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

2

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

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 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:

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

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)

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: 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)

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: 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:

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 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:

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

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:

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 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:

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 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:

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 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)

dissolving stage early stage open stage occluded stage

Ans: C Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

32. The stage of the midlatitude cyclone shown is the ________________.

A) B) C) D)

dissolving stage early stage open stage occluded stage

Ans: D Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

33. The stage of the midlatitude cyclone shown is the ________________.

A) B) C) D)

dissolving stage early stage open stage occluded stage

Ans: A Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

34. The stage of the midlatitude cyclone shown is the ________________.

A) B) C) D)

dissolving stage early stage open stage occluded stage

Ans: C Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

35. The stage of the midlatitude cyclone shown is the ________________.

A) B) C) D)

dissolving stage early stage open stage occluded stage

Ans: D Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

36. The cross section represents the _________________ of a midlatitude cyclone.

A) B) C) D)

dissolving stage early stage open stage occluded stage

Ans: C Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

37. The cross section represents the _________________ of a midlatitude cyclone.

A) B) C) D)

dissolving stage early stage open stage occluded stage

Ans: D Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

38. A _________ is a localized region of very high winds embedded within the overall jet stream.

A) ridge B) jet streak C) trough D) divergence

Ans: B Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

39. Divergence of air aloft causes air to ascend, resulting in _____________ at the surface.

A) low pressure B) jet streaks C) ridges D) high pressure Ans: A Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

40. The strength of cyclonic circulations is based on their ___________.

A) vorticity B) jet streak C) ridge D) high pressure Ans: A Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

41. ___________ is the measure of local rotation with respect to an observer on the Earth's surface.

A) Locational vorticity B) Relative vorticity C) Ridge D) Planetary vorticity

Ans: B Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

42. ___________ is the rotation imparted to an object by the rotation of the Earth.

A) Rotational vorticity B) Relative vorticity C) Absolute vorticity D) Planetary vorticity Ans: D Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

43. ___________ is the sum of its relative vorticity and planetary vorticity A) Added vorticity B) Relative vorticity C) Absolute vorticity D) Planetary vorticity Ans: C Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

44. ______________ represents circulations that are spinning counterclockwise.

A) Positive relative vorticity B) Relative vorticity C) Absolute vorticity D) Negative relative vorticity

Ans: A Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

45. ______________ represents circulations that are spinning clockwise.

A) Positive relative vorticity B) Relative vorticity C) Absolute vorticity D) Negative relative vorticity Ans: D Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

46. Along a trough, ________________________ occurs.

A) B) C) D)

positive relative vorticity relative vorticity absolute vorticity negative relative vorticity

Ans: A Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

47. Along a ridge, ________________________ occurs.

A) B) C) D)

positive relative vorticity relative vorticity absolute vorticity negative relative vorticity

Ans: D Difficulty: Easy Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

48. As an air column moves away from a mountain ridge, the column elongates, generating cyclonic vorticity with counterclockwise circulations and _____________.

A) low pressure B) jet streaks C) ridges D) high pressure Ans: A Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

49. A _____________ is a low-pressure region found on the downwind side of a mountain chain, which can subsequently generate midlatitude cyclones.

A) steering wind B) jet streak C) lee-side trough D) storm tracks Ans: C Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

50. _____________ are upper-air wind patterns associated with the jet stream that tend to steer the direction in which midlatitude cyclones travel.

A) Steering winds B) Jet streaks C) Lee-side troughs D) Storm tracks Ans: A Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

51. A _____________ is a common path that cyclonic storms tend to follow, usually associated with the location of the jet stream.

A) steering wind B) jet streak C) lee side trough D) storm track Ans: D Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

52. ____________ are a succession of cyclonic storms that follow one after the other along the same track.

A) Cold air outbreaks B) Jet streaks C) Lee-side troughs D) Cyclone families Ans: D Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

53. _____________ are equatorward movements of continental (cP) air masses into the low-latitude regions of the subtropics.

A) Cold air outbreaks B) Jet streaks C) Lee-side troughs D) Cyclone families Ans: A Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

54. The map shows a typical ___________.

A) B) C) D)

steering wind jet streak lee-side trough storm track

Ans: D Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

55. The image represents a _______________.

A) steering wind B) jet streak C) lee-side trough

D) storm track Ans: D Difficulty: Easy Learning Objective: Define storm tracks and families and their importance for the movement of midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

56. Midlatitude cyclones often _________________ off the east coast of the United States.

A) B) C) D)

occlude dissolve develop weaken

Ans: C Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

True/False

57. Outbreaks that move southward from the United States into the Caribbean Sea and Central America are called northers.

Ans: True Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

58. Intense cyclones arriving at the western coasts of North America and Europe are usually intensifying.

Ans: False Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

59. Intense cyclones arriving on the eastern seaboard after originating on the lee-side of the Rocky Mountains are still occluded.

Ans: False Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

60. Steering winds tend to steer the midlatitude cyclones in a particular direction.

Ans: True Difficulty: Easy

Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

61. Midlatitude cyclones are heavily concentrated in the neighborhood of the Aleutian and Icelandic lows.

Ans: True Difficulty: Easy Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

62. A rotating air column that is elongated narrows and hence acquires negative vorticity.

Ans: False Difficulty: Medium Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

63. Diverging air in the exit region of jet streaks produces a vertical ascent of the air above the surface and an increase in the surface cyclonic circulation.

Ans: True Difficulty: Medium Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

64. As air flows over a mountain ridge, it tends to form low pressure on the lee-side of the mountain as it descends.

Ans: True

Difficulty: Medium Learning Objective: Describe processes that can generate cyclonic vorticity in the atmosphere leading to midlatitude cyclones.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

65. The region circled in red represents upper air convergence.

Ans: True Difficulty: Medium Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

66. The region circled in blue represents upper air divergence.

Ans: True Difficulty: Medium Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

67. As air aloft converges on the upwind side of the jet streak, it produces a descent of air toward the surface. The descending air subsequently produces a cyclone.

Ans: False Difficulty: Medium Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

68. On the eastward side of low pressure, winds slow down as they spread apart or diverge.

Ans: True Difficulty: Medium Learning Objective: Explain how the development of midlatitude cyclones is linked to upper-air disturbances.

Section Ref: Midlatitude Cyclones and Upper Air Disturbances

69. The air in the polar high comprises a cold, dry polar air mass, and the air in the subtropical high comprises a warm, moist maritime air mass.

Ans: True Difficulty: Easy Learning Objective: Explain how midlatitude cyclones develop over time.

Section Ref: Midlatitude Anticyclones and Cyclones

70. In a cyclone, the air diverges and sinks, cooling adiabatically as it does so.

Ans: False Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones.

Section Ref: Midlatitude Anticyclones and Cyclones

71. The midlatitude cyclone is the dominant weather system in middle and high latitudes.

Ans: True Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones.

Section Ref: Midlatitude Anticyclones and Cyclones

72. Midlatitude cyclones represent a local intensification of the surface low-pressure system caused by the growth of disturbances.

Ans: True Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones.

Section Ref: Midlatitude Anticyclones and Cyclones

73. Tropical cyclones are small, intense cyclones of enormously powerful winds.

Ans: False Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones.

Section Ref: Midlatitude Anticyclones and Cyclones

74. Tropical cyclones range from mild disturbances to highly destructive hurricanes or typhoons.

Ans: True Difficulty: Easy Learning Objective: Define midlatitude anticyclones and cyclones.

Section Ref: Midlatitude Anticyclones and Cyclones

75. A warm front occurs when the air mass behind an occluded front is warmer than the air mass ahead of it and hence rises up and over the air out ahead of the front.

Ans: False Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

76. A stationary front occurs where two air masses are in contact but there is little or no relative motion between them.

