-sky conditions about 40 percent of the radiation reaches the surface. Ans: False

Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

65. Gamma rays and X-rays from the Sun are almost completely absorbed by oxygen in the thin outer layers of the atmosphere Ans: True Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

66. In the stratosphere much of the ultraviolet radiation is absorbed, particularly by ozone. Ans: True Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

67. Scattered radiation moving in all directions through the atmosphere is known as direct radiation. Ans: False Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

68. Losses of incoming solar energy are much higher with clear skies (left) than with cloud cover.

Ans: False Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

69. Scattering from the bright white surfaces of thick clouds—called reflection—deflects about 30–60 percent of incoming radiation back into space.

Ans: True Difficulty: Medium Learning Objective: Describe how solar energy is lost in the atmosphere. Section Ref: The Global Energy System

70. The Energy Balance is the difference between the amount of incoming radiation and the amount of outgoing radiation at a given location. Ans: False Difficulty: Easy Learning Objective: Define sensible heat and latent heat. Section Ref: Geographic Variations in Energy Flow

71. Heat is transferred from the poles to the equator due to the energy surplus at either pole.

Ans: False Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

72. The average annual incoming shortwave is greater than average annual longwave emitted by Earth at the equator.

Ans: True Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

73. The average annual incoming shortwave is greater than average annual longwave emitted by Earth at either poles.

Ans: False Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

74. The average annual incoming shortwave is balanced with the average annual longwave emitted by Earth near 40° S and N.

Ans: True Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

75. There is a net deficit of energy near the equator.

Ans: False Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

76. There is a net deficit of energy near either pole.

Ans: True Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

77. Daily insolation at a location depends on two factors: (1) the angle at which the Sun's rays strike the Earth, and (2) the solar altitude. Ans: False Difficulty: Easy Learning Objective: Describe how annual insolation is related to latitude. Section Ref: Geographic Variations in Energy Flow

78. The Sun provides a nearly constant flow of shortwave radiation to the Earth.

Ans: False Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

79. The Earth is a tiny target in space, intercepting only about one-half of one-tenth of the Sun's total energy output.

Ans: False Difficulty: Medium Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

80. The image shows outgoing shortwave radiation.

Ans: False Difficulty: Easy Learning Objective: Describe shortwave radiation from the Sun and longwave radiation from the Earth. Section Ref: Electromagnetic Radiation

81. All objects emit radiation. Ans: False Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

82. Electromagnetic radiation is a collection of waves with a wide range of emissivity that travels away from the surface of an object. Ans: False Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

83. A micrometer is one millionth of a meter (10–6 m). Ans: True Difficulty: Medium Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

84. Hurricane and other cyclonic storms are driven indirectly by solar energy. Ans: True Difficulty: Medium Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

85. Ocean waves, are powered by the longwave energy emitted from earth through the Earth's wind system. Ans: False Difficulty: Medium Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

86. Unequal heating of the Earth's surface, coupled with the Earth's rotation, produces global winds. Ans: False Difficulty: Medium Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

87. Wave-like form of energy radiated by any substance possessing heat is known as emission. Ans: False Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

88. Emission is the term used to describe the process in which bodies radiate away energy. Ans: True Difficulty: Easy Learning Objective: Define and describe different types of electromagnetic radiation. Section Ref: Electromagnetic Radiation

Essay

89. Describe the greenhouse effect and its recent effect due to the increase emission of greenhouse gases by humans. Ans:

90. Describe 4 different paths that an incoming shortwave and longwave energy may encounter in earth's global energy balance. Ans:

91. Describe the spatial variation of annual surface radiation balance at the North Pole, 45° N, 30° N, and the equator.

Ans:

92. Define latent heat and sensible heat. Provide examples of how both affect net radiation. Ans:

93. Define albedo and describe how it plays a role in earth's energy balance. List 5 different surfaces and describe their albedo. Ans:

94. Describe earth's energy balance using this figure.

Ans:

95. What are the factors that currently affect climate change? Which factors are the greatest? How have humans had an impact on our climate? Ans:

96. How is earth's global energy transferred through the atmosphere, oceans, and land?

Ans:

97. Use at least 8 terms from this chapter to describe what is happening in this picture.

Ans:

98. Describe the albedo of ice, water, and vegetation. How does melting of Greenland's ice sheet and the summer sea ice in the Arctic affect albedo? How does this process reinforce itself? Explain.

Ans:

Chapter: Chapter 4: Surface Temperature and its Variation

Multiple Choice

1. Which direction does the earth rotate?

A) B) C) D)

east to west west to east north to south along the lines of latitude

Ans: B Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature.

Section Ref: The Earth's Rotation and Orbit

2. The Earth ______________ about its axis creating one solar day. A) revolves B) rotates C) swings D) remains Ans: D Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Rotation and Orbit

3. Which direction does the earth rotate as viewed from the North Pole?

A) B) C) D)

clockwise counterclockwise north to south along the lines of longitude

Ans: B Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Rotation and Orbit

4. ____________ describes a process that takes place or changes over the course of a day. A) Tilt B) Solar Cycle C) Diurnal D) Seasonal Ans: C Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Rotation and Orbit

5. The Earth's rotation actually introduces a force, termed the _______________, which causes air and water in motion to veer from their direction of movement. A) axis of rotation B) pressure gradient force C) coriolis force D) solar cycle Ans: C Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Rotation and Orbit

6. The point on the Earth's elliptical orbit when it is closest to the Sun is known as ______. A) aphelion B) perihelion C) hydrosphere D) revolution Ans: B Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Rotation and Orbit

7. The point on the Earth's elliptical orbit when it is farthest from the Sun is known as

________. A) aphelion B) perihelion C) hydrosphere D) revolution Ans: A Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Rotation and Orbit

8. ___________ arise because the Earth's rotational axis is not perpendicular to the plane containing the Earth's orbit around the Sun. A) Solar cycles B) Perihelion C) Aphelion D) Seasons Ans: D Difficulty: Easy Learning Objective: Explain why there are seasons. Section Ref: The Earth's Rotation and Orbit

9. If the Earth's axis were zero degrees its orbital plane around the Sun: A) the South Pole would always be in darkness. B) the North Pole would always be in darkness. C) there would be at least one day a year when every spot on Earth would receive 12 hours of daylight. D) there would be no significant weather. Ans: D Difficulty: Easy Learning Objective: Explain why there are seasons. Section Ref: The Earth's Rotation and Orbit

10. The Earth is tilted at ______ degrees with respect to its orbital plane. A) 20

B) 66.5 C) 90 D) 23.5 Ans: D Difficulty: Easy Learning Objective: Explain why there are seasons. Section Ref: The Earth's Rotation and Orbit

11. The Northern Hemisphere and the Southern Hemisphere receive the same amount of insolation on this day: A) December solstice. B) June solstice. C) March equinox. D) Earth's aphelion. Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

12. Moment in time when the North Pole is directed 23.5° away from the Sun. A) December solstice. B) June solstice. C) March equinox. D) Earth's aphelion. Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

13. Moment in time when the North Pole is directed 23.5° toward the Sun. A) December solstice. B) June solstice. C) March equinox. D) Earth's aphelion.

Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

14. The vernal equinox occurs A) Sept 23 B) March 21 C) Dec 21 D) June 22 Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

15. The autumnal equinox occurs A) Sept 23 B) March 21 C) Dec 21 D) June 22 Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

16. The reason for the seasons is due to: A) earth's tilt @ 23.5° B) earth's orbit C) earth's rotation D) perihelion Ans: A Difficulty: Easy Learning Objective: Explain why there are seasons.

Section Ref: The Earth's Rotation and Orbit

17. On the December solstice, areas north of ____ do not experience a sunrise. A) 23.5°N B) 33.5°N C) 43.5°N D) 66.5°N Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

18. On the equinox, the subsolar point is at what latitude?

A) B) C) D)

0° 33.5°N 43.5°N 66.5°N

Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

19. On the equinox, the circle of illumination tells you that ____ areas experience a sunrise on this day.

A) B) C) D)

no a few all most

Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

20. On the equinox, the solar angle at 41 degrees North is:

A) B) C) D)

0° 49° 41° 66.5°

Ans: B Difficulty: Medium Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

21. On the equinox, the equator receives this many hours of daylight:

A) B) C) D)

almost 24 13 24 12

Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

22. All areas receive ____ hours of daylight on the equinox. A) almost 24 B) 13 C) 24 D) 12 Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

23. The _______________ is the circle that separates the illuminated portion of the Earth from the portion that is not illuminated. A) equinox B) equator C) circle of illumination D) subsolar point Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

24. The _____________ is the one point on Earth at any given time where the Sun is directly overhead. A) equinox B) equator C) circle of illumination D) subsolar point Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

25. On the December solstice the subsolar point is located at the ____________.

A) 0° B) 23.5°N

C) 23.5°S D) 26.5°N Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

26. On the June solstice the subsolar point is located at the ____________.

A) B) C) D)

0° 23.5°N 23.5°S 26.5°N

Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

27. After the June solstice daylength ____________ in the northern hemisphere. A) remains constant for another month in July B) increase C) remains constant D) decreases Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

28. On the June solstice, areas south of ____________ receive no sun.

A) B) C) D)

60°S 23.5°N 23.5°S 66.5°S

Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

29. On the December solstice, areas north of ____________ receive no sun.

A) B) C) D)

66.5°N 23.5°N 23.5°S 66.5°S

Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

30. On the December solstice, areas south of ____________ receive 24 hours of daylight.

A) B) C) D)

66.5°S 23.5°N 23.5°S 66.5°N

Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

31. On the June solstice, areas north of ____________ receive 24 hours of daylight.

A) 66.5°S

B) 66.5°N C) 23.5°S D) 90°N Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

32. Daily insolation at a location depends on: A) the angle at which the Sun's rays strike the Earth and the length of time of exposure to the rays. B) the circle of illuminations, and the length of time of exposure to the rays. C) earth's tilt and the amount of precipitation D) the amount of precipitation, and the length of time of exposure to the rays. Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

33. According to the figure, daily insolation will be greater at the _________ than at the ______, since the Sun is in the sky longer and reaches a higher angle at noon.

