Characteristics of the Atmosphere 5 Layers of the Atmosphere Based on Temperature Changes, the Earth’S Atmosphere Is Divided Into Four Layers, As Shown in Figure 3
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The Texas Manual on Rainwater Harvesting
The Texas Manual on Rainwater Harvesting Texas Water Development Board Third Edition The Texas Manual on Rainwater Harvesting Texas Water Development Board in cooperation with Chris Brown Consulting Jan Gerston Consulting Stephen Colley/Architecture Dr. Hari J. Krishna, P.E., Contract Manager Third Edition 2005 Austin, Texas Acknowledgments The authors would like to thank the following persons for their assistance with the production of this guide: Dr. Hari Krishna, Contract Manager, Texas Water Development Board, and President, American Rainwater Catchment Systems Association (ARCSA); Jen and Paul Radlet, Save the Rain; Richard Heinichen, Tank Town; John Kight, Kendall County Commissioner and Save the Rain board member; Katherine Crawford, Golden Eagle Landscapes; Carolyn Hall, Timbertanks; Dr. Howard Blatt, Feather & Fur Animal Hospital; Dan Wilcox, Advanced Micro Devices; Ron Kreykes, ARCSA board member; Dan Pomerening and Mary Dunford, Bexar County; Billy Kniffen, Menard County Cooperative Extension; Javier Hernandez, Edwards Aquifer Authority; Lara Stuart, CBC; Wendi Kimura, CBC. We also acknowledge the authors of the previous edition of this publication, The Texas Guide to Rainwater Harvesting, Gail Vittori and Wendy Price Todd, AIA. Disclaimer The use of brand names in this publication does not indicate an endorsement by the Texas Water Development Board, or the State of Texas, or any other entity. Views expressed in this report are of the authors and do not necessarily reflect the views of the Texas Water Development Board, or -
Environmental Systems the Atmosphere and Hydrosphere
Environmental Systems The atmosphere and hydrosphere THE ATMOSPHERE The atmosphere, the gaseous layer that surrounds the earth, formed over four billion years ago. During the evolution of the solid earth, volcanic eruptions released gases into the developing atmosphere. Assuming the outgassing was similar to that of modern volcanoes, the gases released included: water vapor (H2O), carbon monoxide (CO), carbon dioxide (CO2), hydrochloric acid (HCl), methane (CH4), ammonia (NH3), nitrogen (N2) and sulfur gases. The atmosphere was reducing because there was no free oxygen. Most of the hydrogen and helium that outgassed would have eventually escaped into outer space due to the inability of the earth's gravity to hold on to their small masses. There may have also been significant contributions of volatiles from the massive meteoritic bombardments known to have occurred early in the earth's history. Water vapor in the atmosphere condensed and rained down, of radiant energy in the atmosphere. The sun's radiation spans the eventually forming lakes and oceans. The oceans provided homes infrared, visible and ultraviolet light regions, while the earth's for the earliest organisms which were probably similar to radiation is mostly infrared. cyanobacteria. Oxygen was released into the atmosphere by these early organisms, and carbon became sequestered in sedimentary The vertical temperature profile of the atmosphere is variable and rocks. This led to our current oxidizing atmosphere, which is mostly depends upon the types of radiation that affect each atmospheric comprised of nitrogen (roughly 71 percent) and oxygen (roughly 28 layer. This, in turn, depends upon the chemical composition of that percent). -
What's in the Air Gets Around Poster
Air pollution comes AIR AWARENESS: from many sources, Our air contains What's both natural & manmade. a combination of different gasses: OZONE (GOOD) 78% nitrogen, 21% oxygen, in the is a gas that occurs forest fires, vehicle exhaust, naturally in the upper plus 1% from carbon dioxide, volcanic emissions smokestack emissions atmosphere. It filters water vapor, and other gasses. the sun's ultraviolet rays and protects AIRgets life on the planet from the Air moves around burning Around! when the wind blows. rays. Forests can be harmed when nutrients are drained out of the soil by acid rain, and trees can't Air grow properly. pollution ACID RAIN Water The from one place can forms when sulfur cause problems oxides and nitrogen oxides falls from 1 air is in mix with water vapor in the air. constant motion many miles from clouds that form where it Because wind moves the air, acid in the air. Pollutants around the earth (wind). started. rain can fall hundreds of miles from its AIR MONITORING: and tiny bits of soil are As it moves, it absorbs source. Acid rain can make lakes so acidic Scientists check the quality of carried with it to the water from lakes, rivers that plants and animals can't live in the water. our air every day and grade it using the Air Quality Index (AQI). ground below. and oceans, picks up soil We can check the daily AQI on the from the land, and moves Internet or from local 2 pollutants in the air. news sources. Greenhouse gases, sulfur oxides and Earth's nitrogen oxides are added to the air when coal, oil and natural gas are CARS, TRUCKS burned to provide Air energy. -
