Prevailing Winds MARCH, 2021
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How the Ocean Affects Weather & Climate
Ocean in Motion 6: How does the Ocean Change Weather and Climate? A. Overview 1. The Ocean in Motion -- Weather and Climate In this program we will tie together ideas from previous lectures on ocean circulation. The students will also learn about the similarities and interactions between the atmosphere and the ocean. 2. Contents of Packet Your packet contains the following activities: I. A Sea of Words B. Program Preparation 1. Focus Points OThe oceans and the atmosphere are closely linked 1. the sun heats the atmosphere as well as the oceans 2. water evaporates from the ocean into the atmosphere a. forms clouds and precipitation b. movement of any fluid (gas or liquid) due to heating creates convective currents OWeather and climate are two different things. 1. Winds a. Uneven heating and cooling of the atmosphere creates wind b. Global ocean surface current patterns are similar to global surface wind patterns c. wind patterns are analogous to ocean currents 2. Four seasons OAtmospheric motion 1. weather and air moves from high to low pressure areas 2. the earth's rotation also influences air and weather patterns 3. Atmospheric winds move surface ocean currents. ©1998 Project Oceanography Spring Series Ocean in Motion 1 C. Showtime 1. Broadcast Topics This broadcast will link into discussions on ocean and atmospheric circulation, wind patterns, and how climate and weather are two different things. a. Brief Review We know the modern reason for studying ocean circulation is because it is a major part of our climate. We talked about how the sun provides heat energy to the world, and how the ocean currents circulate because the water temperatures and densities vary. -
Rain Shadows
WEB TUTORIAL 24.2 Rain Shadows Text Sections Section 24.4 Earth's Physical Environment, p. 428 Introduction Atmospheric circulation patterns strongly influence the Earth's climate. Although there are distinct global patterns, local variations can be explained by factors such as the presence of absence of mountain ranges. In this tutorial we will examine the effects on climate of a mountain range like the Andes of South America. Learning Objectives • Understand the effects that topography can have on climate. • Know what a rain shadow is. Narration Rain Shadows Why might the communities at a certain latitude in South America differ from those at a similar latitude in Africa? For example, how does the distribution of deserts on the western side of South America differ from the distribution seen in Africa? What might account for this difference? Unlike the deserts of Africa, the Atacama Desert in Chile is a result of topography. The Andes mountain chain extends the length of South America and has a pro- nounced influence on climate, disrupting the tidy latitudinal patterns that we see in Africa. Let's look at the effects on climate of a mountain range like the Andes. The prevailing winds—which, in the Andes, come from the southeast—reach the foot of the mountains carrying warm, moist air. As the air mass moves up the wind- ward side of the range, it expands because of the reduced pressure of the column of air above it. The rising air mass cools and can no longer hold as much water vapor. The water vapor condenses into clouds and results in precipitation in the form of rain and snow, which fall on the windward slope. -
Weather and Climate: Changing Human Exposures K
CHAPTER 2 Weather and climate: changing human exposures K. L. Ebi,1 L. O. Mearns,2 B. Nyenzi3 Introduction Research on the potential health effects of weather, climate variability and climate change requires understanding of the exposure of interest. Although often the terms weather and climate are used interchangeably, they actually represent different parts of the same spectrum. Weather is the complex and continuously changing condition of the atmosphere usually considered on a time-scale from minutes to weeks. The atmospheric variables that characterize weather include temperature, precipitation, humidity, pressure, and wind speed and direction. Climate is the average state of the atmosphere, and the associated characteristics of the underlying land or water, in a particular region over a par- ticular time-scale, usually considered over multiple years. Climate variability is the variation around the average climate, including seasonal variations as well as large-scale variations in atmospheric and ocean circulation such as the El Niño/Southern Oscillation (ENSO) or the North Atlantic Oscillation (NAO). Climate change operates over decades or longer time-scales. Research on the health impacts of climate variability and change aims to increase understanding of the potential risks and to identify effective adaptation options. Understanding the potential health consequences of climate change requires the development of empirical knowledge in three areas (1): 1. historical analogue studies to estimate, for specified populations, the risks of climate-sensitive diseases (including understanding the mechanism of effect) and to forecast the potential health effects of comparable exposures either in different geographical regions or in the future; 2. studies seeking early evidence of changes, in either health risk indicators or health status, occurring in response to actual climate change; 3. -