A) December solstice; June solstice

B) June solstice, equinox C) December solstice; equinox D) June solstice, December solstice Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

34. According to the figure, daily average insolation at 40° N on the June solstice is:

A) B) C) D)

460 W/m2 580 W/m2 350 W/m2 160 W/m2

Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

35. According to the figure, daily average insolation at 40° N on the December solstice is:

A) B) C) D)

460 W/m2 580 W/m2 350 W/m2 160 W/m2

Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

36. According to the figure, daily average insolation at 0° on the June solstice is:

A) B) C) D)

approximately 460 W/m2 approximately 580 W/m2 approximately 390 W/m2 160 W/m2

Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

37. According to the figure, daily average insolation at 90°N on the June solstice is:

A) B) C) D)

approximately 460 W/m2 over 500 W/m2 approximately 390 W/m2 160 W/m2

Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

38. The actual amount of insolation at 30oN over a course of a year is Use Figure 4.10 A) approximately 460 W/m2 B) over 500 W/m2 C) approximately 370 W/m2 D) 160 W/m2 Ans: B Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

39. Insolation over a course of a year _______ as you move from the equator towards either pole. A) remains constant for another month in July B) increase C) remains constant D) decreases Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

40. The world's latitude zones are classified broadly by: A) annual insolation and cloud cover B) cloud cover and land cover C) annual insolation and seasonal changes of daily insolation D) land cover and annual insolation Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

41. The ______________ zone is assigned the latitude belts 25° to 35° north and south. A) subtropical B) equatorial C) subarctic D) midlatitude Ans: A Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

42. The ______________ zone is assigned the latitude belts 35° to 55° north and south. A) subtropical B) equatorial C) subarctic D) midlatitude Ans: D Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

43. The ______________ zone is assigned the latitude belts 55° to 60° north and south. A) subtropical B) equatorial C) subarctic D) midlatitude Ans: C Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Rotation and Orbit

44. Which city has a moderate annual temperature range?

A) Yuma, Arizona B) San Francisco, California C) neither

D) both Ans: B Difficulty: Easy Learning Objective: Explain why maritime and continental regions have different temperature patterns. Section Ref: The Earth's Rotation and Orbit

45. The amount of heat needed to raise the temperature of one gram of a given substance by one degree Celsius is known as ____. A) heat capacity B) temperature change C) maritime climate D) continental climate Ans: A Difficulty: Easy Learning Objective: Explain why maritime and continental regions have different temperature patterns. Section Ref: The Earth's Rotation and Orbit

46. Coastal areas experience ___________ annual temperature changes compared to locations further inland due to their proximity to a large body of water and water's _______ specific heat capacity. A) extreme; high B) moderate, low C) extreme; low D) moderate, high Ans: D Difficulty: Medium Learning Objective: Explain why maritime and continental regions have different temperature patterns. Section Ref: The Earth's Rotation and Orbit

47. Coastal areas experience a ___________ climate compared to locations further inland which experience a _______ climate.

A) B) C) D)

extreme; continental maritime; continental maritime; moderate moderate, maritime

Ans: B Difficulty: Medium Learning Objective: Explain why maritime and continental regions have different temperature patterns. Section Ref: The Earth's Rotation and Orbit

48. Air _________________ is measured 1.2 m above the ground surface. A) temperature B) convection C) conduction D) radiation Ans: A Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

49. Air temperature generally ____________ as you go from the equator towards the poles. A) remains constant for another month in July B) increases C) remains constant D) decreases Ans: D Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

50. The five fundamental factors that determine air temperature are: A) coastal vs. interior location, atmospheric and oceanic circulation, elevation, global warming, and clouds B) latitude, surface type, coastal vs. interior location, atmospheric and oceanic circulation, and

elevation C) atmospheric and oceanic circulation, elevation, global warming, clouds, and aerosols D) atmospheric and oceanic circulation, elevation, global dimming, clouds, and surface type Ans: B Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

51. The process by which plants lose water to the atmosphere by evaporation through leaf pores is: A) evaporation B) transpiration C) sublimation D) deposition Ans: B Difficulty: Easy Learning Objective: Describe how air temperature differs between urban and rural locations. Section Ref: Air Temperature

52. Two of the key processes that keep rural areas cooler than urban areas are: A) evaporation and sublimation B) transpiration and deposition C) sublimation and deposition D) transpiration and evaporation Ans: D Difficulty: Easy Learning Objective: Describe how air temperature differs between urban and rural locations. Section Ref: Air Temperature

53. A(n) ________________ is an area at the center of a city that has a higher temperature than surrounding regions. A) greenhouse effect B) transpiration effect C) urban heat island effect

D) global warming Ans: C Difficulty: Easy Learning Objective: Describe how air temperature differs between urban and rural locations. Section Ref: Air Temperature

54. According to the graph, downtown experienced temperatures ____ Celsius warmer than rural areas.

A) B) C) D)

6° 3.5° 2° 1°

Ans: B Difficulty: Easy Learning Objective: Describe how air temperature differs between urban and rural locations. Section Ref: Air Temperature

55. ___________ is the difference between the incoming shortwave radiation and outgoing longwave radiation. At noon it has quite large positive values. A) Incoming shortwave B) Longwave radiation C) Urban heat island effect D) Net radiation Ans: D Difficulty: Easy

Learning Objective: Describe the factors that influence the daily cycle of air temperature. Section Ref: Daily Cycle of Air Temperature

56. According to the graph, air temperature typically peaks at _______ pm.

A) B) C) D)

3 12 6 sunset

Ans: A Difficulty: Easy Learning Objective: Describe the factors that influence the daily cycle of air temperature. Section Ref: Daily Cycle of Air Temperature

57. Which city has a larger daily temperature range?

A) B) C) D)

El Paso North Head They are the same Not enough information

Ans: A Difficulty: Easy Learning Objective: Explain why marine and continental locations have very different daily cycles of temperature. Section Ref: Daily Cycle of Air Temperature

58. This city has the largest annual temperature range.

A) B) C) D)

Aswan Yakutsk Manaus Hamburg

Ans: B Difficulty: Easy Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

59. This city has the largest annual temperature range.

A) B) C) D)

Aswan Yakutsk Manaus Hamburg

Ans: B Difficulty: Easy Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

60. Although the Scilly Islands and Winnipeg, Manitoba are at the same latitude, Winnipeg has a much larger annual temperature range because of its: A) continental B) maritime C) moderate D) cloud cover Ans: A Difficulty: Easy Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

61. A ____________ is line on a map drawn through all points with the same temperature.

A) B) C) D)

temperature gradient isoline isobar isotherm

Ans: D Difficulty: Easy Learning Objective: Define isotherm, and explain why it is useful. Section Ref: The Annual Cycle of Air Temperature

62. _________ is the rate of temperature change along a selected line or direction. A) temperature gradient B) isoline C) isobar D) isotherm Ans: A Difficulty: Easy Learning Objective: Define isotherm, and explain why it is useful. Section Ref: The Annual Cycle of Air Temperature

63. What region experiences the smallest annual temperature change?

A) subtropical B) equatorial

C) subarctic D) midlatitude Ans: B Difficulty: Easy Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

64. Air temperature is measured at a standard height of ____ meters above the ground. A) 1.5 B) 2 C) 1.2 D) 0.5 Ans: B Difficulty: Easy Learning Objective: Describe how air temperatures are measured. Section Ref: Measurement of Air Temperature

65. The _________ is used to determine how cold temperatures feel to us, based on not only the actual temperature but also the wind speed. A) real feel index B) humidity index C) wind chill index D) heat index Ans: C Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

66. The _____ gives an indication of how hot we feel based on the actual temperature and the relative humidity. A) real feel index B) humidity index C) wind chill index D) heat index

Ans: D Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

67. These 2 indexes give an indication of the accumulated difference between the actual temperatures and our “preferred” living temperature. A) growing degree day and heating degree day B) cooling degree day and growing degree day C) cooling degree day and heating degree day D) growing degree day and heat index Ans: C Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

68. If the air temperature is 30oF, the wind speed is 20 mph, and the relative humidity is 30%, the wind chill is:

A) B) C) D)

30°F 17°F 12°F 0°F

Ans: B Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

True/False

69. If the air temperature is 100°F, the wind speed is 20 mph, and the relative humidity is 40%, the heat index is 109°F.

Ans: True Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

70. If the air temperature is 110°F, the wind speed is 20 mph, and the relative humidity is 40%, the heat index is 130°F.

Ans: False Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

71. If the air temperature is 20°F, the wind speed is 40 mph, and the relative humidity is 40%, the wind chill is -1°F.

Ans: True Difficulty: Easy

Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

72. If the air temperature is 0°F, the wind speed is 30 mph, and the relative humidity is 40%, one would likely experience frostbite in 30 minutes.

Ans: True Difficulty: Easy Learning Objective: Identify and explain different types of temperature indexes. Section Ref: Measurement of Air Temperature

73. Siberia experiences the largest annual temperature change.

Ans: True Difficulty: Easy Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

74. Inland areas of North America experience smaller annual temperature compared to coastal areas.

Ans: False Difficulty: Easy

Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

75. In July, temperatures far inland are much warmer than coastal areas at the same latitude.

Ans: True Difficulty: Medium Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

76. The Andes are discernable due to the temperature drop along it.

Ans: True Difficulty: Medium Learning Objective: Identify and explain world temperature patterns. Section Ref: The Annual Cycle of Air Temperature

77. The lowest isotherm is -30°C.

Ans: True Difficulty: Easy Learning Objective: Define isotherm, and explain why it is useful. Section Ref: The Annual Cycle of Air Temperature

78. The temperature gradient is weaker between -20°C and -10°C than 10°C to 20°C.

Ans: False Difficulty: Medium Learning Objective: Define isotherm, and explain why it is useful. Section Ref: The Annual Cycle of Air Temperature

79. Local temperatures can be dramatically affected by the circulations of the overlying atmosphere and nearby oceans. Ans: True Difficulty: Medium Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

80. Temperatures tend to increase with altitude in the troposphere. Ans: False Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location.

