III. Earth's Winds
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Bound for South Australia Teacher Resource
South Australian Maritime Museum Bound for South Australia Teacher Resource This resource is designed to assist teachers in preparing students for and assessing student learning through the Bound for South Australia digital app. This education resource for schools has been developed through a partnership between DECD Outreach Education, History SA and the South Australian Maritime Museum. Outreach Education is a team of seconded teachers based in public organisations. This app explores the concept of migration and examines the conditions people experienced voyaging to Australia between 1836 and the 1950s. Students complete tasks and record their responses while engaging with objects in the exhibition. This app comprises of 9 learning stations: Advertising Distance and Time Travelling Conditions Medicine at Sea Provisions Sleep Onboard The First 9 Ships Official Return of Passengers Teacher notes in this resource provide additional historical information for the teacher. Additional resources to support student learning about the conditions onboard early migrant ships can be found on the Bound for South Australia website, a resource developed in collaboration with DECD teachers and History SA: www.boundforsouthaustralia.net.au Australian Curriculum Outcomes: Suitability: Students in Years 4 – 6 History Key concepts: Sources, continuity and change, cause and effect, perspectives, empathy and significance. Historical skills: Chronology, terms and Sequence historical people and events concepts Use historical terms and concepts Analysis -
11 General Circulation
Copyright © 2017 by Roland Stull. Practical Meteorology: An Algebra-based Survey of Atmospheric Science. v1.02 “Practical Meteorology: An Algebra-based Survey of Atmospheric Science” by Roland Stull is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. View this license at http://creativecommons.org/licenses/by- nc-sa/4.0/ . This work is available at https://www.eoas.ubc.ca/books/Practical_Meteorology/ 11 GENERAL CIRCULATION Contents A spatial imbalance between radiative inputs and outputs exists for the earth-ocean-atmosphere 11.1. Key Terms 330 system. The earth loses energy at all latitudes due 11.2. A Simple Description of the Global Circulation 330 to outgoing infrared (IR) radiation. Near the trop- 11.2.1. Near the Surface 330 ics, more solar radiation enters than IR leaves, hence 11.2.2. Upper-troposphere 331 there is a net input of radiative energy. Near Earth’s 11.2.3. Vertical Circulations 332 poles, incoming solar radiation is too weak to totally 11.2.4. Monsoonal Circulations 333 offset the IR cooling, allowing a net loss of energy. 11.3. Radiative Differential Heating 334 The result is differential heating, creating warm 11.3.1. North-South Temperature Gradient 335 equatorial air and cold polar air (Fig. 11.1a). 11.3.2. Global Radiation Budgets 336 This imbalance drives the global-scale general 11.3.3. Radiative Forcing by Latitude Belt 338 circulation of winds. Such a circulation is a fluid- 11.3.4. General Circulation Heat Transport 338 dynamical analogy to Le Chatelier’s Principle of 11.4. -
Horse Latitudes
HORSE LATITUDES Introduction The Horse Latitudes are located between latitude 30 and latitude 35 north and south of the equator. The region lies in an area where there is a ridge of high pressure that circles the Earth. The ridge of high pressure is also called a subtropical high. Wind currents on Earth, USGS Sailing ships in these latitudes The area between these latitudes has little precipitation. It has variable winds. Sailing ships sometimes while traveling to distant shores would have the winds die down and the area would be calm for days before the winds increased. Desert formation on Earth These warm dry conditions lead to many well known deserts. In the Northern Hemisphere deserts that lie in this subtropical high included the Sahara Desert in Africa and the southwestern deserts of the United States and Mexico. The Atacama Desert, the Kalahari Desert and the Australian Desert are all located in the southern Horse Latitudes. Two explanations for the name There are two explanations of how these areas were named. This first explanation is well documented. Sailors would receive an advance in pay before they stated on a long voyage which was spent quickly leaving the sailors without money for several months while aboard ship. Sailors work off debt When the sailors had worked long enough to again earn enough to be paid they would parade around the deck with a straw-stuffed effigy of a horse. After the parade the sailors would throw the straw horse overboard. Second explanation about horses The second explanation is not well documented. -