Hurricane Paths: Comparing Places with Different Prevailing Winds
Name ___________________________ Hurricane Paths: Comparing Places with Different Prevailing Winds To understand where hurricanes usually start and what direction they usually move, it helps to have a clear mental image of the pattern of prevailing winds in the world. One way to get this image is to make a careful comparison of wind observations in several places. The diagrams on the right are examples of a special kind of graph called a wind rose. The number in the center indicates the percentage of time the air is calm (no wind). Each of the eight lines radiating away from the center shows the percentage of time the wind blows FROM that direction. Repeat: The lines point to the direction the wind is blowing FROM. Please answer the following questions. 1) According to the map above, Boston has calm air about 12% of the time; the percentage of time San Juan, Puerto Rico, has calm air is _____ . 2) In San Juan, the wind blows the largest percentage of time from the northeast; in Boston, the wind blows from the _________ more often than from any other direction. 3) Use the wind rose graphs on pages 2 and 3. To get an idea about the net zonal flow of air in each location, add up the total percentage of time the wind blows from the southwest, west, and northwest, and subtract the total percentage from the southeast, east, and northeast total percentage. The result is the net westerly component - it is a positive number if the flow is mainly westerly (from the west), and a negative number if the flow is easterly (from the east). -
Geographical Influences on Climate Teacher Guide
Geographical Influences on Climate Teacher Guide Lesson Overview: Students will compare the climatograms for different locations around the United States to observe patterns in temperature and precipitation. They will describe geographical features near those locations, and compare graphs to find patterns in the effect of mountains, oceans, elevation, latitude, etc. on temperature and precipitation. Then, students will research temperature and precipitation patterns at various locations around the world using the MY NASA DATA Live Access Server and other sources, and use the information to create their own climatogram. Expected time to complete lesson: One 45 minute period to compare given climatograms, one to two 45 minute periods to research another location and create their own climatogram. To lessen the time needed, you can provide students data rather than having them find it themselves (to focus on graphing and analysis), or give them the template to create a climatogram (to focus on the analysis and description), or give them the assignment for homework. See GPM Geographical Influences on Climate – Climatogram Template and Data for these options. Learning Objectives: - Students will brainstorm geographic features, consider how they might affect temperature and precipitation, and discuss the difference between weather and climate. - Students will examine data about a location and calculate averages to compare with other locations to determine the effect of geographic features on temperature and precipitation. - Students will research the climate patterns of a location and create a climatogram and description of what factors affect the climate at that location. National Standards: ESS2.D: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. -
Prevailing Wind Park Energy Facility Draft Environmental Assessment
Prevailing Wind Park Energy Facility Draft Environmental Assessment DOE/EA-2061 January 2019 Prevailing Wind Park Energy Facility Draft Environmental Assessment Bon Homme, Charles Mix, Hutchinson, and Yankton Counties, South Dakota U.S. Department of Energy Western Area Power Administration DOE/EA-2061 January 2019 Prevailing Wind Park Draft EA Table of Contents TABLE OF CONTENTS Page No. 1.0 INTRODUCTION ............................................................................................... 1-1 1.1 WAPA’s Purpose and Need ................................................................................. 1-3 1.2 Prevailing Wind Park’s Goals and Objectives ..................................................... 1-3 2.0 DESCRIPTION OF PROPOSED ACTION AND NO ACTION ALTERNATIVES ............................................................................................... 2-1 2.1 Proposed Action ................................................................................................... 2-1 2.1.1 Prevailing Wind Park Project ................................................................ 2-1 2.1.2 Project Life Cycle ................................................................................. 2-5 2.2 No Action Alternative .......................................................................................... 2-5 3.0 AFFECTED ENVIRONMENT ............................................................................ 3-1 3.1 Land Cover and Land Use .................................................................................. -