Section Ref: Air Temperature

81. There are fewer atmospheric gas molecules above high elevation locations, and thus the greenhouse effect is enhanced. Ans: False Difficulty: Medium Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

82. Locations near the ocean experience a narrower range of air temperatures than locations in continental interiors. Ans: True Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

83. Coastal regions, particularly along the eastern portion of continents, can have average temperatures 5° to 10°C above coastal locations on the western portion of continents because of warm offshore currents. Ans: True Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

84. Areas of barren or rocky soil surfaces, like those in deserts, heat more rapidly because solar energy cannot be taken up in evaporation of water. Ans: True Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

85. Urban surfaces of asphalt, roofing shingles, and rubber are dry compared with the moist soil surfaces of rural areas and forests and thus heat slower than rural areas. Ans: False Difficulty: Easy Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

86. Yearly insolation decreases toward the poles, so less energy is available to heat the air. Thus, temperatures generally fall as we move poleward. Ans: True Difficulty: Medium Learning Objective: Explain what factors affect air temperature at a given location. Section Ref: Air Temperature

87. When differing air masses interact with one another, they produce fronts, which are a principal source of weather in the equatorial region. Ans: False Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Orbit and Rotation

88. The latitude of the subsolar point at a moment in time is known as the declination. Ans: True Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Orbit and Rotation

89. The first day of summer in the Northern hemisphere is approximately June 21st. Ans: True Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Orbit and Rotation

90. The first day of winter in the Northern hemisphere is approximately November 21st. Ans: False Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Orbit and Rotation

91. The first day of fall in the Northern hemisphere is approximately September 23. Ans: True Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Orbit and Rotation

92. Areas north of the Arctic Circle experience no sunrise on June 21st. Ans: False Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each. Section Ref: The Earth's Orbit and Rotation

93. The equator experiences 12 hours of daylight everyday of the year. Ans: True Difficulty: Easy Learning Objective: Define solstice and equinox and describe the conditions during each.

Section Ref: The Earth's Orbit and Rotation

94. The Earth completes a revolution around the Sun in 365.242 days. Ans: True Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Orbit and Rotation

95. The Earth is turning in a clockwise direction. Ans: False Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Orbit and Rotation

96. Boats in the Bay of Fundy, stranded twice each day by low tide, reveal the Earth's revolution. Ans: False Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Orbit and Rotation

97. A diurnal is a type of process that takes place or changes over the course of a day. Ans: True Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Orbit and Rotation

98. The Earth bulges slightly at the Equator. Ans: True Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Orbit and Rotation

99. Earth's expanded shape is closer to what is known as an oblate ellipsoid than to a sphere. Ans: True Difficulty: Easy Learning Objective: Describe the effects of the Earth's rotation on insolation and temperature. Section Ref: The Earth's Orbit and Rotation

Essay

100. Based on the five fundamental temperature controls, describe a location that experiences each using the mean monthly air temperatures for January.

Ans:

101. Beginning on June 21st, describe the subsolar point, daylength at the equator, midlatitudes, and the Arctic Circle at each solstice and equinox. Ans:

102. Explain why San Diego, California will be much warmer in the winter and much cooler in the summer than Dallas, Texas even though they are at similar latitudes. Ans:

103. Describe the daily temperature cycle using terms such as shortwave, longwave, net radiation, peak temperature, solar noon, sunrise and sunset. Ans:

104. Describe how air temperature is measured and the different temperature indexes. Ans:

Chapter: Chapter 5: Atmospheric Moisture

Multiple Choice

1. The ____________ is known as pathways of active movement of water between the ocean, atmosphere, and land surface. A) evaporation cycle B) condensation cycle C) hydrologic cycle D) deposition cycle Ans: C Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

2. Particles of liquid water or ice that fall from the atmosphere and may reach the ground are known as ________________. A) revolves B) rotates C) swings D) precipitation Ans: D Difficulty: Easy

Learning Objective: Explain what precipitation is. Section Ref: Atmospheric Moisture and Precipitation

3. ___________ occurs when latent heat is released as water changes from a gas to a liquid. A) Evaporation B) Condensation C) Hydrologic D) Deposition Ans: B Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

4. ___________ occurs when latent heat is absorbed as water changes from a liquid to a gas. A) Evaporation B) Condensation C) Melting D) Deposition Ans: A Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

5. ___________ occurs when a liquid changes to a solid. A) Evaporation B) Condensation C) Melting D) Freezing Ans: D Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

6. ___________ occurs when a solid changes to a liquid. A) Evaporation B) Condensation C) Melting D) Freezing Ans: C Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

7. ___________ occurs when a solid changes to a gas. A) Sublimation B) Deposition C) Melting D) Freezing Ans: A Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

8. ___________ occurs when a gas changes to a solid. A) Sublimation B) Deposition C) Melting D) Freezing Ans: B Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

9. ___________ is a common example of deposition. A) Cloud formation

B) Ice cube shrinkage C) Dew D) Frost E) A and C Ans: D Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

10. ___________ is a common example of sublimation. A) Cloud formation B) Ice cube shrinkage C) Dew D) Frost E) A and C Ans: B Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

11. ___________ is a common example of condensation. A) Cloud formation B) Ice cube shrinkage C) Dew D) Frost E) A and C Ans: E Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

12. Most of Earth's water is located in the ___________. A) atmosphere B) ocean

C) groundwater D) freshwater lakes Ans: B Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

13. Most of Earth's freshwater is located in ___________. A) atmosphere B) ice sheets C) groundwater D) freshwater lakes Ans: B Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

14. Most ___________ is/are held in deep storage, where plant roots cannot reach. A) atmosphere B) ice sheets C) groundwater D) freshwater lakes Ans: C Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

15. Vapor and cloud droplets in the atmosphere make up only ______% of the hydrosphere. A) 0.001 B) 1 C) 10 D) 50 Ans: A

Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

16. Total ______________ is about six times greater over oceans than land, because oceans cover most of the planet and because land surfaces are not always wet enough to yield much water. A) evaporation B) condensation C) melting D) freezing Ans: A Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

17. Water flowing in rivers is also known as ___________. A) runoff B) condensation C) melting D) freezing Ans: A Difficulty: Easy Learning Objective: Define hydrosphere. Section Ref: Atmospheric Moisture and Precipitation

18. ________ is the general term for the amount of moisture in the air. A) Specific humidity B) Saturation C) Humidity D) Grams per kilogram Ans: C Difficulty: Easy Learning Objective: Define humidity.

Section Ref: Humidity.

19. An important principle concerning humidity states that the maximum quantity of water vapor an air parcel can contain is dependent on the ____________. A) specific humidity B) saturation C) air temperature D) grams per kilogram Ans: C Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity.

20. __________ air can hold more water vapor than ______ air. A) Warm; cold B) Cold; warm C) Desert; tropical rainforests D) Mild; warm Ans: A Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity.

21. The _________ latitudes usually hold more water vapor than the ______ latitudes.

A) B) C) D)

polar; equatorial equatorial; polar midlatitudes; equatorial midlatitudes; subtropical

Ans: B Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity.

22. At the Arctic Circle, the average specific humidity is ______.

A) B) C) D)

16 g/kg 6 g/kg 4 g/kg 12 g/kg

Ans: C Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity.

23. At the equator, the average specific humidity is ______.

A) B) C) D)

16 g/kg 6 g/kg 4 g/kg 12 g/kg

Ans: A Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity.

24. Specific Humidity _____ as temperature decreases.

A) B) C) D)

falls off rapidly remains the same rises rapidly fluctuates

Ans: C Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity.

25. The condition in which the specific humidity is equal to the saturation specific humidity is known as the ___________. A) specific humidity B) saturation C) air temperature D) dew point Ans: C Difficulty: Easy

Learning Objective: Describe the difference between specific humidity and relative humidity. Section Ref: Humidity.

26. The temperature at which air with a given humidity reaches saturation when cooled without changing its pressure is known as the ___________. A) specific humidity B) saturation C) air temperature D) dew-point Ans: D Difficulty: Easy Learning Objective: Explain the importance of the dew-point temperature. Section Ref: Humidity.

27. This is the maximum amount of water vapor an air parcel can contain based on its temperature. A) specific humidity B) saturated specific humidity C) air temperature D) dew-point Ans: B Difficulty: Easy Learning Objective: Describe the difference between specific humidity and relative humidity. Section Ref: Humidity.

28. The ____________ is the temperature to which you would have to cool an air parcel for it to reach saturation. A) specific humidity B) saturation C) air temperature D) dew-point Ans: D Difficulty: Easy Learning Objective: Explain the importance of the dew-point temperature.

Section Ref: Humidity.

29. Using the graph, what is the dew point temperature if the current air temperature is 35°C and the specific humidity is 15 g/kg?

A) B) C) D)

30°C 20°C 10°C 5°C

Ans: B Difficulty: Easy Learning Objective: Explain the importance of the dew-point temperature. Section Ref: Humidity.

30. Using the graph, what is the dew point temperature if the current air temperature is 10°C and the specific humidity is 5 g/kg?

A) B) C) D)

30°C 20°C 10°C 2°C

Ans: D Difficulty: Easy Learning Objective: Explain the importance of the dew-point temperature. Section Ref: Humidity.

31. Using the graph, what is the dew point temperature if the current air temperature is 10°C and the specific humidity is 15 g/kg?

A) B) C) D)

30°C 20°C 10°C 5°C

Ans: B Difficulty: Easy Learning Objective: Explain the importance of the dew-point temperature. Section Ref: Humidity.

32. The amount of water vapor in an air parcel as a fraction of the maximum amount it can contain based on its temperature is known as the ________________. A) relative humidity B) saturated specific humidity C) air temperature D) dew-point Ans: A Difficulty: Easy Learning Objective: Describe the difference between specific humidity and relative humidity. Section Ref: Humidity.

33. The ________________ is a tool that measures relative humidity A) barometer B) humidifier C) sling psychrometer D) thermometer Ans: C Difficulty: Easy Learning Objective: Describe the difference between specific humidity and relative humidity. Section Ref: Humidity.