Ans: True Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

77. A cold line can form along the boundary between hot, dry, continental tropical (cT) air and warm, moist, marine tropical (mT) air.

Ans: False

Difficulty: Easy Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

78. Very strong thunderstorms can form along dry lines as the hot, dry air mass mixes with the warm, moist air mass, increasing its temperature and making it very unstable.

Ans: True Difficulty: Medium Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

79. A cold front is a front in which warm air moves into a region of colder air.

Ans: False Difficulty: Medium Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

80. Cold fronts normally move along the ground at a slower rate than warm fronts.

Ans: False Difficulty: Medium Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

81. A given air mass usually has a sharply defined boundary between itself and a neighboring air mass called a front.

Ans: True Difficulty: Medium Learning Objective: Describe cold, warm, and occluded fronts.

Section Ref: Air Masses

82. The maritime tropical air mass (mT) and maritime equatorial air mass (mE) originate over warm oceans in the tropical and equatorial zones.

Ans: True Difficulty: Easy Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

83. The maritime polar air mass (mA) originates over midlatitude oceans.

Ans: False Difficulty: Easy Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

84. The continental tropical air mass (cT) has its source region over subtropical deserts of the continents.

Ans: True Difficulty: Easy Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

85. The continental polar air mass (cT) originates over North America and Eurasia in the subarctic zone.

Ans: False Difficulty: Easy Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

86. Maritime equatorial air can contain about 200 times as much moisture as continental arctic air.

Ans: True Difficulty: Medium Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

87. Air masses are classified by the latitude and surface type of their source regions.

Ans: True Difficulty: Easy Learning Objective: Explain how air masses are classified.

Section Ref: Air Masses

88. Air masses are large bodies of air with fairly uniform temperature and pressure characteristics.

Ans: False Difficulty: Easy Learning Objective: Define air masses.

Section Ref: Air Masses

89. Traveling low-pressure centers (cyclones) of converging, inspiraling air often bring warm, moist air in contact with cooler, drier air, with clouds and precipitation as the result.

Ans: True Difficulty: Easy Learning Objective: Define air masses.

Section Ref: Air Masses

90. Weather systems are recurring patterns of atmospheric circulation associated with characteristic weather, such as a cyclone or anticyclone.

Ans: True Difficulty: Easy Learning Objective: Define air masses.

Section Ref: Air Masses

91. A continental arctic air mass (cA) is extremely cold and contains almost no water vapor.

Ans: True Difficulty: Easy Learning Objective: Define air masses.

Section Ref: Air Masses

92. Air mass temperature can range from -46°C (-51°F) for arctic air masses to 4°C (40°F) for equatorial air masses.

Ans: False Difficulty: Medium Learning Objective: Define air masses.

Section Ref: Air Masses

Essay

93. Describe the four stages of a midlatitude cyclone.

Ans:

94. List 5 air masses and their respective source region. Which air masses affect your region during the summer and the winter?

Ans:

95. Describe the cloud types that one would typically experience as a warm and a cold front approached.

Ans:

96. Describe how upper air divergence, upper air convergence and vorticity lead to changes in midlatitude cyclones.

Ans:

97. Compare and contrast anticyclones and cyclones. Make sure to describe how they strengthen, weather type, vertical motion, and circulation.

Ans:

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 9: Tropical Weather Systems

Multiple Choice

1. Which of the following is characteristic of tropical weather systems?

A) Upper air winds are often weak.

B) Air masses are warm and moist.

C) Without strong temperature gradients between air masses, there are no large, intense upper-air disturbances.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

2. An easterly wave is: A) A good wave for surfing along the east coast of Florida.

B) An eastward-moving ocean current.

C) A traveling surface low-pressure system that moves from east to west.

D) Another name for the easterly trade winds.

Ans: C Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

3. Rainfall is found to the _____ of the axis of an easterly wave.

A) B) C) D)

North South East West

Ans: C Difficulty: Medium Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

4. Easterly waves form in what latitudes?

A) 5° north to 5° south B) 5° to 30° north and south C) 30° to 40° north and south D) 20° to 40° north

Ans: B Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

5. Tropical cyclones generally form no closer than _____° latitude from the equator.

A) 5 B) 10 C) 20 D) 30 Ans: A Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

6. Once formed, tropical cyclones first move in which direction?

A) north B) south C) east D) west Ans: D Difficulty: Medium Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

7. The minimum wind speed of a tropical storm is: A) 40 mph B) 25 mph C) 20 mph D) 15 mph Ans: A Difficulty: Medium Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

8. The minimum wind speed for a tropical cyclone is: A) 40 mph B) 50 mph C) 75 mph D) 100 mph Ans: C Difficulty: Medium Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

9. As intense precipitation forms in a tropical cyclone, the storm gains intensity through: A) reflective heat B) solar heat C) latent heat of condensation D) friction Ans: C Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

10. _____ clouds fringe out ahead of a tropical cyclone.

A) Cirrus B) Cumulonimbus C) Cumulus D) Stratus Ans: A Difficulty: Medium Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

11. When the eye of a tropical cyclone passes over a particular locale: A) Rain increases.

B) Wind increases.

C) Skies clear and winds become calm.

D) A tornado forms at that place.

Ans: C Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

12. Wind speeds and rainfall in a tropical cyclone are most intense: A) In the eye B) In the wall immediately surrounding the eye C) At the outer edges D) Halfway between the eye and the outer edge of the storm Ans: B Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

13. Satellite images of tropical cyclones can tell scientists: A) Wind speeds.

B) Rainfall intensity.

C) The size of the cyclone.

D) None of the above.

Ans: C Difficulty: Easy Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

14. Dropsondes are: A) Launched from satellites.

B) Dropped from aircraft.

C) Lifted by hot-air balloons.

D) Fired from rockets.

Ans: B Difficulty: Medium Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

15. An unmanned aircraft that can fly into the eye of a tropical cyclone very close to the surface of the water is: A) Aerosonde B) Doppler radar C) RAINEX D) Dropsonde Ans: A Difficulty: Medium Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

16. Hurricanes Katrina and Rita strengthened greatly when they passed over: A) The Gulf Stream B) The Mississippi River C) The Loop Current D) Florida Ans: C Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

17. The large red arrows in the middle of this diagram represent:

A) B) C) D)

An airplane exploring the hurricane.

Cold air sinking.

Rainfall.

Rising air warmed by the latent heat of condensation.

Ans: D Difficulty: Medium Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

18. Air flowing inward in a tropical cyclone never reaches the center because: A) The eye wall blocks it.

B) The flow is too weak.

C) The storm is spinning too fast.

D) Rain blocks it.

Ans: C Difficulty: Medium Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

19. Which ocean has the greatest concentration of strong cyclones?

A) B) C) D)

Atlantic Pacific Indian Arctic

Ans: B Difficulty: Hard Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

20. The season for tropical cyclone formation in the Atlantic basin is: A) June to November B) December to March C) March to June D) October to February Ans: A Difficulty: Easy Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

21. The peak time for hurricane formation in the Atlantic basin is: A) Late summer and early autumn B) Early summer C) Late spring D) Winter

Ans: A Difficulty: Easy Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

22. The area of ocean water temperatures above 26.5° C (80° F.) extends farthest north in the:

A) B) C) D)

Pacific Ocean Atlantic Ocean Indian Ocean Arctic Ocean

Ans: B Difficulty: Medium Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

23. For tropical cyclones to form, sea surface temperature needs to be warmer than: A) 10.0° C (50° F) B) 15.6° (60° F) C) 21.1° C (70° F) D) 26.5° (80° F) Ans: D

Difficulty: Easy Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

24. Which of the following conditions would not promote the formation of a tropical cyclone?

A) An unstable environmental lapse rate.