Sea History$3.75 the Art, Literature, Adventure, Lore & Learning of the Sea
No. 109 NATIONAL MARITIME HISTORICAL SOCIETY WINTER 2004-2005 SEA HISTORY$3.75 THE ART, LITERATURE, ADVENTURE, LORE & LEARNING OF THE SEA THE AGE OF SAIL CONTINUES ON PICTON CASTLE Whaling Letters North Carolina Maritime Museum Rediscover the Colonial Periauger Sea History for Kids Carrying the Age of Sail Forward in the Barque Picton Castle by Captain Daniel D. Moreland oday the modern sailing school role of education, particularly maritime. ship is typically a sailing ship op- For example, in 1931 Denmark built the Terated by a charitable organization full-rigger Danmark as a merchant ma- whose mission is devoted to an academic rine school-ship which still sails in that or therapeutic program under sail, either role today. During this time, many other at sea or on coastwise passages. Her pro- maritime nations commissioned school gram uses the structure and environment ships for naval training as well, this time of the sailing ship to organize and lend without cargo and usually with significant themes to that structure and educational academic and often ambassadorial roles agenda. The goal, of course, being a fo- including most of the great classic sailing cused educational forum without neces- ships we see at tall ship events today. sarily being one of strictly maritime edu- These sailing ships became boot cation. Experiential education, leadership camps and colleges at sea. Those “trained training, personal growth, high school or in sail” were valued as problem solvers college credit, youth-at-risk, adjudicated and, perhaps more significantly, problem youth, science and oceanography as well preventers. They learned the wind and sea as professional maritime development are in a way not available to the denizens of often the focus of school ships. -
From Planetary Dynamics to Global Trade and Human Genetics: a Big History Narrative
Chapter 3 From Planetary Dynamics to Global Trade and Human Genetics: A Big History Narrative Lewis R. Dartnell Abstract Big History is an academic enterprise engaged in combining many different fields within the sciences and humanities to provide a more complete, long time-frame perspective on human history. Such an interdisciplinary approach is particularly useful within education for providing teachers and students an inter- disciplinary understanding of the causative processes behind major themes and trends of history. Presented here is a Big History narrative that explores the chains of cause and effect between intrinsic features of planet Earth and the course of global history from the early modern period. It traces the deep connections from the circulation dynamics of the Earth’s atmosphere, to the trans-oceanic trade routes established during the Age of Exploration, and the pattern of European colonisation and empire-building in these earliest stages of globalisation that built our modern way of life, and finally to the genetic diversity of populations of people living across the Americas today. Along the way, it will also illustrate the links to seemingly- unrelated topics, such as why many industrial cities developed with an affluent, fashionable west-side contrasting against working-class slums in the East End, and why the Mason-Dixon line separating the Union and Confederate states in the American Civil War and the Great Wall of China both fundamentally follow ecological boundaries. 1 Introduction Big History (Christian 1991), like astrobiology, is an inherently deeply interdisci- plinary field of enquiry. It combines, for example, aspects of astrophysics, planetary sciences, geology, geography, evolutionary biology and anthropology to explore the L. -
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. -
Class:-9Th Geography, Chapter:-13 A. Answer the Following Questions
Class:-9th Geography, Chapter:-13 A. Answer the following questions briefly:- 1. What do you mean by the term 'Atmospheric Pressure'? Ans.1 That pressure is called atmospheric pressure, or air pressure. It is the force exerted on a surface by the air above it as gravity pulls it to Earth. 2. Name the instrument used to measure atmospheric pressure. Ans.2 Atmospheric pressure is commonly measured with a barometer. 3. How is the atmospheric pressure caused? Ans.3 Atmospheric pressure is caused by the gravitational attraction of the planet on the atmospheric gases above the surface, and is a function of the mass of the planet, the radius of the surface, and the amount and composition of the gases and their vertical distribution in the atmosphere. 