34. When air is forced to rise, it expands and its temperature __________.

A) B) C) D)

increases remains constant decreases fluctuates

Ans: C Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

35. When air is forced to descend, its temperature ________________.

A) B) C) D)

increases remains constant decreases fluctuates

Ans: A Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

36. The ___________ refers to a heating or cooling process that occurs solely as a result of pressure change, not by heat flowing into or away from a volume of air. A) lifting condensation level B) latent heat absorption C) latent heat release D) adiabatic process Ans: D Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

37. The rate at which rising air is cooled by expansion when no condensation is occurring is the ________. A) dry adiabatic lapse rate B) moist adiabatic lapse rate C) warming adiabatic lapse rate D) environmental lapse rate Ans: A Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

38. Cooling at 10°C per 1000 m (5.5°F per 1000 ft) occurs with the __________. A) moist adiabatic lapse rate B) dry adiabatic lapse rate C) warming adiabatic lapse rate D) environmental lapse rate Ans: B Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

39. The reduced rate at which rising air is cooled by expansion when condensation is occurring is the ________. A) dry adiabatic lapse rate B) moist adiabatic lapse rate C) warming adiabatic lapse rate D) environmental lapse rate Ans: B Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

40. Cooling from 4 to 9°C per 1000 m (2.2–4.9°F per 1000 ft) occurs with the ____________. A) moist adiabatic lapse rate

B) dry adiabatic lapse rate C) warming adiabatic lapse rate D) environmental lapse rate Ans: A Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

41. The ______ is the level of the atmosphere to which an air parcel must be lifted before condensation starts to occur. A) lifting condensation level B) latent heat absorption C) latent heat release D) adiabatic process Ans: A Difficulty: Easy Learning Objective: Explain the role of the adiabatic process in cloud formation. Section Ref: Adiabatic Process

42. The _____________ is simply an expression of how the temperature of still air varies with altitude. A) moist adiabatic lapse rate B) dry adiabatic lapse rate C) warming adiabatic lapse rate D) environmental lapse rate Ans: D Difficulty: Easy Learning Objective: Describe the adiabatic principle. Section Ref: Adiabatic Process

43. A tiny bit of solid matter (aerosol) in the atmosphere on which water vapor condenses to form a tiny water droplet is known as __________________. A) cloud condensation nuclei B) fog

C) clouds D) environmental lapse rate Ans: A Difficulty: Easy Learning Objective: Explain how condensation nuclei help clouds to form. Section Ref: Clouds

44. Water in clouds can remain in the liquid state at temperatures far below freezing. This is known as _________. A) cloud condensation nuclei B) fog C) clouds D) supercooled water Ans: D Difficulty: Easy Learning Objective: Explain how condensation nuclei help clouds to form. Section Ref: Clouds

45. Clouds are grouped into families on the basis of ____________. A) moisture B) low clouds C) height D) clouds with vertical development Ans: C Difficulty: Easy Learning Objective: Explain how condensation nuclei help clouds to form. Section Ref: Clouds

46. What type of cloud is seen in this figure?

A) B) C) D)

Cumulus Altocumulus Cirrus Lenticular cloud

Ans: C Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

47. What type of cloud is seen in this figure?

A) B) C) D)

Cumulus Altocumulus Cirrus Lenticular cloud

Ans: D Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

48. What type of cloud is seen in this figure?

A) B) C) D)

Cumulus Altocumulus Cirrus Lenticular cloud

Ans: A Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

49. What type of cloud is seen in this figure?

A) B) C) D)

Cumulus Altocumulus Cirrus Lenticular cloud

Ans: B Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

50. _______________ clouds are clouds that produce rainfall. A) Nimbus B) Altocumulus C) Cirrus D) Lenticular cloud Ans: A Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

51. ___________ is a low cloud layer that covers the entire sky. A) Nimbus B) Altocumulus C) Cirrus D) Stratus Ans: D Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

52. _____________ is simply a cloud layer at or very close to the Earth's surface. A) Fog B) Altocumulus C) Cirrus D) Stratus Ans: A Difficulty: Easy Learning Objective: Define fog. Section Ref: Clouds

53. _________________ forms when a warm, moist air layer moves over a cold surface. A) Steam fog B) Radiation fog C) Advection fog D) Smog forms Ans: C Difficulty: Easy Learning Objective: Define fog. Section Ref: Clouds

54. _____________ forms at night when the temperature of the air layer at the ground level falls below the dew point. A) Steam fog B) Radiation fog C) Advection fog D) Smog forms Ans: B Difficulty: Easy Learning Objective: Define fog. Section Ref: Clouds

55. _____________ forms often forms along the California coast.

A) B) C) D)

Steam fog Radiation fog Advection fog Smog forms

Ans: C Difficulty: Easy Learning Objective: Define fog. Section Ref: Clouds

56. The ________ cloud process occurs in temperatures above freezing.

A) B) C) D)

warm cloud supercooled Bergeron orographic

Ans: A Difficulty: Easy Learning Objective: Explain how precipitation forms in warm and cold clouds. Section Ref: Precipitation

57. The ________ cloud process occurs in temperatures far below freezing.

A) B) C) D)

warm cloud supercooled Bergeron orographic

Ans: C Difficulty: Easy Learning Objective: Explain how precipitation forms in warm and cold clouds. Section Ref: Precipitation

58. Precipitation induced when moist air is forced to rise over a mountain barrier is known as ____________. A) orographic precipitation B) warm cloud precipitation C) supercooled precipitation D) Bergeron process precipitation Ans: A Difficulty: Easy Learning Objective: Describe orographic and convective precipitation processes. Section Ref: Precipitation

59. A(n) ____________ is a belt of dry climate leeward of a mountain barrier, produced as a result of adiabatic warming when air descends. A) isohyets B) supercooler C) rain shadow D) orograph Ans: C Difficulty: Easy Learning Objective: Describe orographic and convective precipitation processes. Section Ref: Precipitation

60. ____________ are lines on a map connecting regions with equal amounts of rainfall of descending air. A) Isohyets B) Supercoolers C) Rain shadows D) Orographs Ans: A Difficulty: Easy Learning Objective: Describe orographic and convective precipitation processes. Section Ref: Precipitation

61. ____________ is shown in the image.

A) B) C) D)

Isohyets precipitation Supercooled precipitation Convective precipitation Orographic precipitation

Ans: A Difficulty: Easy Learning Objective: Describe orographic and convective precipitation processes. Section Ref: Precipitation

62. ______________ is precipitation induced when warm, moist air is heated at the ground surface, rises, cools, and condenses to form water droplets, raindrops and, eventually, rainfall. A) Isohyets precipitation B) Supercooled precipitation C) Convective precipitation D) Orographic precipitation Ans: C Difficulty: Easy Learning Objective: Describe orographic and convective precipitation processes. Section Ref: Precipitation

63. In an unstable environment, the _____________ lapse rate is greater than the _________ lapse rate. A) dry adiabatic; environmental B) moist adiabatic; dry adiabatic C) dry adiabatic; moist adiabatic D) environmental; dry adiabatic Ans: D Difficulty: Easy Learning Objective: Explain the role of the adiabatic process in cloud formation. Section Ref: Adiabatic Process

64. ____________ is precipitation that reaches the ground as liquid water. A) Snow B) Hail C) Rain D) Sleet and freezing rain Ans: C Difficulty: Easy Learning Objective: Define the different types of precipitation. Section Ref: Precipitation

65. ______________ forms as individual water vapor molecules are deposited upon existing ice crystals A) Snow B) Hail C) Rain D) Sleet and freezing rain Ans: A Difficulty: Easy Learning Objective: Define the different types of precipitation. Section Ref: Precipitation

66. _____________ is formed by the accumulation of ice layers on ice pellets that are suspended in the strong updrafts of thunderstorms.

A) B) C) D)

Snow Hail Rain Sleet and freezing rain

Ans: B Difficulty: Easy Learning Objective: Define the different types of precipitation. Section Ref: Precipitation

67. ___________ occurs when the ground is frozen and the lowest air layer is also below freezing. A) Snow B) Hail C) Rain D) Freezing rain Ans: D Difficulty: Easy Learning Objective: Define the different types of precipitation. Section Ref: Precipitation

68. On a global scale, where is mean annual rainfall the greatest?

A) mid-latitude

B) subtropical C) equatorial D) polar Ans: C Difficulty: Easy Learning Objective: Describe how precipitation is measured. Section Ref: Precipitation

69. On a global scale, where is mean annual rainfall the least?

A) B) C) D)

mid-latitude subtropical equatorial polar

Ans: B Difficulty: Easy Learning Objective: Describe how precipitation is measured. Section Ref: Precipitation

70. A typical meteorological _________ gauge is constructed from a narrow cylinder with a funnel at the top. A) humidity B) pressure

C) rain D) wind Ans: C Difficulty: Easy Learning Objective: Describe how precipitation is measured. Section Ref: Precipitation

True/False

71. Doppler radar is a tool that can be used to determine the intensity of rain, snow, sleet, and hail. Ans: True Difficulty: Easy Learning Objective: Describe how precipitation is measured. Section Ref: Precipitation

72. The image shows the development of freezing rain.

Ans: False Difficulty: Easy Learning Objective: Define the different types of precipitation. Section Ref: Precipitation

73. The image shows cloud formation due to the convective process.

Ans: True Difficulty: Easy Learning Objective: Describe orographic and convective precipitation processes. Section Ref: Precipitation

74. Below the LCL, an air parcel decreases at the dry adiabatic lapse rate. Ans: True Difficulty: Easy Learning Objective: Explain the role of the adiabatic process in cloud formation. Section Ref: Adiabatic Process

75. Above the LCL, an air parcel decreases at the dry adiabatic lapse rate. Ans: False Difficulty: Easy Learning Objective: Explain the role of the adiabatic process in cloud formation. Section Ref: Adiabatic Process

76. The key to the Bergeron process is supercooled water.

Ans: True Difficulty: Easy Learning Objective: Explain how precipitation forms in warm and cold clouds. Section Ref: Precipitation

77. The four mechanisms that cause upward movement are orographic, convergent, Bergeron, and frontal. Ans: False Difficulty: Easy Learning Objective: Explain how precipitation forms in warm and cold clouds. Section Ref: Precipitation

78. This image shows the warm cloud process.

Ans: False Difficulty: Easy Learning Objective: Explain how precipitation forms in warm and cold clouds. Section Ref: Precipitation

79. A cumulonimbus is an example of a cloud with vertical development.

Ans: True Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

80. Nimbostratus is an example of a cloud with vertical development.

Ans: False Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

81. Cirrostratus is an example of a low cloud.

Ans: False Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

82. Stratus is an example of a low cloud.

Ans: True Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

83. Cirrus is an example of a high cloud.

Ans: True Difficulty: Easy Learning Objective: Describe how clouds are classified. Section Ref: Clouds

84. In order to form a cloud, water vapor must be able to turn to the gas state on a cloud condensation nuclei. Ans: False Difficulty: Easy Learning Objective: Explain how condensation nuclei help clouds to form. Section Ref: Clouds

85. Two main types of fog include radiation and advection fog. Ans: True Difficulty: Easy Learning Objective: Define fog. Section Ref: Clouds

86. Specific Humidity is usually lowest at the equator.

Ans: False Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity

87. Specific Humidity is usually greatest at the equator.

Ans: True Difficulty: Easy Learning Objective: Define humidity. Section Ref: Humidity

88. Water can exist in three states: liquid, gas, and solid. Ans: True Difficulty: Easy Learning Objective: Describe the three states of water. Section Ref: Atmospheric Moisture and Precipitation

89. When water goes from a gas to a solid, it is known as freezing. Ans: False

Difficulty: Easy Learning Objective: Explain how water changes state. Section Ref: Atmospheric Moisture and Precipitation

Essay

90. Describe the classification scheme for clouds, one example of each type, and list the two clouds that always produce precipitation. Ans:

91. Describe the process that leads to the development of the two main types of fog. Provide examples where each type of fog is common and why it is common in that region. Ans:

92. Describe the rainfall pattern from A to D in the Figure. Why is the heaviest mean annual precipitation occur at C, the least at D, and the second most at A?