B) Strong winds C) Humid air D) Uniform wind direction and speed Ans: B Difficulty: Medium Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

25. Which of the following conditions would prevent the formation of a tropical cyclone?

A) Moderate to strong winds above the surface of the ocean B) High humidity C) Warm ocean surface temperatures D) Unstable environmental lapse rate Ans: A Difficulty: Medium Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

26. In the Western Hemisphere, hurricanes form in all of the following areas except:

A) B) C) D)

The Caribbean Sea. The Gulf of Mexico.

Off the east coast of the United States.

Off the west coast of Africa.

Ans: C Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

27. Tropical cyclones almost never form:

A) B) C) D)

In the Indian Ocean.

In the South Atlantic Ocean In the North Atlantic Ocean In the western Pacific Ocean

Ans: B Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

28. Tropical cyclones that form in the Indian Ocean may strike: A) Madagascar B) Bangladesh C) Southeast Asia D) All of the above Ans: D Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

29. In 2005, how many hurricanes struck Florida?

A) B) C) D)

1 2 3 4

Ans: C Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

30. What is the typical pattern of a tropical cyclone track as it begins to intensify?

A) It moves toward the equator.

B) It stands still.

C) It moves poleward, then eastward.

D) There is no typical pattern.

Ans: C Difficulty: Medium Learning Objective: Identify where tropical cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

31. If additional storms form after all the men's and women's names are used up in a season:

A) B) C) D)

The names are repeated.

Names from the previous year are used.

New names are made up as needed.

Letters of the Greek alphabet are used as names.

Ans: D Difficulty: Medium Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

32. The costliest Atlantic storm on record was: A) Katrina (2005) B) Andrew (1992) C) The unnamed storm that struck Galveston, Texas (1901) D) Wilma (2005) Ans: A

Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

33. The most intense Atlantic storm was: A) Katrina (2005) B) Andrew (1992) C) The unnamed storm that struck Galveston, Texas (1901) D) Wilma (2005) Ans: D Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

34. Tropical cyclones are recognizable on satellite images by: A) Inward spiraling bands of clouds B) Distinctive eye C) Both A and B D) Neither A nor B Ans: C Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

35. The intensity of tropical cyclones is measure on the _____ scale: A) Saffir-Simpson B) Fujita C) Richter D) Celsius Ans: A Difficulty: Easy Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

36. Hurricane Allen struck Texas in 1980 with winds of 45 miles per hour. What was its intensity?

A) B) C) D)

1 2 3 4

Ans: B Difficulty: Medium Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

37. The most serious damage from most tropical cyclones is from: A) Wind B) Rain C) Storm surge D) Low barometric pressure Ans: C Difficulty: Easy Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

38. Most of the more than 9,000 deaths from Hurricane Mitch in Central America were the result of: A) Wind B) Storm surge C) Rain-induced earthflows D) Low barometric pressure Ans: C Difficulty: Easy Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

39. Which of the following is not a contributor to storm surge?

A) High tides B) High winds C) Rainfall D) The shape of the bay or coastline Ans: C Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

40. The hurricane in Galveston in 1900 came ashore as a:

A) B) C) D)

Major hurricane.

Hurricane.

Tropical storm.

Tropical depression.

Ans: A Difficulty: Medium Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

41. The deadliest natural disaster in U.S. history was: A) Hurricane Katrina (2005) B) Hurricane Andrew (1992) C) The Galveston, Texas, hurricane (1900) D) Hurricane Wilma (2005) Ans: C

Difficulty: Easy Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

42. The Galveston, Texas, hurricane of 1900 probably made landfall at an intensity of: A) 1 B) 2 C) 3 D) 4 Ans: D Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

43. The most dangerous place to be when a hurricane threatens would be: A) A low-lying island in the ocean.

B) A flat area away from rivers and coastlines.

C) A highland area inland from the coast.

D) None of the above.

Ans: A Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

44. The deepest flooding in New Orleans after Hurricane Katrina in 2005 occurred:

A) B) C) D)

Along the north shore of the Mississippi River A little inland from Lake Pontchartrain, between the discharge canals.

Along Lake Pontchartrain east of the canal between it and the Mississippi River.

Along the south shore of the Mississippi River.

Ans: B Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

45. New Orleans is especially vulnerable to flooding because: A) It is built on a floodplain.

B) The river sediments have compacted over time, so that most of the city is below sea level.

C) It is almost completely surrounded by water.

D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

46. Hurricane Katrina originated: A) in New Orleans B) in the Gulf of Mexico C) in the Caribbean Sea D) southeast of the Bahamas Ans: D Difficulty: Easy Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

47. Total losses in New Orleans in Hurricane Katrina are estimated at: A) $100 million.

B) $500 million.

C) $100 billion.

D) $200 billion.

Ans: C Difficulty: Easy Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Storms

48. Besides New Orleans, storm surge from Hurricane Katrina caused major damage in: A) Mississippi B) Texas C) Western Louisiana D) Florida Ans: A Difficulty: Easy Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Storms

49. The period of cooler ocean surface temperatures from 1985 to 1994 was correlated with:

A) B) C) D)

Fewer and less intense hurricanes.

More and more intense hurricanes.

The same number of hurricanes under both conditions.

No hurricanes.

Ans: A Difficulty: Medium Learning Objective: Describe how tropical cyclone activity has been changing over the last 50 years.

Section Ref: Impacts of Tropical Cyclones

True/False

50. A tornado is a regional name for a tropical cyclone.

Ans: False Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

51. Fair weather is most likely to be found on the east side of an easterly wave.

Ans: False Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

52. High moisture content of tropical air leads to intense convective activity.

Ans: True Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

53. Cyclonic storms including mid-latitude cyclones, tornadoes, and tropical cyclones, involve intense circulation around low pressure centers.

Ans: True Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

54. Mid-latitude regions never experience tropical cyclones.

Ans: False Difficulty: Easy Learning Objective: Explain how easterly waves influence tropical weather.

Section Ref: Tropical Cyclone Structure

55. The tropical cyclone is the most powerful and destructive type of cyclonic storm.

Ans: True Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

56. Because very low pressure in the middle of the storm causes an intense pressure gradient, winds in a tropical cyclone spiral outward.

Ans: False Difficulty: Medium Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

57. The eye of a tropical cyclone is a cloud-free vortex produced by the intense spiraling of the storm.

Ans: True Difficulty: Medium Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

58. In the eye of a tropical cyclone, air descends from high altitudes and is adiabatically warmed.

Ans: True Difficulty: Medium Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

59. While intense, tropical cyclones are relatively small in area, covering only about 100 km (60 miles).

Ans: False Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

60. Satellite images show the size of tropical cyclones and also indicate areas of most intense winds and heaviest rainfall.

Ans: False Difficulty: Easy Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

61. Chimney clouds, detected by TRMM satellite, indicate that a tropical cyclone is weakening.

Ans: False Difficulty: Medium Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

62. Ocean probes are important in studying hurricanes because warm ocean water provides energy to tropical cyclones.

Ans: True Difficulty: Easy Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

63. An Aerosonde can be launched from a pickup truck.

Ans: True Difficulty: Easy Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

64. The Hurricane Rainband and Intensity Change Experiment (RAINEX) used both P-3 aircraft and Doppler radar.

Ans: True

Difficulty: Easy Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

65. Tropical cyclones intensify as a result of positive feedback loops between the ocean and the atmosphere.

Ans: True Difficulty: Easy Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

66. The Loop Current in the Gulf of Mexico is a cold current.

Ans: False Difficulty: Medium Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Tropical Cyclone Structure

67. Either an easterly wave or the equatorward intrusion of an upper-air disturbance can initiate the convection that can lead to formation of a tropical cyclone.

Ans: True Difficulty: Medium

Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

68. As warm moist air rises in a tropical depression, it cools adiabatically until condensation begins, releasing latent heat.