FINAL REPORT Wind Assessment For: BANKSTOWN
FINAL REPORT Wind Assessment for: BANKSTOWN COMPASS CENTRE 83-99 North Terrace & 62 The Mall, Bankstown Sydney, NSW 2200, Australia Prepared for: Fioson Pty Ltd L34, 225 George St Sydney NSW 2000 CPP Project: 8759 October 2016 Prepared by: Thomas Evans, Engineer Graeme Wood, Ph.D., Director CPP Project 8759 Executive Summary This report provides an opinion based qualitative assessment of the impact of the proposed Bankstown Compass Centre development on the local pedestrian-level wind environment. This assessment is based on knowledge of the local Bankstown wind climate and previous wind- tunnel test on similar buildings in the Bankstown area. The proposed development is taller than surrounding buildings. Wind speeds are expected to be higher around the outer corners of the development, though the podium roof will prevent significant wind effects occurring at street level. The environmental wind conditions at ground level around the proposed development are expected to be suitable for pedestrian standing from a comfort perspective and pass the distress criterion. Within the development, wind conditions are expected to be suitable for pedestrian standing or walking activities and pass the distress criterion under Lawson. For such a large development with several similar sized towers designed in such a complex manner, it would be recommended to quantify the wind conditions and confirm the qualitative findings using wind-tunnel testing. ii CPP Project 8759 DOCUMENT VERIFICATION Prepared Checked Approved Date Revision by by by 04/02/16 Final Report KF GSW GSW 10/02/16 Revision 1 KF GSW GSW 04/10/16 Amended design drawings TE GSW GSW 05/10/16 Amended Figure TE GSW GSW TABLE OF CONTENTS Executive Summary ............................................................................................................................... -
Weather and Climate Science 4-H-1024-W
4-H-1024-W LEVEL 2 WEATHER AND CLIMATE SCIENCE 4-H-1024-W CONTENTS Air Pressure Carbon Footprints Cloud Formation Cloud Types Cold Fronts Earth’s Rotation Global Winds The Greenhouse Effect Humidity Hurricanes Making Weather Instruments Mini-Tornado Out of the Dust Seasons Using Weather Instruments to Collect Data NGSS indicates the Next Generation Science Standards for each activity. See www. nextgenscience.org/next-generation-science- standards for more information. Reference in this publication to any specific commercial product, process, or service, or the use of any trade, firm, or corporation name See Purdue Extension’s Education Store, is for general informational purposes only and does not constitute an www.edustore.purdue.edu, for additional endorsement, recommendation, or certification of any kind by Purdue Extension. Persons using such products assume responsibility for their resources on many of the topics covered in the use in accordance with current directions of the manufacturer. 4-H manuals. PURDUE EXTENSION 4-H-1024-W GLOBAL WINDS How do the sun’s energy and earth’s rotation combine to create global wind patterns? While we may experience winds blowing GLOBAL WINDS INFORMATION from any direction on any given day, the Air that moves across the surface of earth is called weather systems in the Midwest usually wind. The sun heats the earth’s surface, which warms travel from west to east. People in Indiana can look the air above it. Areas near the equator receive the at Illinois weather to get an idea of what to expect most direct sunlight and warming. The North and the next day. -
Introduction to Climatology
© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE Inc. © Eyewire, OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER 1Introduction to Climatology © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION those specializingNOT FOR in glaciology, SALE OR as wellDISTRIBUTION as special- Chapter at a Glance ized physical geographers, geologists, and ocean- Meteorology and Climatology ographers. The biosphere, which crosscuts the Scales in Climatology lithosphere, hydrosphere, cryosphere, and atmo- Subfields of Climatology sphere, includes the zone containing all life forms © Jones & BartlettClimatic Learning, Records andLLC Statistics © Joneson the& Bartlettplanet, including Learning, humans. LLC The biosphere NOT FOR SALE SummaryOR DISTRIBUTION NOT FORis examined SALE by OR specialists DISTRIBUTION in the wide array of life Key Terms sciences, along with physical geographers, geolo- Review Questions gists, and other environmental scientists. Questions for Thought The atmosphere is the component of the system © Jones & Bartlett Learning, LLCstudied by climatologists ©and Jones meteorologists. & Bartlett Ho- Learning, LLC NOT FOR SALE OR DISTRIBUTIONlistic interactions betweenNOT the FORatmosphere SALE and OR DISTRIBUTION Climatology may be described as the scientific each combination of the “spheres” are important study of the behavior of the atmosphere—the contributors to the climate (Table 1.1), at scales thin gaseous layer surrounding Earth’s surface— from local to planetary. Thus, climatologists must integrated over time. Although this definition is draw on knowledge generated in several natural © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC certainly acceptable, it fails to capture fully the and sometimes social scientific disciplines to un- NOTscope FOR of SALE climatology. -