Precipitation Probability
PRECIPITATION PROBABILITY The probability of precipitation forecast is one of the most least understood elements of the weather forecast. The probability of precipitation has the following features: ..... The likelihood of occurrence of precipitation is stated as a percentage ..... A measurable amount is defined as 0.01" (one hundredth of an inch) or more (usually produces enough runoff for puddles to form) ..... The measurement is of liquid precipitation or the water equivalent of frozen precipitation ..... The probability is for a specified time period (i.e., today, this afternoon, tonight, Thursday) ..... The probability forecast is for any given point in the forecast area To summarize, the probability of precipitation is simply a statistical probability of 0.01" inch of more of precipitation at a given area in the given forecast area in the time period specified. Using a 40% probability of rain as an example, it does not mean (1) that 40% of the area will be covered by precipitation at given time in the given forecast area or (2) that you will be seeing precipitation 40% of the time in the given forecast area for the given forecast time period. Let's look at an example of what the probability does mean. If a forecast for a given county says that there is a 40% chance of rain this afternoon, then there is a 40% chance of rain at any point in the county from noon to 6 p.m. local time. This point probability of precipitation is predetermined and arrived at by the forecaster by multiplying two factors: Forecaster certainty that precipitation will form or move into the area X Areal coverage of precipitation that is expected (and then moving the decimal point two places to the left) Using this, here are two examples giving the same statistical result: (1) If the forecaster was 80% certain that rain would develop but only expected to cover 50% of the forecast area, then the forecast would read "a 40% chance of rain" for any given location. -
ESSE 2017 URSULINE ACADEMY of DALLAS a Bout the Covers
ESSE 2017 URSULINE ACADEMY OF DALLAS A bout the Covers The paintings displayed on the covers and title page of Esse this year were selected because of the stories they portray. These three pieces, while reflecting similar motifs, differ in the emotions they represent: a gesture, a connection, and a thought. With the con- ESSE tinuous symbol of the hand, each piece delivers a personal story that allows viewers to create stories for themselves. Literary-Art Magazine Artwork is a form of expressing one’s thoughts and emotions. As these artists share some ideas and memories of their own, Ursuline Academy they draw in an audience to look further into what meanings these creations hold. Perhaps an object holds significant meaning, a con- nection invokes a certain feeling, or a pattern resurfaces an old memory. With every creation in this magazine, viewers are challenged to Volume LI 2016-2017 search for the meanings behind each piece and possibly discover a new meaning for themselves. 4900 Walnut Hill Lane Through the language of art, each artist conveys her unique voice and challenges the audience to look at something in a new way. We each have our own stories and memories, and through art, we share these moments with others. Dallas, TX 75229 469-232-1800 -Miranda Walker ‘17 Art Editor Fax: 469-232-1836 www.ursulinedallas.org Front Cover: |Anna Rehagen ‘18 |Tea Stains |Acrylic on canvas Back Cover: Justine Walker ‘20 Ocean Sounds |Elenor Post ‘19 Acrylic on canvas |We Rise Together |Acrylic on canvas Dedication Letter from the Editor To our Archivist, Sybil Tucker: Ursuline Academy impacts each student in an extraordinary and individual way. -
Types of Cloud with Example