4. Name the factors, which affect the atmospheric pressure of a place. Ans.4 Atmospheric pressure depends on three factors:- (a.) Altitude (b.) Temperature (c.) Earth's rotation 5. Name the world's pressure belts. Ans.5 World's pressure belts:- i. Equatorial Low Pressure Belt ii. Subtropical High Pressure Belts iii. Sub- Polar Low Pressure Belts iv. Polar High Pressure Belts. 6. What is Ferrel's Law? Ans.6 According to Ferrell's law, that wind is deflected to the right in the Northern Hemisphere and to the left in the Southern Hemisphere, derived from the application of the Coriolis effect to air masses. 7. What are Doldrums? Why are they called so? Ans.7 5°N to 5°S is a zone of low pressure and parallel to the Equator where the NE and SE trade winds meet. -
Download Demo
For DLP, Current Affairs Magazine & Test Series related regular updates, follow us on www.facebook.com/drishtithevisionfoundation www.twitter.com/drishtiias CONTENTS UNIT-I : GEOMORPHOLOGY 1. Introduction to Geography 3-5 2. Origin of Universe, Earth & Life 6-11 3. Our Earth 12-29 4. Rocks & Minerals 30-32 5. Weathering, Mass Movement & Erosion 33-40 6. Landforms 41-51 7. Soil 52-62 UNIT-II : CLIMATOLOGY 8. Weather & Climate 65-67 9. Composition & Structure of Atmosphere 68-71 10. Distribution of Temperature & Heat Budget 72-80 11. Pressure & Wind Systems 81-100 12. Condensation & Precipitation 101-108 13. Classification of Climate 109-114 UNIT-III : OCEANOGRAPHY 14. Oceans 117-130 15. Oceanic Resources 131-136 UNIT-IV : HUMAN & ECONOMIC GEOGRAPHY 16. Population 139-154 17. Human Development 155-160 18. Settlement & Migration 161-173 19. Agriculture 174-201 20. Resources of the World 202-224 21. Location of Industries 225-247 22. Transport 248-254 Previous Years’ UPSC Questions (Solved) 255-261 Practice Questions 262 Pressure & Wind Systems 11 Chapter The weight of a column of air contained in a unit area from the mean sea level to the top of the atmosphere is called the air or atmospheric pressure. The atmospheric pressure is expressed in units of millibar. At sea level the average atmospheric pressure is 1,013.2 millibar. Due to gravity, the air at the surface is denser and hence has higher pressure. Air pressure is measured with the help of a mercury barometer or the aneroid barometer. The pressure decreases with height. At any elevation it varies from place to place and its variation is the primary cause of air motion, i.e. -
PRIME MERIDIAN a Place Is
Lines of Latitude and Longitude help us to answer a key geographical question: “Where am I?” What are Lines of Latitude and Longitude? Lines of Latitude and Longitude refer to the grid system of imaginary lines you will find on a map or globe. PARALLELS of Latitude and MERIDIANS of Longitude form an invisible grid over the earth’s surface and assist in pinpointing any location on Earth with great accuracy; everywhere has its own unique grid location, and this is expressed in terms of LATITUDE and LONGITUDE COORDINATES. Lines of LATITUDE are the ‘horizontal’ lines. They tell us whether a place is located in the NORTHERN or the SOUTHERN HEMISPHERE as well as how far North or South from the EQUATOR it is. Lines of LONGITUDE are the ‘vertical’ lines. They indicate how far East or West of the PRIME MERIDIAN a place is. • The EQUATOR is the 0° LATITUDE LINE. o North of the EQUATOR is the NORTHERN HEMISPHERE. o South of the EQUATOR is the SOUTHERN HEMISPHERE. • Lines of Latitude cross the PRIME MERIDIAN (longitude line) at right angles (90°). • Lines of Latitude circle the globe/world in an east- west direction. • Lines of Latitude are also known as PARALLELS. o As they are parallel to the Equator and apart always at the same distance. • Lines of Latitude measure distance north or south from the equator i.e. how far north or south a point lies from the Equator. • The distance between degree lines is about 69 miles (or about 110km). o A DEGREE (°) equals 60 minutes - 60’. -
Home Ports and Fast Sailing Ships: Maritime Settlement and Seaborne Mobility in Forming the Comparative Wests William M