T5.1 the Dynamics of Nova Scotia's Climate
PAGE .............................................................. 94 ▼ T5.1 THE DYNAMICS OF NOVA SCOTIA’S CLIMATE The main features of Nova Scotia’s climate are am- MAJOR AIR MASSES ple and reliable precipitation, a fairly wide but not extreme temperature range, a late and short sum- Satellite photography, computer modelling, a greater mer, skies that are often cloudy or overcast, frequent knowledge of the structure of weather systems and a coastal fog and marked changeability of weather better understanding of the physical processes that from day to day. These features can be related to four control our weather have all led to a much-reduced basic factors: use of air-mass concepts. Air-mass theory is still 1. the prevailing westerly winds used descriptively, however, and is very useful to 2. the interactions between the three main air introduce people to the disciplines of meteorology masses which converge on the east coast and climatology. 3. Nova Scotia’s position astride the routes of the Much of the variability of the weather is caused by major eastward-moving storms the shifting positions of the three main air masses T5.1 4. the modifying influence of the sea that dominate the eastern seaboard. Continental The Dynamics of arctic air from the northwest is very dry and cold in Nova Scotia’s WIND SYSTEMS winter. Maritime polar air, moving in from the north Climate or northeast, has been somewhat warmed by its The basic eastward movement of the wind systems passage over the ocean and is cool and moist. Mari- (known as the westerlies) over North America is a time tropical air from the south or southwest is warm result of the general circulation of warm air from the and moist. -
Global Wind Patterns
NAME: _______________________________________________________________ PERIOD: ___________ DATE: _______EN GLOBAL WIND PATTERNS The most common wind direction is called the prevailing winds. When Columbus set sail for Asia (and “discovered” the Americas) he utilized the prevailing winds. He knew that at about 20° north latitude he would find dependable winds from the north-east which would carry his ships quickly westward across the Atlantic Ocean. On his return, he sailed northward to the zone of prevailing westerlies, that ferried him back to Europe. (See the diagram below.) These wind belts soon became the avenues of the triangular trade routes. Merchants from England sent manufactured items to Africa, where they were traded for negro slaves. The slaves were sailed across the Atlantic on the north-east trade winds. In the Americas, the slaves were traded for rum and cotton, which were shipped to England on the prevailing westerlies farther to the north. The rum and cotton were sold in England for a considerable profit to the owners and investors. The north-east trade winds and the mid-latitude westerlies are two zones of the world wide pattern of prevailing winds. 1. Why did Columbus sail south along Africa before he sailed west to the Americas? 2. What do we call winds from the most common wind direction? 3. Winds are heat flow by . If the Earth were not in motion, the world wide pattern of winds would be very simple. As this diagram shows, we would have two giant convection cells. Warm, moist air would rise at the equator and travel toward the poles. -
Ocean Depth Affects Local Climate
Ocean Depth Affects Local Climate t is well known that topography of the land surface The bathymetric effect of the seas does not stop with affects weather and climate. For example, the Pacific causing variations in the sea surface temperature (SST). ICoast of South America is desert, while Amazonia on New measurements with the QuikSCAT and TRMM satel- the other side of the Andes is rich in rainfall and hosts lites reveal remarkable spatial co-variations in wind speed the largest rain forest of the world. On the global scale, and SST. High winds and increased cloudiness are found the Tibetan Plateau is a controlling element in Northern over the bathymetric-induced warm tongues. One such Hemisphere climate. Even the tall mountains of the tiny band of ocean-atmosphere co-variation meanders through Hawaiian Islands have been shown to exert far-reaching the Yellow Sea between China and Korea, following a deep effects on the Pacific Ocean and atmosphere. channel for 1000 km (Figure 3b). The mechanism for this The influence of the shape of the ocean bottom on ocean effect on the winds is thought to be the convectively climate, however, has been studied less widely. To many, it induced vertical mixing in the atmosphere over the warm may even sound absurd that submerged bottom topography tongue, similar to that over the Kuroshio (see p. 3). can change winds and clouds. A team of scientists at the The Kuroshio is steered northeastward along the IPRC (S.-P. Xie, J. Hafner, and H. Xu), the Jet Propulsion shelf break, where there is another bathymetric effect Laboratory (W.T.