Ans: True Difficulty: Hard Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

69. Latent heat of condensation inhibits the upward movement of air in a tropical cyclone.

Ans: False Difficulty: Medium Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

70. As a tropical cyclone begins to form, cold, dry air spirals outward from the center.

Ans: False Difficulty: Easy Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

71. As a tropical cyclone intensifies, wind speeds increase because of strong outflow of air from the center of the storm.

Ans: False Difficulty: Medium Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

72. Coriolis force is weaker at low latitudes than at high latitudes.

Ans: True Difficulty: Easy Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

73. A typical tropical cyclone track is westward, then poleward.

Ans: True Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

74. The period of greatest tropical cyclone formation is the season of warmest ocean temperatures.

Ans: True Difficulty: Easy Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

75. Rapid change in wind direction or speed with height will promote the growth of a tropical cyclone.

Ans: False Difficulty: Easy Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

76. If warm, moist air mixes with cold air aloft, the tropical cyclone will intensify.

Ans: False Difficulty: Medium Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

77. Tropical cyclones do not form at the equator because the weak Coriolis force would permit winds to reach the center of the storm and diminish the storm's spin.

Ans: True Difficulty: Medium Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

78. Tropical cyclones never strike Australia.

Ans: False Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

79. South America almost never experiences tropical cyclones.

Ans: True Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

80. The same series of names is used for all tropical cyclones worldwide.

Ans: False Difficulty: Easy Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

81. There will never be another hurricane named Katrina.

Ans: True Difficulty: Medium Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

82. The highest category of hurricane intensity is marked by winds greater than 155 mph.

Ans: True Difficulty: Medium Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impact of Tropical Cyclones

83. Rainfall from a tropical cyclone can exceed 600 mm (2 ft.).

Ans: True Difficulty: Easy Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impact of Tropical Cyclones

84. The heavy rainfall of tropical cyclones can cause serious earthflows.

Ans: True Difficulty: Easy Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

85. Storm surge can cause damage far inland of the coastline.

Ans: True

Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

86. If 21st-century warning systems had been available in 1900, Galveston probably would have survived the hurricane.

Ans: False Difficulty: Medium Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

87. All hurricanes approach Florida from the Atlantic coast.

Ans: False Difficulty: Easy Learning Objective: Explain the various impacts of tropical cyclones.

Section Ref: Impacts of Tropical Cyclones

88. Average sea surface temperature in the Atlantic basin has decreased since 1995.

Ans: False Difficulty: Easy Learning Objective: Describe how tropical cyclone activity has been changing over the last 50 years.

Section Ref: Impacts of Tropical Cyclones

89. Besides the warming of the sea surface, stronger easterly winds have led to the development of more hurricanes since 1995.

Ans: False Difficulty: Easy Learning Objective: Describe how tropical cyclone activity has been changing over the last 50 years.

Section Ref: Impacts of Tropical Cyclones

90. Recent climatological studies indicate that hurricane activity will continue high for the next 15-20 years.

Ans: True Difficulty: Easy Learning Objective: Describe how tropical cyclone activity has been changing over the last 50 years.

Section Ref: Impacts of Tropical Cyclones

Essay

91. Why does a tropical cyclone have an “eye” in its center, in which skies clear and winds are calm?

Ans: The storm spins so fast that air moving inward toward the lowest pressure at the center cannot reach the center. Air from higher altitudes descends through the eye and is warmed adiabatically, causing the cloud droplets to re-evaporate.

Difficulty: Easy Learning Objective: Describe the characteristic structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

92. Imagine you are in southern Texas, and Hurricane Emily is about to pass directly over you.

Describe the sequence of weather types you would experience.

Ans: Cirrus clouds would cover more and more of the sky and thicken, followed by the formation of cumulonimbus clouds and increasing winds. Brief, heavy showers would reflect the passing of the outer bands of the storm. Rain would become heavier and steadier and winds would become steadier and stronger as the eye wall approaches. The eye wall would be marked by the heaviest rain and strongest winds. Under the eye, skies would clear and winds diminish to calm, to be followed after about a half hour by even stronger rain and wind from the opposite direction as the other eye wall passes. Rainfall in the outer bands that pass after the eye is even greater than that in the bands that preceded the eye.

Difficulty: Medium Learning Objective: Describe the typical structure of tropical cyclones.

Section Ref: Tropical Cyclone Structure

93. In Hurricane Rita, the RAINEX experiment detected a phenomenon called “eyewall replacement.” Explain the stages of eyewall replacement and the accompanying strengthening and weakening of the storm in each phase.

Ans: A second eyewall forms around the eye. The inner eyewall collapses and temporarily weakens the storm. Finally, the outer eyewall contracts and takes its place, and the storm strengthens again.

Difficulty: Hard Learning Objective: Explain how measurements of tropical cyclones are made.

Section Ref: Tropical Cyclone Structure

94. Explain the positive feedback loop of the intensification of tropical cyclones.

Ans: As the warm moist tropical air rises in the low pressure center in the middle of the storm, the water content in it condenses, releasing latent heat. This heat intensifies the upward convection, producing more condensation and precipitation and thus more heat, which intensifies the convection.

Difficulty: Medium Learning Objective: Explain how tropical cyclones grow and intensify over time.

Section Ref: Development and Movement of Tropical Cyclones

95. Explain the relationship between latitude and wind speed in a tropical cyclone.

Ans: At low latitudes, where tropical cyclones form, Coriolis force is relatively weak.

However, the pressure gradient of moving air parcels must still be balanced by Coriolis force, and the only way this can happen is for the wind speeds to increase.

Difficulty: Hard Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

96. Relate the tracks of tropical cyclones in latitudes between 10° and 20° and between 30° and 35° to the world's major wind belts.

Ans: As they form between 10° and 20°, they move westward and northwestward on the trade winds. Then they turn poleward into the belt of the westerlies between 30° and 35°.

Difficulty: Medium Learning Objective: Identify where cyclones form and describe their tracks.

Section Ref: Development and Movement of Tropical Cyclones

97. Describe the conditions that are necessary for the formation of tropical cyclones. What conditions prevent formation of these storms, and why?

Ans: Necessary conditions are ocean-surface temperatures of 26.5° C (80° F) or higher to supply latent and sensible heat, an unstable environmental lapse rate to initiate convection, weak winds with little change in speed or direction with height so that the storm can develop its vertical structure, high water content in the atmosphere to provide latent heat. Conditions that prevent development of storms are moderate to strong winds above the surface, which disrupt the formation of the storm's structure; descending air above, which inhibits convection; location too close to the equator, where Coriolis force is weak and inflowing air will reach the center of convection.

Difficulty: Medium Learning Objective: Describe the conditions necessary for tropical cyclone formation.

Section Ref: Development and Movement of Tropical Cyclones

98. Explain how tropical cyclones cause storm surge.

Ans: Water flows into the center of low pressure in the storm, and winds push water toward land. Concurrent high tide will increase the storm surge.

Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

99. Why is New Orleans vulnerable to flooding? How did the flooding of Hurricane Katrina occur?

Ans: Much of the city is below sea level as river sediments have compacted over time.

Rainwater is regularly pumped out into discharge canals, which empty into Lake Pontchartrain to the north. When Hurricane Katrina came ashore, its storm surge overran the levees, first in the east along Lake Borgne and then along the discharge canals. The “bowl” of the city filled up until it was equalized with the level of Lake Pontchartrain.

Difficulty: Medium Learning Objective: Define storm surge and explain why it occurs.

Section Ref: Impacts of Tropical Cyclones

100. Why has the frequency and intensity of tropical cyclones in the Atlantic basic increased since 1995? What is the outlook for the future?

Ans: Ocean surface temperatures have warmed, and easterly winds have diminished.

Thermohaline circulation has increased. Since these cycles cover decades, the outlook is for more hurricanes for the next 15-20 years.