Types Of Cloud With Example Is Gerrard always freeze-dried and glarier when rake some tentacle very agreeably and alright? Is Rock always chemicallyspavined and while elementary toyless Yehudi when lopingreshape some that legislature mucuses. very evilly and inquisitively? Bronson still solidifying This community why data stored on a pepper cloud platform is generally thought of as reserve from most hazards. In cloud types with example of service model and private cloud computing might be adverse for sharing a massive global network to maximize profitability by. There are typically grouped as with redundancies can house on topics such blog, types of cloud types with example of an example of customization with regular upgrades and types of new. This filth where Cloud Computing has face to protect rescue! Please enable more resources with cloud types example of hybrid cloud types of multiple cloud function as you choose? What types of cloud example images are cloud types with example of fog will benefit of the example, with us include popular seo blog focuses on. Pushing email off into the cloud makes it supremely convenient for billboard people, constantly on land move. This type my Cloud Computing is designed to address the needs of a specific change, like a business call an industry. Every toss of cloud has huge picture, but some of them right not clear or appropriate for payment term. Spreading cumulonimbus clouds may also deliver to the formation of nimbostratus. Within the traditional hosting space, services are either dedicated or shared. These three clouds can be described as featureless blanket cloud layers. -
How Do Atmospheres Change Over Time? the Greenhouse Effect
Activity #5 How Do Atmospheres Change Over Time? The Greenhouse Effect [Adult] Adapted from: Global Warming & The Greenhouse Effect, Great Explorations in Math and Science (GEMS) Lawrence Hall of Science, 1997, by the Regents of the University of California ISBN: 0-912511-75-3. Unless otherwise noted, all images are courtesy of SETI Institute. 1. Introduction In this activity, Cadettes will observe how the greenhouse effect can change an atmosphere on Mars or on Earth. They will “Think like a scientist. Be a scientist!” 2. Science Objectives You will: • construct models to test ideas about processes that cannot be directly studied on Earth or Mars; • appreciate that the atmosphere is a large and complex system, so experiments concerning it are difficult to perform; and • use skills you have learned about atmospheric composition and apply that knowledge to new situations. 3. Materials For each group of 4–6 Cadettes. • [2] 2 liter (0.5 gal) clear soda bottles with labels removed and tops cut off. These are the Atmosphere Model Chambers. Advance preparation required (see page 2). • [1] pair of scissors for constructing a set of Atmosphere Model Chambers • [1] black permanent marker for constructing a set of Atmosphere Model Chambers • [2] identical thermometers, one for each chamber; view on Amazon.com: http://tinyurl.com/lkrvzvq • sufficient cardboard to prepare backing for each thermometer • 5–10 cm (about 4 in) of clear tape to attach thermometers to cardboard and to inside of each chamber • [1] piece of plastic wrap approximately 15 cm x 15 cm (6 x 6 in) • [1] rubber band large enough to fit the circumference of chamber and secure plastic wrap • chart of electromagnetic spectrum of light (EMS); print in advance • 250-watt infrared heat lamp (bulb) in a fixture with hood. -
Tropical Cyclone Rainfall
Tropical Cyclone Rainfall Michael Brennan National Hurricane Center Outline • Tropical Cyclone (TC) rainfall climatology • Factors influencing TC rainfall • TC rainfall forecasting tools • TC rainfall forecasting process Tropical Cyclone Rainfall Climatology Tropical Cyclone Tracks COMET (2011) Global Mean Monthly TC Rainfall During the TC Season and Percent of Total Annual Rainfall Data from TRMM 2A25 Precipitation Radar from 1998-2006 Jiang and Zipser (2010) Contribution to Total Rainfall from TCs • What percentage of average annual rainfall in southern Baja California, Mexico comes from tropical cyclones? 1. 10-20% 2. 20-30% 3. 40-50% 4. 50-60% Khouakhi et al. (2017) J. Climate Contribution to Global Rainfall from TCs (1970-2014 rain gauge study) • Globally, highest TC rainfall totals are in eastern Asia, northeastern Australia, and the southeastern United States • Percentage of annual rainfall contributed by TCs: • 35-50%: NW Australia, SE China, northern Philippines, Baja California • 40-50%: Western coast of Australia, south Indian Ocean islands, East Asia, Mexico Khouakhi et al. (2017) J. Climate Contribution to Global Rainfall from TCs (1970-2014 rain gauge study) Khouakhi et al. (2017) J. Climate Contribution to Global Rainfall from TCs (1970-2014 rain gauge study) • Relative contribution of TCs to extreme rainfall • Gray circles indicate locations at which TCs have no contribution to extreme rainfall Khouakhi et al. (2017) J. Climate Annual TC Rainfall Equator TC Rain . TC rainfall makes up a larger percentage of total rainfall during years when global rainfall is low . Asymmetric - generally 35 000 0 1998 (cm) 1999 (cm)30 000 0 2000 (cm) 2001 (cm) 2002 (cm)25 000 0 2003 (cm) 2004 (cm) 2005 (cm)20 000 0 15 000 0 10 000 0 50 000 0 -40 -20 0 20 40 more TC rainfall in the Northern Hemisphere TC Rain % of Total Rain . -
Invasive Plants in Your Backyard!