Ans:

93. Describe the five steps to the formation of a cumulus cloud as shown in the figure.

Ans:

94. As an air parcel is lifted form 0 meters up to 2500 meters, describe the temperature change of an air parcel every 500 m if the LCL is at 1000. Explain why you use two different rates. Make sure to mention where the cloud forms. Ans:

Chapter: Chapter 6: Winds

Multiple Choice

1. Air motion relative to the Earth's surface is known as ____________. A) vertical wind B) pressure gradient C) radiosonde D) wind Ans: D Difficulty: Easy Learning Objective: Describe winds. Section Ref: Winds

2. Updrafts and downdrafts are also known as ________________. A) vertical winds B) pressure gradients C) radiosonde D) wind Ans: A Difficulty: Easy Learning Objective: Describe winds. Section Ref: Winds

3. When the atmosphere in one location is heated to a temperature that is higher than that in another location, a difference in pressure, or _______________, results. A) vertical wind B) pressure gradient C) radiosonde D) wind Ans: B Difficulty: Easy Learning Objective: Describe winds. Section Ref: Winds

4. To measure winds aloft where there is no fixed station location, we use ________________. A) vertical winds B) pressure gradients C) radiosonde D) wind Ans: C Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

5. To measure wind speed near the surface, we use _____________________. A) vertical winds B) pressure gradients C) radiosonde D) anemometers Ans: D Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

6. ___________________ is defined by the wind's direction and speed. A) Anemometer B) Pressure gradient C) A radiosonde D) Velocity Ans: D Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

7. _________________ are also the cause of global wind motions. A) Anemometers B) Pressure gradients C) Radiosondes D) Velocities Ans: B Difficulty: Easy Learning Objective: Name the important characteristics of winds. Section Ref: Winds

8. _____________________ can be used to determine the intensity of winds blowing toward or away from the radar site up to 15 km above the surface. A) Anemometers B) Pressure gradients C) Doppler radar D) Thermometers Ans: C Difficulty: Easy Learning Objective: Name the important characteristics of winds. Section Ref: Winds

9. ___________ are lines on a map drawn through all points having the same atmospheric pressure.

A) B) C) D)

Sea levels Isobars Pressure gradient forces Constant heights

Ans: B Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Winds and Pressure Gradient

10. The average pressure of air is _______________. A) 999 mb B) 1010 mb C) 1013.2 mb D) 1023.2 mb Ans: C Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Winds and Pressure Gradient

11. _____________ is the change of atmospheric pressure measured along a line at right angles to the isobars. A) Sea level pressure B) Isobars C) Pressure gradient D) Constant height Ans: C Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Winds and Pressure Gradient

12. What is shown in this image?

A) B) C) D)

valley breeze mountain breeze thermal circulation foehn winds

Ans: C Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Winds and Pressure Gradient

13. A breeze that brings cool air off the water is also called a: A) valley breeze B) mountain breeze C) sea breeze D) land breeze

Ans: C Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

14. A breeze that moves from the surface to over water is also called a: A) valley breeze B) mountain breeze C) sea breeze D) land breeze Ans: D Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

15. A land breeze often occurs: A) at night B) at day C) always D) at sunrise Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

16. A sea breeze often occurs: A) at night B) at day C) always D) at sunrise Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

17. A land breeze results from: A) the warm air that develops over the land. B) Santa Ana winds. C) radiation cooling over land creates a reversal of the thermally-driven winds, developing a land breeze. D) high pressure. Ans: C Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

18. A ______________ breeze is caused by the intensely heated sun on the mountain hill. A) valley breeze B) mountain breeze C) sea breeze D) land breeze Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

19. A ______________ breeze is caused by the longwave radiation emitted from the mountain hill, where cold air sinks down the mountain slope. A) valley breeze B) mountain breeze C) sea breeze D) land breeze Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

20. The image shows a:

A) B) C) D)

valley breeze mountain breeze sea breeze land breeze

Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

21. The image shows a:

A) B) C) D)

valley breeze mountain breeze sea breeze land breeze

Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

22. The cloud cover seen over the mountains forms when these winds blow air from the high mountain peaks out to the plains.

A) valley breezes B) Foehn winds

C) sea breezes D) land breezes Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

23. _______ winds consist of cold, dense air that flows under the influence of gravity from higher to lower regions. A) Sea B) Foehn C) Santa Ana D) Land Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

24. In a typical __________ wind situation, cold, dense air accumulates in winter over a high plateau or high interior valley. Under favorable conditions, some of this cold air spills over low divides or through passes, flowing out on adjacent lowlands as a strong, cold wind. A) fall B) foehn C) Santa Ana D) land Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

25. The _____________ wind of the Rhône Valley in southern France is a well-known example of a fall wind as it is a cold, dry local wind. A) mistral B) foehn

C) Santa Ana D) land Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

26. _________ winds are caused by the sinking of cold, dense air from higher elevations to lower ones. A) Katabatic B) Foehn C) Santa Ana D) Land Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

27. ____________ winds result when strong regional winds pass over a mountain range and descend on the lee side. A) Katabatic B) Foehn C) Santa Ana D) Land Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

28. A ______________ wind can sublimate snow or dry out soils very rapidly. A) katabatic B) foehn C) Santa Ana D) land

Ans: B Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

29. A ______________ wind, over the Rockies, is an example of a foehn wind. A) chinook B) northwester C) Santa Ana D) land Ans: A Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

30. A ________________ wind occurs when the outward flow of dry air from a large high pressure center is combined with the local effects of mountainous terrain. A) chinook B) foehn C) Santa Ana D) land Ans: C Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

31. A ________________ is a hot, dry easterly wind that sometimes blows from the interior elevated desert region of southern California across coastal mountain ranges to reach the Pacific coast. A) chinook B) foehn C) Santa Ana D) land

Ans: C Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

32. __________ can cause their own local winds as the intense heat produces a low pressure, which develops into a stronger pressure gradient and a surface wind that feeds the flame with oxygen.

A) B) C) D)

Chinooks Foehns Santa Anas Fires

Ans: D Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Winds and Pressure Gradient

33. __________ is the force produced by the Earth's rotation that appears to deflect a moving object on the Earth's surface. A) Pressure gradient B) Coriolis Force C) Friction force D) Geostrophic

Ans: B Difficulty: Easy Learning Objective: Explain the Coriolis effect. Section Ref: The Coriolis Effect and Winds aloft

34. The Coriolis Force appears to deflect objects to the _________ in the Northern hemisphere. A) high pressure B) center C) left D) right Ans: D Difficulty: Easy Learning Objective: Describe how the Coriolis effect influences the motions of objects in the northern and southern hemispheres. Section Ref: The Coriolis Effect and Winds aloft

35. The Coriolis Force appears to deflect objects to the _________ in the Southern hemisphere. A) high pressure B) center C) left D) right Ans: C Difficulty: Easy Learning Objective: Describe how the Coriolis effect influences the motions of objects in the northern and southern hemispheres. Section Ref: The Coriolis Effect and Winds aloft

36. Wind at high level above the Earth's surface blowing parallel to the isobars is known as: A) high pressure B) geostrophic wind C) friction force D) coriolis force Ans: B

Difficulty: Easy Learning Objective: Discuss the geostrophic wind. Section Ref: The Coriolis Effect and Winds aloft

37. The Coriolis force increases as you move towards the:

A) B) C) D)

equator poles surface increases

Ans: B Difficulty: Easy Learning Objective: Describe how the Coriolis effect influences the motions of objects in the northern and southern hemispheres. Section Ref: The Coriolis Effect and Winds aloft

38. In the Northern hemisphere, winds aloft blow __________ around a cyclone.

A) B) C) D)

clockwise counterclockwise fast slow

Ans: B Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

39. In the Northern hemisphere, winds aloft blow __________ around an anticyclone.

A) B) C) D)

clockwise counterclockwise fast slow

Ans: A Difficulty: Easy

Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

40. A(n) __________ is a center of low atmospheric pressure. A) cyclone B) surface high C) anticyclone D) geostrophic wind Ans: A Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

41. A(n) __________ is a center of high atmospheric pressure. A) cyclone B) surface low C) anticyclone D) geostrophic wind Ans: C Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

42. When reading wind speed , a whole barb represents:

A) B) C) D)

10 knots 15 knots 50 knots 5 knots

Ans: A Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

43. When reading wind speed, a flag represents:

A) B) C) D)

10 knots 15 knots 50 knots 5 knots

Ans: C Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

44. When reading wind speed, the wind barb nearest to Detroit, Michigan is:

A) B) C) D)

10 knots 15 knots 20 knots 5 knots

Ans: C Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

45. __________ is the force applied to atmospheric motions due to differences between the wind velocity and the velocity of the surface over which the wind moves. A) Pressure gradient force B) Geostrophic wind C) Coriolis force D) Frictional force

Ans: D Difficulty: Easy Learning Objective: Explain the effect friction has on winds at the surface. Section Ref: Winds at the Surface

46. In the Northern hemisphere, winds at the surface blow __________ of a cyclone. A) clockwise and towards the center B) counterclockwise and towards the center C) clockwise and away from the center D) counterclockwise and away from the center Ans: B Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

47. In the Northern hemisphere, winds at the surface blow __________ of an anticyclone. A) clockwise and towards the center B) counterclockwise and towards the center C) clockwise and away from the center D) counterclockwise and away from the center Ans: C Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

48. Winds around the cyclone move:

A) B) C) D)

clockwise and towards the center counterclockwise and towards the center clockwise and away from the center counterclockwise and away from the center

Ans: B Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

49. Winds at Buffalo, NY are from the:

A) B) C) D)

west and moving towards to the low-pressure center east southeast and moving towards the low-pressure center north and moving towards the low-pressure center south and moving away from the low-pressure center

Ans: C Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

50. The movement of atmospheric mass into a region is known as: A) pressure gradient force B) geostrophic wind C) divergence D) convergence Ans: D Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

51. The movement of atmospheric mass out of a region is known as: A) pressure gradient force B) geostrophic wind C) divergence D) convergence Ans: C Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