Difficulty: Medium Learning Objective: Describe how tropical cyclone activity has been changing over the last 50 years.

Section Ref: Impacts of Tropical Cyclones

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 10: Thunderstorms and Tornadoes

Multiple Choice

1. Approximately what percentage of lightening flashes strike the ground?

A) 50 percent B) 30 percent C) 20 percent D) 10 percent Ans: C Difficulty: Easy Learning Objective: Identify the different types of lightning.

Section Ref: Introduction

2. Lightening causes: A) Property damage B) Fires C) Deaths and injuries D) All of the above Ans: D Difficulty: Easy Learning Objective: Identify the different types of lightning.

Section Ref: Introduction

3. Mesoscale convective systems are: A) Tornadoes B) Massive, well-organized complexes of storms C) Thunderstorms that form over a desert D) Thunderstorms that form in low latitudes Ans: B Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

4. Air-mass thunderstorms: A) Form in fall and winter B) Are associated with cold fronts C) Form in isolation from the heating of the ground D) All of the above Ans: C Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

5. During the cumulus stage, an air-mass thunderstorm can continue to grow if: A) Air parcels rise through moister air, reducing evaporation and continuing condensation.

B) The land is flat.

C) The temperature cools off.

D) The sun sets.

Ans: A Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

6. The transition to the mature stage of an air-mass thunderstorm is marked by:

A) B) C) D)

The beginning of rain.

The formation of tornadoes.

The formation of downdrafts.

All of the above.

Ans: C Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

7. Entrainment is: A) The process by which cool, dry environmental air mixes with warm, moist rising air in a cumulus cloud.

B) The movement of successive storms over the same area.

C) The formation of thunderstorms along a front.

D) None of the above.

Ans: A Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

8. Above the tropopause, the continued rising of air parcels is limited by: A) Upper air winds.

B) The reduction in the force of lifting of the air parcel.

C) The temperature inversion of the tropopause.

D) Lightening strikes.

Ans: C Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

9. Above the tropopause, the top of the cumulus cloud spreads out horizontally to form a:

A) B) C) D)

Tornado.

Wall cloud.

Cirrus cloud.

Anvil cloud.

Ans: D Difficulty: Medium

Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

10. In the mature stage, downdrafts can reach the ground without being countered by opposing updrafts because: A) The downdrafts destroy the updrafts.

B) The downdrafts are blown away from the updrafts.

C) The updraft region is tilted somewhat.

D) The updrafts are weak.

Ans: C Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

11. When downdrafts reach the surface, they: A) Spread laterally, causing gusty winds in all directions.

B) Disappear.

C) Rise again in the same place.

D) Reduce the winds of the entire storm.

Ans: A Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

12. The dissipating stage of an air-mass thunderstorm occurs when: A) A tornado forms.

B) The sun sets.

C) The stabilizing effects of entrainment overcome destabilizing effects of convection.

D) The storm moves.

Ans: C Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

13. Air-mass thunderstorms can develop: A) At the convergence of sea breezes from the Gulf of Mexico and the Atlantic.

B) At the convergence of northeasterly and southeasterly trade winds in the intertropical convergence zone.

C) Where upper-air divergence occurs within the jet stream.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

14. A severe thunderstorm has at least one of: A) Wind speeds of more than 58 miles per hour.

B) Hail larger than 0.75 inches in diameter.

C) An accompanying tornado.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

15. The gust front is marked by which number on the accompanying diagram?

A) B) C) D)

1 2 3 4

Ans: A Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

16. Characteristics of supercell thunderstorms include: A) A single circulation cell.

B) Change in wind direction with height.

C) Very strong updrafts and downdrafts.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

17. As a microburst hits the ground, it can cause:

A) B) C) D)

Violent updrafts.

Straight-line or plough winds.

A tornado.

None of the above.

Ans: B Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

18. Mesoscale convective complexes: A) Are active during the daytime only.

B) Are linear in shape.

C) Become organized from air-mass thunderstorms by a divergence in the jet stream.

D) Consist of one thunderstorm.

Ans: C Difficulty: Medium Learning Objective: Characterize the differences between air-mass thunderstorms and mesoscale convective systems.

Section Ref: Thunderstorms

19. If a squall line forms from the interaction between surface and upper-level winds,

A) Both the surface and upper-level winds are blowing in the same direction.

B) The surface winds are blowing from the southeast, while the upper-level winds are blowing from the southwest.

C) The surface winds are blowing from the northwest, while the upper-level winds are blowing from the northeast.

D) The surface winds are blowing from the northwest, while the upper-level winds are blowing from the southeast.

Ans: B Difficulty: Medium Learning Objective: Characterize the differences between air-mass thunderstorms and mesoscale convective systems.

Section Ref: Thunderstorms

20. A dry line separates:

A) B) C) D)

Warm, most air from cool, dry air.

Warm, moist air from hot, dry air.

Cold moist air from cold dry air.

None of the above.

Ans: A Difficulty: Easy Learning Objective: Identify the weather conditions that are conducive to thunderstorms.

Section Ref: Thunderstorms

21. Charge separation: A) Has nothing to do with convection.

B) Is the result of the vertical transport of water and ice within a thunderstorm.

C) May be the result of positively charged molecules being attracted to warmer surfaces.

D) None of the above.

Ans: B Difficulty: Medium Learning Objective: Describe how charge builds up during thunderstorms.

Section Ref: Thunder and Lightning

22. A lightening stroke between two parts of a cloud is called: A) Cloud-to-ground lightning.

B) Sheet lightning.

C) Thunder lightning.

D) Bright lightning.

Ans: B Difficulty: Easy Learning Objective: Identify the different types of lightning.

Section Ref: Thunder and Lightning

23. A lightning stroke occurs: A) From one cloud to another.

B) Within a cloud.

C) From a cloud to the ground.

D) From one part of the ground to another.

Ans: C Difficulty: Easy Learning Objective: Identify the different types of lightning.

Section Ref: Thunder and Lightning

24. The lightning we see is:

A) B) C) D)

The region of the leader of descending ions.

The region of rapidly ascending electrons.

The result of the beginning of rain.

The result of downdrafts.

Ans: B Difficulty: Medium Learning Objective: Explain how lightning removes this charge buildup.

Section Ref: Thunder and Lightning

25. The last phase of each flash of lightning that we see is the: A) Dart leaders.

B) Leader.

C) Return stroke.

D) Ions.

Ans: C Difficulty: Easy Learning Objective: Explain how lightning removes this charge buildup.

Section Ref: Thunder and Lightning

26. Temperatures in lightning strokes are approximately: A) 10,000° C. B) 20,000° C. C) 30,000° C. D) 40,000° C. Ans: C Difficulty: Easy Learning Objective: Explain how lightning removes this charge buildup.

Section Ref: Thunder and Lightning

27. You see a flash of lightning and 15 seconds later hear thunder. That means: A) The storm is 15 miles away.

B) The storm is 3 miles away.

C) The storm is exactly where you are.

D) The lightning and thunder are unrelated to each other.

Ans: B Difficulty: Medium Learning Objective: Describe the relation between thunder and lightning.

Section Ref: Thunder and Lightning

28. The discharge of the cloud base occurs when:

A) B) C) D)

Electrons progressively move down the lightning channel.

The movement removes negative electrons from the cloud base.

The electrons reduce the positive charge of the ground.

All of the above.

Ans: D Difficulty: Medium Learning Objective: Explain how lightning removes this charge buildup.

Section Ref: Thunder and Lightning

29. Thunder occurs when: A) A storm produces downdrafts.

B) A storm moves over the earth's surface.

C) Lightning causes rapid expansion of the air.

D) A storm begins to rotate.

Ans: C Difficulty: Easy Learning Objective: Describe the relation between thunder and lightning.