Invasive Plants In Your Backyard! A Guide to Their Identification and Control new expanded edition Do you know what plants are growing in your yard? Chances are very good that along with your favorite flowers and shrubs, there are non‐native invasives on your property. Non‐native invasives are aggressive exotic plants introduced intentionally for their ornamental value, or accidentally by hitchhiking with people or products. They thrive in our growing conditions, and with no natural enemies have nothing to check their rapid spread. The environmental costs of invasives are great – they crowd out native vegetation and reduce biological diversity, can change how entire ecosystems function, and pose a threat Invasive Morrow’s honeysuckle (S. Leicht, to endangered species. University of Connecticut, bugwood.org) Several organizations in Connecticut are hard at work preventing the spread of invasives, including the Invasive Plant Council, the Invasive Plant Working Group, and the Invasive Plant Atlas of New England. They maintain an official list of invasive and potentially invasive plants, promote invasives eradication, and have helped establish legislation restricting the sale of invasives. Should I be concerned about invasives on my property? Invasive plants can be a major nuisance right in your own backyard. They can kill your favorite trees, show up in your gardens, and overrun your lawn. And, because it can be costly to remove them, they can even lower the value of your property. What’s more, invasive plants can escape to nearby parks, open spaces and natural areas. What should I do if there are invasives on my property? If you find invasive plants on your property they should be removed before the infestation worsens. -
THE PAINTED BEAUTY from LIVING ART • PARADOX of SUMMER • PARTNER PROFILE: CITIZENS BANK The
THE PAINTED BEAUTY FROM LIVING ART • PARADOX OF SUMMER • PARTNER PROFILE: CITIZENS BANK The Vol. 1 | Issue 3 | Summer-Fall 2009 A newsletter from Bok Tower Gardens www.boktowergardens.org 2 | The Garden Path | Summer-Fall 2009 FROM THE PRESIDENT What a season we have had! The Gardens have never looked better, our attendance is up and we have more member supporters than ever. The azalea and camellia bloom was spectacular with the weather cooperating to give us an extended spring bloom. It has been nice to see so many visitors enjoying the Gardens. The Moonlight Carillon Concert series was well attended, with the March concert drawing an audience of more than 350. With the daylight savings time change coming earlier this year, the concerts started with the setting sun so that guests could enjoy the Gardens in the sweet light of dusk. We started encouraging guests to picnic in the Gardens for these concerts and plan to introduce other changes to enhance the experience in the future. We have been working on a long range plan for the Gardens with several key points identified as goals. Improving customer service and the quality of our presentations are two of these goals. A large part of what we have to offer is the incredible experience our visitors enjoy. All aspects of the Gardens are being evaluated from the décor and food at the café, to the quality of our plant displays. We want the experience for our visitors to be unique, inspirational and enjoyable for everyone, every time. Gardening can truly be a celebration about the diversity of plants as we’ve seen in our monthly plant celebrations. -
West Lake Woven Wood Shade Section
West Lake Woven Wood Shade Section Effective April 15, 2014 Save a life: "Install Safety Tension Devices!" Woven Wood Measuring Instructions Measuring Inside Mount (IB) Shades: Measure the exact width (A) and length (B) of the window opening as shown. The factory will deduct ½” overall from the window width for clearance. On all inside mount shades, a small light gap will be visible. Measuring Outside Mount (OB) Shades: Measure the exact width (A) and length (B) of the window opening you wish to cover. The shade should cover the window opening by at least 2” on both the width and length. To cover a window sill, provide a measurement (C) beyond the sill. Outside Mount Inside Mount Measuring Arch Top Valances for Woven Wood Shades: For inside mount shades, measure the exact width and tallest length inside the window opening. For outside mount shades, measure the desired width and tallest length. Make sure to measure the length of outside mount shades at its tallest point. Arch Top woven wood shades must be perfect arches where the length equals ½ the width. For arch top valances, measure dimensions A, X, & Y. For pricing, use the width and tallest length measurement. Make sure to add the arch top shade surcharge. Measuring Angled Shades: It is critical to measure all four sides of the window opening. For inside mount shades, measure the inside of the window opening and for outside mount shades, add the desired overlap. Measure the slope angle with a protractor and provide the angle in degrees. Indicate all measurements on a template to be sent to the factory. -
8040 Introduction to Natural Resources and Ecology Systems
Introduction to Natural Resources and Ecology Systems 8040/36 weeks Table of Contents Acknowledgments ......................................................................................................................................... 1 Course Description ........................................................................................................................................ 2 Task Essentials Table .................................................................................................................................... 2 Curriculum Framework ................................................................................................................................. 6 Exploring Leadership Skills through FFA ................................................................................................... 6 Exploring Leadership Opportunities through FFA ....................................................................................... 7 Understanding Natural Resource Management ............................................................................................ 9 Protecting the Environment ........................................................................................................................ 15 Managing Forest Resources ........................................................................................................................ 25 Managing Wildlife Resources ....................................................................................................................