52. Convergence occurs at the surface of a ________________. A) cyclone B) surface high C) anticyclone D) geostrophic wind Ans: A Difficulty: Easy Learning Objective: Discuss the role surface pressure patterns play in influencing large scale weather. Section Ref: Winds at the Surface

53. Divergence occurs at the surface of a(n) ________________. A) cyclone B) surface low C) anticyclone D) geostrophic wind Ans: C Difficulty: Easy Learning Objective: Discuss the role surface pressure patterns play in influencing large scale weather. Section Ref: Winds at the Surface

True/False

54. Convergence occurs around a surface low.

Ans: True Difficulty: Easy Learning Objective: Discuss the role surface pressure patterns play in influencing large scale weather. Section Ref: Winds at the Surface

55. Convergence occurs around a surface high.

Ans: False Difficulty: Easy Learning Objective: Discuss the role surface pressure patterns play in influencing large scale weather. Section Ref: Winds at the Surface

56. Subsidence occurs due to an anticyclone.

Ans: True Difficulty: Easy Learning Objective: Discuss the role surface pressure patterns play in influencing large scale weather. Section Ref: Winds at the Surface

57. Uplifting occurs due to a cyclone.

Ans: True Difficulty: Easy Learning Objective: Discuss the role surface pressure patterns play in influencing large scale weather. Section Ref: Winds at the Surface

58. Frictional force is related to the tendency for air to slow down as it blows over a fixed surface (either land or ocean). Ans: True Difficulty: Easy Learning Objective: Explain the effect friction has on winds at the surface. Section Ref: Winds at the Surface

59. The outward spiraling motion from an anticyclone produces convergence of air away from the pressure center. Ans: False Difficulty: Easy Learning Objective: Explain the effect friction has on winds at the surface. Section Ref: Winds at the Surface

60. Winds around an anticyclone in the northern hemisphere are counterclockwise.

Ans: False Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

61. In the southern hemisphere the cyclonic inspiral is clockwise because the Coriolis force acts to the left. Ans: True Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

62. In the northern hemisphere, the cyclonic inspiral is clockwise because the Coriolis force acts to the right. Ans: False Difficulty: Easy Learning Objective: Describe how surface winds in the northern and southern hemispheres move relative to pressure centers. Section Ref: Winds at the Surface

63. A cyclone is a center of high atmospheric pressure. Ans: False Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

64. A cyclone is a center of low atmospheric pressure. Ans: True

Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

65. This image depicts an anticyclone aloft.

Ans: True Difficulty: Easy Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

66. This image depicts a cyclone at the surface.

Ans: False Difficulty: Easy

Learning Objective: Define cyclones and anticyclones. Section Ref: The Coriolis Effect and Winds aloft

67. This image depicts a geostrophic wind.

Ans: True Difficulty: Easy Learning Objective: Discuss the geostrophic wind. Section Ref: The Coriolis Effect and Winds aloft

68. Coriolis Force is produced by the Earth's revolution around the sun and appears to deflect a moving object on the Earth's surface. Ans: False Difficulty: Easy Learning Objective: Explain the Coriolis effect. Section Ref: The Coriolis Effect and Winds aloft

69. The Coriolis effect deflects objects to the right in the northern hemisphere. Ans: True Difficulty: Easy Learning Objective: Describe how the Coriolis effect influences the motions of objects in the northern and southern hemispheres. Section Ref: The Coriolis Effect and Winds aloft

70. The Coriolis effect deflects objects to right in the southern hemisphere. Ans: False Difficulty: Easy Learning Objective: Describe how the Coriolis effect influences the motions of objects in the northern and southern hemispheres. Section Ref: The Coriolis Effect and Winds aloft

71. The Coriolis effect is actually produced because observers on the ground are not stationary but are in motion along with the Earth. Ans: True Difficulty: Easy Learning Objective: Describe how the Coriolis effect influences the motions of objects in the northern and southern hemispheres. Section Ref: The Coriolis Effect and Winds aloft

72. Local winds that blow over the Rocky Mountains are called Chinook winds. Ans: True Difficulty: Easy Learning Objective: Discuss different types of local wind systems. Section Ref: Wind and Pressure Gradients

73. Isobars are lines on a map drawn through all points having the same atmospheric pressure. Ans: True Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Wind and Pressure Gradients

74. Differences in temperature between two regions can produce a change in pressure both aloft and at the surface. Ans: True Difficulty: Easy Learning Objective: Explain how temperature affects pressure gradients near the surface and at upper levels. Section Ref: Wind and Pressure Gradients

75. The pressure gradient force in the image goes from low to high pressure.

Ans: False Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Wind and Pressure Gradients

76. The metric unit for wind speed is meters per second (m/s), and the English unit is typically the knot. Ans: True Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

77. A knot is one nautical mile—1.02 statute miles—per hour. Ans: False Difficulty: Medium Learning Objective: Explain how winds are measured. Section Ref: Winds

78. Wind is defined as air motion relative only to the vertical of Earth's surface. Ans: False Difficulty: Easy Learning Objective: Describe winds. Section Ref: Winds

79. When the atmosphere in one location is heated to a temperature that is higher than that in another location, a difference in pressure, or pressure gradient, results. Ans: True Difficulty: Easy Learning Objective: Describe winds. Section Ref: Winds

80. The image depicts a Doppler radar balloon.

Ans: False Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

81. The image depicts a wind vane and anemometer which determine wind direction and wind speed, respectively.

Ans: True Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

82. To measure winds aloft where there is no fixed station location, we use a radiosonde. Ans: True Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

83. The following is an example of high pressure: 980 mb (28.9 in. Hg). Ans: False Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

84. The following is an example of low pressure: 1030 mb (30.4 in. Hg). Ans: False Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds

85. The image shows the relationship between wind and temperature.

Ans: False Difficulty: Easy Learning Objective: Explain how temperature affects pressure gradients near the surface and at upper levels. Section Ref: Winds and Pressure Gradient

86. The image shows the relationship between isobars and pressure gradient.

Ans: True Difficulty: Easy Learning Objective: Describe how pressure gradients drive wind. Section Ref: Winds and Pressure Gradient

87. This image shows that winds can change very little in direction and speed over the course of a day.

Ans: True Difficulty: Easy Learning Objective: Explain how winds are measured. Section Ref: Winds and Pressure Gradient

88. In response to the difference in heating between the equator and the poles, global-scale pressure gradients move vast bodies of warm air poleward and huge pools of cool air shift equatorward, strongly influencing the day-to-day weather in various regions, as well as the climate. Ans: True Difficulty: Easy Learning Objective: Name the important characteristics of winds. Section Ref: Winds and Pressure Gradient

Essay

89. Explain how temperature affects pressure gradients near the surface and at upper levels. Ans:

90. Describe the forces that determine wind direction. Ans:

91. Describe the position of two surface lows and highs. Describe the wind direction and wind speed in Kansas and compare it with winds over Georgia. Explain why winds are stronger over one of the states.

Ans:

92. Describe the processes that cause the sea and land breeze. Ans:

93. Compare and contrast anticyclones and cyclones. Ans:

Chapter: Chapter 7: Global Atmospheric and Oceanic Circulation

Multiple Choice

1. A low latitude atmospheric circulation cell with rising air over the equatorial regions and sinking air over the subtropical belts is known as a ____________. A) Hadley cell B) Ferrel cell C) Tropical cell D) Polar cell Ans: A Difficulty: Easy Learning Objective: Define Hadley cells, and explain how they affect wind patterns. Section Ref: Surface Winds

2. Winds along the equator tend to ____________. A) remain calm B) diverge C) converge D) sink Ans: C Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical

high-pressure belts. Section Ref: Surface Winds

3. The _____________ is a zone of convergence of air masses along the equatorial trough. A) Intertropical convergence zone B) trade winds C) polar front D) subtropical high pressure belt Ans: A Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

4. The most important features for understanding the global wind patterns are _____________ cells. A) circulation B) ITCZ C) Hadley D) polar Ans: C Difficulty: Easy Learning Objective: Define Hadley cells, and explain how they affect wind patterns. Section Ref: Surface Winds

5. The _____________ is a region of persistent high atmospheric pressure centered approximately on latitudes 30° N and 30° S. A) Intertropical convergence zone B) trade winds C) polar front D) subtropical high pressure belt Ans: D Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical

high-pressure belts. Section Ref: Surface Winds

6. The _____________ are the easterly winds found in the tropical regions north and south of the Equator. A) convergence zones B) trade winds C) polar fronts D) subtropical high pressure belts Ans: B Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

7. The _________ is boundary between cold polar air masses and warm tropical air masses. A) Intertropical convergence zone B) trade wind C) polar front D) subtropical high pressure belt Ans: C Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

8. ___________________ trade winds occur north of the equator. A) Northeast B) Westerlies C) North D) Southeast Ans: A Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical

high-pressure belts. Section Ref: Surface Winds

9. ___________________ winds occur in the midlatitudes. A) Northeast B) Westerlies C) North D) Southeast Ans: B Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

10. The cell in the midlatitudes is called the _____________.

A) B) C) D)

Hadley cell Ferrel cell tropical cell polar cell

Ans: B Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

11. As air descends in the poleward branch of the Hadley cell, it produces a __________________.

A) B) C) D)

Intertropical convergence zone trade winds polar front subtropical high pressure belt

Ans: D Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

12. The cell at latitudes of 60 to 90°N is called the _____________.

A) B) C) D)

Hadley cell Ferrel cell tropical cell polar cell

Ans: D Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

13. Surface winds spiraling out of the south polar high and towards the Equator come under the influence of the Coriolis force and form the ________________.

A) B) C) D)

Intertropical convergence zone polar easterlies polar front polar cell

Ans: B Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

14. The very cold, very dense air at the poles which descends to the surface, creating surface high pressures is called the _________________.