Section Ref: Thunder and Lightning

30. Tornadoes descend from what kind of clouds?

A) Cumulonimbus.

B) Cirrus.

C) Stratus.

D) Stratocumulus.

Ans: A Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

31. How much lower is the air pressure in a tornado than in the surrounding air?

A) 50-60 percent.

B) 25-35 percent.

C) 15-20 percent.

D) 10-15 percent.

Ans: D Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

32. The reason that wind speeds in a tornado are higher than those in a hurricane is that: A) The differential in air pressure between the storm and surrounding air is greater in a tornado.

B) The change in air pressure occurs over a smaller space in a tornado.

C) The tornado has a shorter life span.

D) Tornadoes form over land.

Ans: B Difficulty: Medium Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

33. A mesocyclone is: A) A moderately severe thunderstorm.

B) A hurricane.

C) A vertical column of cyclonically rotating air that develops in a severe thunderstorm.

D) A cluster of thunderstorms.

Ans: C Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

34. The key ingredients for development of a tornado include: A) Wind shear.

B) Strong vertical circulations.

C) Both A and B D) Neither A nor B Ans: C Difficulty: Easy Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

35. After convection has lifted horizontal vertices,

A) B) C) D)

The spinning funnel of air is incorporated into the updrafts of a severe thunderstorm.

The mesocyclone intensifies as it extends through the troposphere.

Rotation in the bottom of the mesocyclone can induce circulations in the air below.

All of the above.

Ans: D Difficulty: Medium Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

36. The tornado that we see is:

A) B) C) D)

Circulating winds.

Condensation of cooled atmospheric moisture.

Convective currents.

None of the above.

Ans: B Difficulty: Medium Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

37. About what percentage of thunderstorms produce tornadoes?

A) 1.

B) 5.

C) 10.

D) 25.

Ans: A Difficulty: Easy Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

38. Besides thunderstorms, what conditions can produce sufficient convection to form tornadoes?

A) Hurricanes.

B) Cold fronts.

C) Both A and B. D) Neither A nor B. Ans: C Difficulty: Medium Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

39. In a thunderstorm itself, wind shear may occur:

A) B) C) D)

In the center of the updraft.

In the downdraft.

Over the gust front.

On the ground.

Ans: C Difficulty: Medium Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

40. Tornadoes are most common in: A) Winter and fall.

B) Winter and spring.

C) Spring and summer.

D) Late summer and fall.

Ans: C Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

41. Warm moist air is brought to “tornado alley” by: A) Winds from the Pacific Ocean.

B) Winds from Canada.

C) Winds around the Bermuda-Azores high pressure cell.

D) Hurricanes.

Ans: C Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

42. Tornadoes are most like to form over: A) Forests.

B) Flat grasslands.

C) Mountains.

D) Canyons.

Ans: B Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

43. The scale used to measure intensity of tornadoes is the: A) Saffir-Simpson.

B) Fujita.

C) Richter.

D) Celsius.

Ans: B Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

44. If you want to live in a place where you would have a relatively small chance of being

struck by a tornado, you might choose:

A) B) C) D)

Maine.

Alabama.

Pennsylvania.

Texas.

Ans: A Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

45. The most commonly used way to measure a tornado's wind speed is: A) Place an anemometer in the path of an approaching tornado.

B) Place a barometer in the path of an approaching tornado.

C) Examine damage to human-made structures that were struck by a tornado.

D) Talk to people who witnessed the tornado.

Ans: C Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

46. A Doppler Radar image leading to a tornado warning may show:

A) B) C) D)

Radial velocity toward and away from the radar.

Strong winds blowing in the same direction.

A hurricane.

High temperatures which would cause strong convection.

Ans: A Difficulty: Hard Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

47. If a tornado has been spotted by an observer or on Doppler Radar, what is issued?

A) A tornado watch.

B) A tornado warning.

C) A severe thunderstorm warning.

D) A severe storm outlook.

Ans: B Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

48. Which announcement involves the widest area?

A) Tornado warning.

B) Tornado watch.

C) Severe storm outlook.

D) They all involve the same size area.

Ans: C Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

49. After a severe windstorm passes, observers see signs demolished, trees in soft ground uprooted, and chimneys and TV antennas damaged. The Fujita scale severity of the storm was probably: A) F-0.

B) F-1.

C) F-2.

D) F-3.

Ans: A Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

50. About how many people die from tornadoes on average each year in the United States?

A) 50.

B) 75.

C) 100.

D) 200.

Ans: B Difficulty: Easy

Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

True/False

51. Air mass thunderstorms are usually long-lived.

Ans: False Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

52. Thunderstorms are associated with cumulus clouds.

Ans: True Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

53. Cumulus clouds indicate stable air with respect to dry and moist adiabatic lapse rates.

Ans: False Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

54. Air mass thunderstorms are associated with the interaction of two air masses along a front.

Ans: False Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

55. If air that is lifted to the condensation level mixes with environmental air, a thunderstorm will develop.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

56. In the cumulus stage of air-mass thunderstorm development, there is heavy rain.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

57. The appearance of downdrafts marks the transition of the development of an air-mass thunderstorm to the dissipating stage.

Ans: False Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

58. The most active stage of an air-mass thunderstorm is the mature stage.

Ans: True Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

59. An anvil cloud extends upwind from the cumulus cloud in an air-mass thunderstorm.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

60. Downdrafts may bring refreshing cool winds, but they may also cause damage.

Ans: True Difficulty: Hard Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

61. A thunderstorm can grow if the downdrafts spread and cause the lifting of warmer surface air.

Ans: True Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

62. Air-mass thunderstorms tend to occur where there is relatively even heating of the ground.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

63. Thunderstorms develop only over flat land.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

64. A severe thunderstorm is usually of short duration.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

65. Supercell thunderstorms all rotate clockwise.

Ans: False Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

66. Convection in mesoscale convective complexes may be enhanced if downdrafts generate additional lifting of air.

Ans: True

Difficulty: Easy Learning Objective: Characterize the differences between air-mass thunderstorms and mesoscale convective systems.

Section Ref: Thunderstorms

67. Mesoscale convective complexes tend to move at high speeds.

Ans: False Difficulty: Medium Learning Objective: Characterize the differences between air-mass thunderstorms and mesoscale convective systems.

Section Ref: Thunderstorms

68. All thunderstorms in a squall line are in the same stage of development.

Ans: False Difficulty: Medium Learning Objective: Characterize the differences between air-mass thunderstorms and mesoscale convective systems.

Section Ref: Thunderstorms

69. The convection in thunderstorms in a squall line is warm air rising over a cold front itself.

Ans: False Difficulty: Medium Learning Objective: Characterize the differences between air-mass thunderstorms and mesoscale convective systems.

Section Ref: Thunderstorms

70. In a thunderstorm, positively charged molecules are at lower levels than negatively charged molecules.

Ans: False Difficulty: Easy Learning Objective: Describe how charge builds up during thunderstorms.

Section Ref: Thunder and Lightning

71. Graupel is frozen water drops.

Ans: True Difficulty: Easy Learning Objective: Describe how charge builds up during thunderstorms.

Section Ref: Thunder and Lightning

72. Sheet lightning is a dull, broad flash throughout a cloud.

Ans: False

Difficulty: Easy Learning Objective: Identify the different types of lightning.

Section Ref: Thunder and Lightning

73. The sound of thunder travels through the air faster than the light of lightning.

Ans: False Difficulty: Easy Learning Objective: Describe the relation between thunder and lightning.