Home Ports and Fast Sailing Ships: Maritime Settlement and Seaborne Mobility in Forming the Comparative Wests William M. Taylor ABSTRACT: The contribution of the sea and seafaring to the construction of modernity has recently been reappraised. Opposing narratives of the geographical (particularly terrestrial) and temporal co- ordinates of modernity’s progress, the fluidity of “ocean-space,” and “maritime criticism” have been proposed to challenge conventional readings of established archives and question consensual under- standings of the fundamental territoriality, geographic enlargement, and progressive development of nation-states. This essay questions how this reappraisal of the sea may be relevant to the study of the “comparative Wests.” Specifically, it considers how aesthetic and ethical possibilities for maritime crit- icism may reveal gaps or omissions in the historiography of the neo-European settlement and nine- teenth-century territorial expansion of the United States and Australia. My primary focus is Lewis Mumford’s writing on American culture, architecture, and design. I question how Mumford’s appropriation of nineteenth-century aesthetic criticism, particularly writing extolling the virtues of colonial American ships and seafaring, may be indicative of tensions at work between opposing organic and globalized, geographically closed and unbounded, moral and econom- ic perspectives on a nation’s progress, development, and growth—between a critical emphasis on “roots” of culture and “routes” of seaborne exchange. If it is true, as Philip Fisher asserts, that the story of American society is largely a history of the nation’s transport, then what stories do the systems and technology of seaborne mobility tell us? SAILING SHIPS (ALONG WITH SEAFARING AND NAVIGATIONAL PRACTICES) were one princi- pal means whereby neo-European settlement was established in the multiple “Wests” imagined and occupied by colonialists and, as such, were engaged in the negotiation of difference. -
Talks on Antarctica: United Nations of the World (English)
Talks on Antarctica: United Nations of the World (English) Talks on Antarctica, the United Nations of the World Topic: the great continent of ice, wind and snow located at the southernmost end of our planet, surrounded by the Southern Ocean, where the Roaring Forties and Furious Fifties rage. It is an extraordinary nature reserve, one and a half times as big as the United States, devoted to peace and science, and a continent that does not belong to a country. You do not need a passport to land on Antarctica. The great American explorer Richard E. Byrd wrote: “ I am hopeful that Antarctica in its symbolic robe of white will shine forth as a continent of peace as nations working together there in the cause of science set an example of international cooperation”. Therefore: the true United Nations of Earth are down there, on the white continent where the South Pole is found. On 28 October 2016, the creation of the Ross Sea Marine Reserve in Antarctica was announced. It is the largest in the world (one and a half times the size of Europe): the international community has finally become aware of the need to protect the valuable Antarctic marine ecosystems. The Agreement will enter into force on December 1st 2017. WHY ANTARCTICA? 1) The continent is entirely devoted “to peace and science” (Madrid Protocol). It is a nature reserve which does not belong to any country, and is a world heritage site. Researchers and logistics technicians from several different countries work together in peace in Antarctica: 5,000 during the austral summer, and 1,000 in the winter. -
Ch. 11-13 I. Atmosphere - Layer of Gas That Surrounds the Earth
Ch. 11-13 I. Atmosphere - layer of gas that surrounds the Earth. A. Composition 1. 78% - N2 2. 21% - O2 3. 0%-4% - water vapor 4. 1% - other gases 5. Ozone - O3 - protects us from UV radiation. B. Smog - smoke and fog mixing with sulfur dioxide and nitrogen dioxide 1. From the burning of coal, gasoline, and other fossil fuels C. solids (dust and ice) and liquids (water). II. Layers - divided according to major changes in temperature A. Troposphere - the lowest layer we live here weather occurs here 1. 75% of all atmosphere gases 2. ↓ temp. with ↑ altitude 3. Tropopause - boundary between troposphere and the next layer B. Stratosphere - 2nd layer 1. Jet stream - strong west wind. 2. Ozone (O3) - is found here. 3. ↑ temp. with ↑ altitude. 4. Stratopause - boundary between stratosphere and mesosphere. C. Mesosphere - area where meteors burn up ↓ temp. with ↑ altitude Mesopause - boundary between mesosphere and thermosphere D. Thermosphere - means "heat sphere" 1. Very thin air (1/10,000,000) of the earth's surface 2. High temperature - N2 and O2 absorb U.V. light and turn it into heat 3. Cannot measure with thermometer D1. Ionosphere - lower part of thermosphere 1. Layer of ions 2. Used for radio waves 3. When particles from the sun strike the ionosphere it causes: Auroras - northern and southern lights D2. Exosphere - layer that extends into outer space 1. Satellites orbit here III. Air pressure - the pressure that air molecules force upon an object. A. Decreases with altitude. B. Barometer - instrument that measures atmospheric pressure. (Altimeter?) C. Warm air is less dense than cold air.