A) B) C) D)

polar easterlies polar high polar front polar cell

Ans: B Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

15. __________ are driven by intense solar heating, because the noontime Sun is almost directly overhead for much of the year. A) Intertropical convergence zones B) Hadley cells C) polar fronts D) polar cells Ans: B

Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

16. A ___________ is a large seasonal shift in the wind direction and amount of rainfall over an extended area such as southeastern Asia. A) seasons B) sun C) monsoon D) Hadley cell Ans: C Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

17. The ITCZ shifts ___________ in the northern hemisphere's summer.

A) B) C) D)

north south Tropic of Capricorn far east

Ans: A Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

18. The ITCZ shifts ___________ in the northern hemisphere's winter.

A) B) C) D)

north south Tropic of Capricorn far east

Ans: B Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

19. The ITCZ shifts ___________ between January and July.

A) B) C) D)

north south Tropic of Capricorn far east

Ans: A Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

20. The subtropical high in the northern hemisphere shifts ___________ between January and July.

A) B) C) D)

north south Tropic of Capricorn far east

Ans: B Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

21. The Aleutian low is strongest in ___________.

A) B) C) D)

April July October January

Ans: D Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

22. The Siberian High is strongest in ___________.

A) B) C) D)

April July October January

Ans: D Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

23. The Pacific High is strongest in ___________.

A) B) C) D)

April July October January

Ans: B Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

24. The ITCZ shifts farthest north in July over ___________.

A) B) C) D)

Asia North America South America Africa

Ans: A Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

25. A low pressure center develops over India in the summer months leading to the ___________.

A) B) C) D)

dry season transition season cold season wet season

Ans: A Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

26. A low pressure center develops over India in the summer months causing winds to blow from the ___________.

A) B) C) D)

south and southwest north and northeast west Arctic

Ans: A Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

27. A high pressure center develops over China and Mongolia in the winter months causing winds to blow from the ___________.

A) B) C) D)

south and southwest north and northeast west Arctic

Ans: B Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

28. Within the _________, the strong convergence of warm, moist air produces strong convection and persistent rainfall. A) Intertropical convergence zone B) polar easterlies C) polar front D) polar cell Ans: A Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

29. Many of the world's ______________, including the Amazon in South America and the Congo Basin in Africa, are situated along the Equator in the vicinity of the ITCZ. A) deserts B) polar easterlies C) tropical rainforests D) polar cell

Ans: C Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

30. Many of the world's ______________, including the Sahara in Africa, are situated in the vicinity of the subtropical high. A) deserts B) polar easterlies C) tropical rainforests D) polar cell Ans: A Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

31. The Azores High is strongest in _____________.

A) B) C) D)

April July October January

Ans: B Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

32. As with air near the surface, air aloft moves in response to pressure gradients and is influenced by the Coriolis effect, but without the retarding influence of ______________. A) centripetal force B) Pressure force C) friction D) geostrophic forces

Ans: C Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

33. The distance between pressure levels are called ____________. A) centripetal force B) Pressure forces C) geopotential heights D) isobaric surfaces Ans: D Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

34. The figure shows that the temperature gradient at the surface is _________ temperatures aloft.

A) B) C) D)

faster than larger than the same as smaller than

Ans: D Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

35. The large temperature gradient aloft creates a stronger ______________ than at the surface.

A) B) C) D)

pressure gradient frictional force centripetal force Coriolis force

Ans: A Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

36. The large pressure gradient aloft leads to stronger ______________ compared to the surface.

A) winds

B) frictional force C) centripetal force D) Coriolis force Ans: A Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

37. In the _________, the westerlies become very strong as they often sweep to the north or south around varying centers of high and low pressure aloft.

A) B) C) D)

polar regions midlatitudes subtropics tropics

Ans: B Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

38. In the _________, atmospheric pressure continues to rise from the poles toward the Equator; hence westerlies extend equatorward to about 25° N and S latitude, with maximum values near 30° N and 30° S.

A) B) C) D)

polar regions midlatitudes subtropics tropics

Ans: C Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

39. The ________ are high speed air flowing in narrow bands within the upper-air westerlies and along certain other global latitude zones at high levels. A) jet stream B) geostrophic winds C) Foehn winds D) ITCZ

Ans: A Difficulty: Easy Learning Objective: Define jet streams. Section Ref: Winds Aloft

40. The most poleward type of jet stream is located along the polar front and is designated the ___________. A) polar-front jet stream B) geostrophic winds C) subtropical jet stream D) tropical easterly jet stream Ans: A Difficulty: Easy Learning Objective: Define jet streams. Section Ref: Winds Aloft

41. The ____________ occupies a position at the tropopause just above the subtropical high-pressure cells in the northern and southern hemispheres. A) polar-front jet stream B) geostrophic winds C) subtropical jet stream D) tropical easterly jet stream Ans: C Difficulty: Easy Learning Objective: Define jet streams. Section Ref: Winds Aloft

42. The ____________ occurs only in the summer season and is limited to a northern hemisphere location over Southeast Asia, India, and Africa, when the ITCZ is shifted north of the Equator. A) polar-front jet stream B) geostrophic winds C) subtropical jet stream D) tropical easterly jet stream

Ans: D Difficulty: Easy Learning Objective: Define jet streams. Section Ref: Winds Aloft

43. A _________________ is the circulation of large-scale currents around ocean basins bounded by continents. A) gyre B) mixed layer C) thermocline D) deep ocean Ans: A Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

44. A _______ is the upper portion of the ocean in which the water is well mixed by waves and wind, resulting in uniform temperatures and salinity. A) gyre B) mixed layer C) thermocline D) deep ocean Ans: B Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

45. A _______ is the region below the mixed layer in which there is a rapid decrease in ocean temperature over a relatively short vertical distance. A) gyre B) mixed layer C) thermocline D) deep ocean Ans: C

Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

46. A _______ is the region below the thermocline in which water is very cold. A) gyre B) mixed layer C) thermocline D) deep ocean Ans: D Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

47. A(n) _______ is any persistent, dominantly horizontal flow of ocean water. A) gyre B) mixed layer C) oceanic current D) deep ocean Ans: C Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

48. Sea surface temperatures ____________ as you move away from the equator.

A) B) C) D)

increase decrease remain the same vary every 10°

Ans: B Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

49. A narrow, fast-moving current found along the western edge of gyre circulations are known as _______________. A) western boundary currents B) eastern boundary currents C) gyres D) thermohaline circulation Ans: B Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

50. The process in which warm surface waters are replaced by colder waters from below is known as _______________. A) western boundary currents B) ocean upwelling C) gyres D) thermohaline circulation Ans: B Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

51. On the eastern side of midlatitude oceans are ________ currents. A) western boundary currents

B) warm C) cold D) thermohaline circulation Ans: C Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

52. On the western side of midlatitude oceans are ________ currents. A) western boundary currents B) warm C) cold D) thermohaline circulation Ans: B Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

53. The ocean current that flows along the eastern United States is called the ________.

A) California Current B) Gulf Stream

C) Kuroshio Current D) Canaries Current Ans: B Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

54. The ocean current that flows along the western United States is called the ________.

A) B) C) D)

California Current Gulf Stream Kuroshio Current Canaries Current

Ans: A Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

55. The gyre in the Atlantic moves ___________________.

A) B) C) D)

downwards clockwise counterclockwise west-wind drift

Ans: B Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

56. In ______________ regions, like these off the coast of California, nutrient-rich waters are brought to the surface. A) western boundary currents B) upwelling C) gyres D) thermohaline circulation Ans: B Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

57. The global-scale, three-dimensional circulation of water through all of the ocean basins

driven by the sinking of cold, dense water in the high latitudes of the Atlantic is known as _____________. A) western boundary currents B) upwelling C) gyres D) thermohaline circulation Ans: B Difficulty: Easy Learning Objective: Define the thermohaline circulation and describe its characteristics. Section Ref: Oceanic Circulation

58. The __________ convection loop acts to pump heat from warm equatorial oceans poleward to the subtropical zone. A) Hadley cell B) Ferrel cell C) jet stream D) polar cell Ans: A Difficulty: Easy Learning Objective: Explain how the atmosphere redistributes heat and moisture from low latitudes to high latitudes. Section Ref: Heat and Moisture Transport

59. In the mid- and high latitudes, poleward heat transport is produced almost exclusively by disturbances in the _________. A) Hadley cell B) Ferrel cell C) jet stream D) polar cell Ans: C Difficulty: Easy Learning Objective: Explain how the atmosphere redistributes heat and moisture from low latitudes to high latitudes. Section Ref: Heat and Moisture Transport

60. In addition to heat transferred by atmospheric processes, heat is also transferred through the __________. A) Hadley cell B) Ferrel cell C) jet stream D) ocean Ans: D Difficulty: Easy Learning Objective: Discuss the role the oceans play in redistributing heat to the high latitudes. Section Ref: Heat and Moisture Transport

True/False

61. By carrying warm surface water poleward, this loop acts like a heat pump in which sensible heat is acquired in tropical and equatorial regions and is moved northward into the North Atlantic, where it is transferred to the air. Ans: True Difficulty: Easy Learning Objective: Discuss the role the oceans play in redistributing heat to the high latitudes. Section Ref: Heat and Moisture Transport

62. General circulation, combined with jet stream disturbances in the midlatitudes, serves to redistribute excess heat and moisture from the Equator to the poles. Ans: True Difficulty: Easy Learning Objective: Explain how the atmosphere redistributes heat and moisture from low latitudes to high latitudes. Section Ref: Heat and Moisture Transport

63. If one hypothetical water parcel were to complete the entire thermohaline circulation, it

would take 100–120 years. Ans: False Difficulty: Medium Learning Objective: Define the thermohaline circulation and describe its characteristics. Section Ref: Oceanic Circulation

64. Thermohaline circulation, through the North Atlantic drift, supplies warm waters to the high latitudes of the North Atlantic, significantly warming Europe compared to other locations at the same latitude. Ans: True Difficulty: Easy Learning Objective: Define the thermohaline circulation and describe its characteristics. Section Ref: Oceanic Circulation

65. Downwelling causes the rich nutrient waters off the Coast of California.

Ans: True Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

66. Ocean currents are persistent, horizontal flow of the atmosphere. Ans: False Difficulty: Easy Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

67. The general features of the circulation of the ocean bounded by two continental masses include two large circular movements that are centered at latitudes of 40°–50°.

Ans: False Difficulty: Easy

Learning Objective: Explain how gyre circulations form. Section Ref: Oceanic Circulation

68. The west-wind drift is a slow eastward motion of water in the zone of westerly winds. Ans: False Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

69. In the tropical region, ocean currents flow eastward, pushed by northeast and southeast trade winds. As they approach land, these currents turn poleward and become narrow, fast moving currents called western boundary currents. Ans: True Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

70. Upwelling is the process in which warm surface waters are replaced by colder waters from below. Ans: True Difficulty: Easy Learning Objective: Describe how ocean circulations differ on the western and eastern sides of ocean basins. Section Ref: Oceanic Circulation

71. The influence of the Coriolis force is why the upper-branch of the Hadley cell does not simply flow all the way to the poles—it is diverted to the right by the Coriolis force in the northern hemisphere (and to the left in the southern hemisphere), and becomes the eastward-flowing subtropical jet stream.