Section Ref: Thunder and Lightning

74. All tornadoes feature wind speeds at 250 miles per hour.

Ans: False Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

75. Tornadoes, like other pressure cells, are affected by Coriolis Force.

Ans: False Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

76. All tornadoes rotate counterclockwise.

Ans: False Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

77. A mesocyclone officially becomes a tornado when it touches the ground.

Ans: True Difficulty: Easy Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

78. As the mesocyclone stretches out toward the tropopause, it spins more slowly.

Ans: False Difficulty: Easy Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

79. About 20 percent of mesocyclones actually become tornadoes.

Ans: True Difficulty: Easy Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

80. No matter how big, a tornado has only one suction vertex.

Ans: False Difficulty: Easy Learning Objective: Describe the characteristic structure of tornadoes.

Section Ref: Tornadoes

81. A strong temperature gradient produces a strong pressure gradient.

Ans: True Difficulty: Easy Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

82. Tornadoes are most likely to form in seasons without strong cold fronts.

Ans: False Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

83. The West has the highest rate of strong tornadoes.

Ans: False Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

84. Tornadoes occur only in the United States.

Ans: False Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

85. The enhanced Fujita scale was developed to improve comparability of tornado damage under different circumstances.

Ans: True Difficulty: Easy

Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

86. Most tornadoes reach intensities of F-4 or F-5 and therefore cause most of the death and destruction.

Ans: False Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

87. More people die from tornadoes in the United States each year than from any other natural hazard.

Ans: False Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

88. A “hook echo” on Doppler radar is a sign of a possible tornado.

Ans: True Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

89. Because they are so dramatic, tornadoes are relatively easy to track and predict.

Ans: False Difficulty: Medium Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

90. Most tornadoes become very intense, covering great distances and doing extensive damage.

Ans: False Difficulty: Easy Learning Objective: Identify which regions and times have high numbers of tornadoes.

Section Ref: Tornadoes

Essay

91. Describe the process of the development of air-mass thunderstorms.

Ans: Heating of the ground on a hot day makes the air unstable, and a parcel rises and cools adiabatically until it reaches the lifting condensation level (convective condensation level). This forms cumulus clouds, and if the lifting continues, precipitation. As condensation continues, downdrafts form, marking the transition to the mature stage. Entrainment, the mixing of the rising warm air with environmental air that is cooler and dryer, increases the downdrafts. When the stabilizing effects of entrainment overcome the forces of convection, the storm dissipates.

Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

92. Explain how in a severe thunderstorm downdrafts can continue to reach the ground without shutting down convection and thus the storm.

Ans: Wind shear, or the change of winds with height, forces the cool, dry air to be entrained only on the upwind side of the convection cell. Downdrafts can continue to reach the ground on the downwind side, in turn spreading out and forcing warm air from outside the region upward.

Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

93. Explain how thunderstorms develop into supercells.

Ans: Most result from the suppression of development by a temperature inversion aloft.

Eventually, as the latent and sensible heat of the storm increase with the passage of time, the updrafts become so strong that a large parcel of air bursts through the inversion layer in violent updrafts.

Difficulty: Easy Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

94. Explain why airplane take-offs and landings may be delayed by the presence of nearby microbursts.

Ans: Microbursts can cause airplanes to crash, because the strong tail winds decrease the amount of air flowing over and under the plane's wings, causing it to lose altitude.

Difficulty: Medium Learning Objective: Describe the stages of development of thunderstorms.

Section Ref: Thunderstorms

95. What electrical process must occur to produce cloud-to-ground lightning?

Ans: There must be a sufficient charge difference between the cloud and the ground. As the difference builds up in the cloud, the negativity of the bottom of the cloud repels negative charges in the ground (because magnetic likenesses repel each other). Eventually, the ground becomes sufficiently positive to produce a lightning stroke from the cloud.

Difficulty: Medium Learning Objective: Describe how charge builds up during thunderstorms.

Section Ref: Thunder and Lightning

96. Describe the stages in a cloud-to-ground lightning stroke.

Ans: Differential electric charges build up within a cloud and in the ground below. The negatively charged cloud base repels negative charges in the ground, making it more positively charged. Leader electrons start from the cloud base to the ground, and then return electrons produce visible lightning, equalizing the electric charges. However, more than one lightning stroke is necessary to reduce the charge differential, so additional dart leaders follow the same lightning channel. Because they move so fast, several cycles are perceived as one lightning flash.

Difficulty: Medium Learning Objective: Explain how lightning removes this charge buildup.

Section Ref: Thunder and Lightning

97. Explain how tornadoes form.

Ans: Wind shear causes horizontal vertices to form. These vertices can be lifted by strong convection in a severe thunderstorm. The spinning funnel of air is incorporated in the updrafts of the storm and stretches and narrows, increasing in wind speed. If it stretches far enough down to reach the ground, it officially becomes a tornado.

Difficulty: Medium Learning Objective: Explain the weather conditions necessary for the formation of tornadoes.

Section Ref: Tornadoes

98. Why do most tornadoes occur in spring or summer?

Ans: Tornadoes are most likely to occur in conditions of steep temperature and pressure gradients. In spring and summer, invading cold polar air from the north collides with warm, moist air brought north by the winds around the Bermuda-Azores high pressure cell, causing such a gradient. Consequently, most tornadoes form in these seasons.

Difficulty: Medium Learning Objective: Identify which regions and times of year have high numbers of tornadoes.

Section Ref: Tornadoes

99. How do forecasters advise the public about the possibility of the occurrence of a tornado?

Ans: Storm outlooks are issued for broad areas every several hours, indicating the relative probability of development of severe storms. If weather conditions are conducive to the formation of tornadoes, a tornado watch will be issued, usually for an area of 10,000 square miles for a duration of 3 to 6 hours. If a tornado has been spotted on the ground or on Doppler

Radar, a tornado watch or tornado emergency will be issued for an area of 1000 square miles and a duration of about 30 to 60 minutes. A tornado warning or emergency is always a warning to take shelter immediately.

Difficulty: Easy Learning Objective: Identify which regions and times of year have high numbers of tornadoes.

Section Ref: Tornadoes

100. Explain how scientists measure the intensity of tornadoes. Why was the scale revised in 2007?

Ans: Because of the difficulty of placing instruments in the path of a tornado and the likelihood of their destruction, scientists use the degree of destruction of structures as an indication of wind speeds and intensity of tornadoes. The Fujita scale rates tornadoes from F-0, with little damage, to F-5 with almost total destruction of structures. In 2007, the scale was revised to take into account differences in the types of structures and density of settlement from place to place. The enhanced Fujita scale uses 28 indicators and 12 degrees of damage for each.

Difficulty: Easy Learning Objective: Identify which regions and times of year have high numbers of tornadoes.

Section Ref: Tornadoes

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 11: The Global Scope of Climate

Multiple Choice

1. The cold period in world history lasted until: A) The early 1600s.

B) The late 1700s.

C) The middle 1800s.

D) The early 1900s.

Ans: C Difficulty: Easy Learning Objective: Identify the factors that affect climate.

Section Ref: Introduction

2. Climate is: A) The average weather over a long period of time.

B) The weather today.

C) The weather over the last month.

D) The average temperature.

Ans: A Difficulty: Easy Learning Objective: Define Climate.

Section Ref: Factors Controlling Climate

3. Which of the following is not a major influence on temperature?

A) Latitude.

B) Relation to mountain barriers.

C) Elevation.

D) Coastal versus continental location.

Ans: B Difficulty: Medium Learning Objective: Identify the factors that affect climate.

Section Ref: Factors Controlling Climate

4. Which of the following is not a major determinant of precipitation?

A) Persistent high and low pressure systems.

B) Prevailing air masses.

C) Vegetation.

D) Prevailing wind and ocean currents.

Ans: C Difficulty: Medium Learning Objective: Identify the factors that affect climate.

Section Ref: Factors Controlling Climate

5. Temperature regimes describe typical temperatures by the: A) Day. B) Week.

C) Month.

D) Quarter.

Ans: C Difficulty: Medium Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

6. The temperature regime of Douala, Cameroon, shows that:

A) B) C) D)

The location is in the interior of a continent.