Ans: True Difficulty: Easy Learning Objective: Define jet streams. Section Ref: Winds Aloft

72. The easterly tropical jet is shown in the figure.

Ans: False Difficulty: Easy Learning Objective: Define jet streams. Section Ref: Winds Aloft

73. The temperature gradient at the surface is stronger than aloft.

Ans: False Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

74. The pressure gradient force at the surface is weaker than aloft.

Ans: True Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

75. Because the Earth's insolation is greatest near the Equator and least near the poles, there will be a general temperature gradient from the Equator to the poles.

Ans: True Difficulty: Easy Learning Objective: Describe how pressure gradients intensify at upper levels. Section Ref: Winds Aloft

76. In the winter, the continents show generally low surface pressure, while high pressure builds over the oceans. Ans: False Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

77. In the summer, the Asiatic low is strong and intense. Ans: True Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

78. The two subtropical highs, the Hawaiian high and the Azores high, strengthen and dominate the Atlantic and Pacific Ocean regions, where temperatures are cooler than the surrounding land surfaces. Ans: True Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

79. Since Antarctica is covered by a glacial ice sheet and is cold at all times, a permanent cyclone, the South Pole high, is centered there. Ans: False

Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

80. A subtropical high pressure is likely one of the reasons it is so dry in this image.

Ans: True Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

81. A monsoon is a large seasonal shift in the wind direction and amount of rainfall over an extended area such as southeastern Asia. Ans: True Difficulty: Easy Learning Objective: Explain monsoon circulations. Section Ref: Surface Winds

82. A subtropical jet is a boundary between cold polar air masses and warm tropical air masses. Ans: False Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

83. The figure shows the global surface winds and pressure on an ideal Earth.

Ans: True Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

84. Upper-air flow completes two more circulation cells, the Ferrel cell in the midlatitudes and the polar cell in the high latitudes. Ans: True Difficulty: Easy

Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

85. Polar easterlies are surface winds spiraling out of the subtropical highs and into the equatorial trough come under the influence of the Coriolis force. Ans: False Difficulty: Easy Learning Objective: Describe the global circulation for the Earth. Section Ref: Surface Winds

86. The equatorial trough is a surface low pressure that forms as convection removes air from the region. Ans: True Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

87. The image shows the Ferrel cell.

Ans: False Difficulty: Easy Learning Objective: Define Hadley cells, and explain how they affect wind patterns. Section Ref: Surface Winds

88. The image shows the Hadley cell.

Ans: True Difficulty: Easy Learning Objective: Define Hadley cells, and explain how they affect wind patterns. Section Ref: Surface Winds

89. In each Hadley cell, air rises over the Equator and generates low pressures aloft. Ans: False Difficulty: Easy Learning Objective: Define Hadley cells, and explain how they affect wind patterns. Section Ref: Surface Winds

90. Warm, moist, unstable air over the equatorial region rises along the intertropical convergence zone (ITCZ). Ans: True Difficulty: Easy Learning Objective: Define Hadley cells, and explain how they affect wind patterns. Section Ref: Surface Winds

91. Subtropical high pressures are easterly winds found in the tropical regions north and south of the Equator. Ans: False Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

92. Trade Winds are belts of persistent high atmospheric pressure centered approximately on latitudes 30° N and 30° S. Ans: False Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

93. The ITCZ is a zone of convergence of air masses along the equatorial trough. Ans: True Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

94. North of the Equator, the South winds are influenced by the Coriolis force, and hence veer to the left. Ans: False Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

95. On the poleward side of the Hadley cell circulation, air descends, increasing the surface pressures underneath the descending air. Ans: True Difficulty: Easy Learning Objective: Discuss the intertropical convergence zone (ITCZ) and the subtropical high-pressure belts. Section Ref: Surface Winds

Essay

96. Describe the 3 steps that lead to disturbances in the jet stream.

Ans:

97. What are gyres and how do they transfer heat? What is the thermohaline circulation and how does it transfer energy? Describe the path that the thermohaline circulation takes.

Ans:

98. What are the latitude, pressure, wind patterns, topography, and ocean currents that all make the Atacama Desert the driest place on Earth?

Ans:

99. Define the polar jet stream. Describe how the polar jet stream shifts and affects the midlatitudes in the winter and summer. What are two factors (disturbances) that cause the jet stream to change its position? Ans:

100. Describe and/or draw a diagram of Earth (northern hemisphere only) that shows the general atmospheric circulation for an idealized earth. You should include latitude regions (equator, 20-30°N, midlatitudes, and polar region), areas of low and high pressure, wet and dry regions, polar jet stream, ITCZ, and your location. Ans:

Chapter: Chapter 8: Midlatitude Weather Systems

Multiple Choice

1. A(n) _______________ is a(n) extensive body of air in which temperature and moisture characteristics are fairly uniform over a large area. A) weather system B) air mass C) pineapple express D) source region Ans: B Difficulty: Easy Learning Objective: Define air mass. Section Ref: Air Masses

2. The source region of a _______________ air mass is over the ocean at latitudes of 50-60oN and S. A) mT B) cP C) mP D) cA Ans: C Difficulty: Easy

Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

3. The source region of a _______________ air mass is over the continent at latitudes of 50-60oN and S. A) mT B) cP C) mP D) cA Ans: B Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

4. The source region of a _______________ air mass is over the ocean at latitudes of 20-35oN and S. A) mT B) cP C) mP D) cA Ans: A Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

5. The source region of a _______________ air mass is over the continent and within the Arctic. A) mT B) cP C) mP D) cA Ans: D Difficulty: Easy Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

6. The source region of a _______________ air mass is over the continent and close to the equator. A) mT B) cP C) mE D) cA Ans: C Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

7. A ________ air mass, originating over Hawaii, traveled across the Pacific, bringing moisture to feed precipitation over the western portion of North America.

A) B) C) D)

mT cP mE cA

Ans: A Difficulty: Easy

Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

8. The air mass over northern Canada (e.g., Yukon) is _________.

A) B) C) D)

mT cP mP cA

Ans: B Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

9. The air mass over the northern Pacific is _________.

A) B) C) D)

mT cP mP cA

Ans: C Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

10. The air mass over northern Mexico is _________.

A) B) C) D)

mT cP mP cT

Ans: D Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

11. The air mass west of Mexico over the Pacific Ocean is _________.

A) B) C) D)

mT cP mP cA

Ans: A Difficulty: Easy Learning Objective: Explain how air masses are classified. Section Ref: Air Masses

12. A ________ is a surface of contact between two air masses with different temperature and moisture characteristics. A) occluded front B) warm front C) front D) cold front

Ans: C Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

13. A ________ is a moving weather front along which a warm air mass slides over a cold air mass, leading to the production of stratiform clouds and precipitation. A) occluded front B) warm front C) wet front D) cold front Ans: B Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

14. A ________ is a moving weather front along which a cold air mass moves underneath a warm air mass, lifting the warm air mass. A) occluded front B) warm front C) wet front D) cold front Ans: D Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

15. A ________ is a moving weather front along which a moving cold front has overtaken a warm front, forcing the warm air mass aloft. A) occluded front B) warm front C) wet front D) cold front

Ans: A Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

16. The following is a ____________.

A) B) C) D)

occluded front warm front wet front cold front

Ans: D Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

17. The following is a ____________.

A) B) C) D)

occluded front warm front wet front cold front

Ans: B Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

18. The following is a ____________.

A) B) C) D)

occluded front warm front wet front cold front

Ans: A Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts. Section Ref: Air Masses

19. Intense weather disturbances within a traveling cyclone, generating strong winds, cloudiness, and precipitation are known as _______________. A) cyclones B) occluded stage C) open stage D) anticyclones Ans: A Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones. Section Ref: Midlatitude Anticyclones and Cyclones

20. Traveling cyclones of the midlatitudes involving interaction of cold and warm air masses along sharply defined fronts are known as _______________. A) midlatitude cyclone B) occluded fronts C) cold fronts D) anticyclones Ans: A Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones. Section Ref: Midlatitude Anticyclones and Cyclones

21. _________ are associated with fair skies. A) Midlatitude cyclones B) Occluded fronts C) Cold fronts D) Anticyclones Ans: D Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones. Section Ref: Midlatitude Anticyclones and Cyclones

22. _____________ range from mild disturbances to highly destructive hurricanes or typhoons. A) Tropical cyclones B) Occluded fronts C) Cold fronts D) Anticyclones Ans: A Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones. Section Ref: Midlatitude Anticyclones and Cyclones

23. A(n) _______________ is a large inspiraling of air that repeatedly forms, intensifies, and dissolves along the polar front.

A) B) C) D)

midlatitude cyclone occluded front cold front anticyclone

Ans: A Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

24. This figure shows the life history of a(n) ____________ and associated warm and cold fronts and explains how it forms, grows, and eventually dissolves.

A) B) C) D)

midlatitude cyclone occluded front cold front anticyclone

Ans: A Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

25. _________ are associated with cloudy skies, windy weather, and precipitation. A) Midlatitude cyclones B) Occluded fronts C) Cold fronts D) Anticyclones Ans: A Difficulty: Easy Learning Objective: Describe weather patterns associated with midlatitude cyclones. Section Ref: Midlatitude Anticyclones and Cyclones

26. An undulation or disturbance that begins at a point along the polar front is known as the _____________. A) tropical cyclone stage B) early stage C) open stage D) anticyclones Ans: B Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

27. In the _____________ stage of a midlatitude cyclone, cold air actively pushes southeastward along the cold front, and warm air actively moves northward along the warm front. A) dissolving stage B) occluded stage C) open stage D) early stage Ans: C Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

28. The stage of a midlatitude cyclone where the faster-moving cold front overtakes the warm front, lifting the warm, moist air mass at the center completely off the ground i s known as the _______________. A) dissolving stage B) early stage C) open stage D) occluded stage Ans: D Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

29. The stage of a midlatitude cyclone where The faster-moving cold front overtakes the warm front, lifting the warm, moist air mass at the center completely off the ground is known as the _______________. A) dissolving stage B) early stage C) open stage D) occluded stage Ans: A Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

30. The stage of the midlatitude cyclone shown is the ________________.

A) dissolving stage

B) early stage C) open stage D) occluded stage Ans: B Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time. Section Ref: Midlatitude Anticyclones and Cyclones

31. The stage of the midlatitude cyclone shown is the ________________.

A) B) C) D)