The location receives a high degree of insolation all year.

The location is in mountains.

The location is in high latitudes.

Ans: B Difficulty: Medium Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

7. The temperature regime of In Salah, Algeria, shows the influence of:

A) Location near the ocean.

B) Continentality.

C) Low-latitude location.

D) High-latitude location.

Ans: B Difficulty: Medium Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

8. The weakness of the temperature cycle of Walvis Bay, Namibia, reflects its location:

A) B) C) D)

In the southern hemisphere.

In the low latitudes.

At the coast.

In the interior of the continent.

Ans: C Difficulty: Medium Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

9. The temperature regime for Monterey, California, reflects:

A) B) C) D)

Location in the high latitudes.

Location in the interior of a continent.

Location along the coast.

The presence of high mountains.

Ans: C Difficulty: Medium Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

10. The temperature regime for Fort Vermillion, Alberta, reflects:

A) B) C) D)

High-latitude location.

Location in the interior of a continent.

Location along a coast.

High elevation.

Ans: B Difficulty: Medium Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

11. The wet band in the equatorial zone is produced by:

A) B) C) D)

Convective precipitation over the intertropical convergence zone.

Collision of continental polar and marine tropical air masses.

Blizzards.

Warm fronts.

Ans: A Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

12. The extensions of the wet precipitation regimes north and south along the east coast of continents is the result of:

A) B) C) D)

Westerly winds.

Cooler temperatures.

Winter storms.

Easterly trade winds.

Ans: D Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

13. In mid-latitude regions, humid precipitation regimes are the result of:

A) B) C) D)

Sub-tropical high pressure systems in summer.

Storms brought by westerly winds in winter.

Both A and B. Neither A nor B.

Ans: C Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

14. The Arctic desert is caused by:

A) B) C) D)

The persistence of a sub-tropical high pressure system.

Mountain barriers.

Cold air, which can hold little moisture.

Ice.

Ans: C Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

15. Arid and semi-arid regions along west coasts of continents in tropical and subtropical latitudes are caused by:

A) B) C) D)

Cold air temperatures reducing the amount of moisture the air can hold.

Dry, subsiding air in persistent high-pressure cells.

Lack of evaporation.

None of the above.

Ans: B Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

16. Toward the interior of a continent, arid precipitation regimes are increased by:

A) B) C) D)

Distance from sources of moist air.

Mountain barriers.

Both A and B. Neither A nor B.

Ans: C Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

17. A line that marks places of equal precipitation is a(n): A) Isotherm.

B) Contour line.

C) Isohyet.

D) Isogloss.

Ans: C Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

18. Bands of wet precipitation regimes along the west coast in middle and sub-arctic latitudes are caused by:

A) B) C) D)

cP air masses. mP air masses.

The intertropical convergence zone. mT air masses.

Ans: B Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

19. The wet equatorial belt includes all of the following except:

A) B) C) D)

The Amazon Basin of South America.

The Congo River Basin of Africa.

The East Indies.

Southern Japan.

Ans: D Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

20. Belts of high precipitation along the east coasts of continents and large islands from the Equator to about latitude 25° to 30° are caused by the: A) Trade winds.

B) Westerlies.

C) Polar easterlies.

D) Intertropical convergence zone.

Ans: A Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation

regimes.

Section Ref: Temperature and Precipitation Regimes

21. The trade-wind coasts include all of the following except: A) Eastern Brazil.

B) Eastern Madagascar.

C) Southeastern United States.

D) Central America.

Ans: C Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

22. Tropical deserts are caused in the first instance by:

A) B) C) D)

Mountains.

Sinking and warming cT air in subtropical high-pressure cells.

The westerlies.

Trade winds.

Ans: B Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation

regimes.

Section Ref: Temperature and Precipitation Regimes

23. Mid-latitude deserts and steppes are typically located: A) Along the west coasts of continents.

B) Along the east coasts of continents.

C) In the far north.

D) In the interior of continents, from about 30° to about 50° latitude.

Ans: D Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

24. In the southern hemisphere, an example of a mid-latitude steppe is: A) The Pampas.

B) Patagonia.

C) The Llanos.

D) The Altiplano.

Ans: B Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

25. Most subtropical regions are found: A) In the far north and south.

B) Within 10° of the Equator.

C) In the southeast of continents from 25° to 45° latitude.

D) On the west coasts of continents.

Ans: C Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

26. Which of the following places does not have a moist subtropical region?

A) Southeastern China.

B) Southeastern United States.

C) Southeastern Australia.

D) Southeastern Africa.

Ans: D Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

27. Midlatitude west coast precipitation regimes: A) Lie in the tropics.

B) Are found between 25° and 35° latitude.

C) Are marked by orographic rainfall in the westerlies.

D) Lie in polar regions.

Ans: C Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

28. In which region do coastal mountains not increase precipitation in midlatitude west coast regions?

A) South Island, New Zealand.

B) Scotland.

C) British Columbia.

D) Western Australia.

Ans: D Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

29. The greatest stress from drought in the United States in 2002 was in:

A) B) C) D)

The Northeast.

The Southeast.

The Southwest.

The Northwest.

Ans: C Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

30. The precipitation pattern of Harbin, China, shows:

A) B) C) D)

Precipitation in the high-sun season (summer).

Precipitation in the low-sun season (winter).

Evenly distributed precipitation all year.

None of the above.

Ans: A Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

31. The precipitation pattern for Palermo, Sicily, shows:

A) B) C) D)

Precipitation in the high-sun season (summer).

Precipitation in the low-sun season (winter).

Evenly distributed precipitation all year.

None of the above.

Ans: B Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

32. The station that exemplifies the Asian monsoon is:

A) B) C) D)

Kaduna.

Chittagong.

Singapore.

None of the above.

Ans: B Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

33. The summer precipitation maximum extends north and south of the tropics along which coast?

A) North.

B) South.

C) East.

D) West.

Ans: C Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

34. Mediterranean summers' lack of rainfall is caused by: A) Mountain barriers.

B) Subtropical high-pressure cells.

C) Distance from the ocean.

D) None of the above.

Ans: B Difficulty: Easy Learning Objective: Explain how air masses affect precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

35. In winter in Mediterranean regions, the weather is dominated by: A) Sub-tropical high-pressure cells.

B) Moist air masses from the oceans.

C) The intertropical convergence zone.

D) Polar high-pressure cells.

Ans: B Difficulty: Easy Learning Objective: Explain how air masses affect precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

36. Summer rainfall is lower than winter rainfall at Shannon Airport in Ireland because:

A) B) C) D)

The sub-tropical high-pressure cells moves north and blocks moist air from the ocean.

Cyclonic storms are reduced in intensity in summer.

Both A and B Neither A nor B

Ans: C Difficulty: Medium Learning Objective: Explain how air masses affect precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

37. Besides latitude, an air mass is defined by: A) Surface type.

B) Vegetation type.

C) Temperature.

D) Wind speed.

Ans: A Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

38. The rules that determine climate types are based on: A) Types of crops that are grown.

B) Presence of wildlife.

C) Amounts of moisture in the soil.

D) Length of daylight.

Ans: C Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

39. Low-latitude climates are dominated by: Use Figure 11.6.

A) The intertropical convergence zone.

B) Sub-tropical high-pressure cells.

C) Mid-latitude cold fronts.

D) Both A and B. Ans: D Difficulty: Medium Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

40. A climograph shows: A) Mean monthly temperature and precipitation for a place.

B) Tomorrow's weather forecast.

C) Wind speeds.

D) This summer's rainfall.

Ans: A Difficulty: Easy Learning Objective: Definite climograph and describe how the climograph is used to characterize regional climates.

Section Ref: Climate Classification

41. Climographs show rainfall by: A) A line graph.

B) A bar graph.

C) Pictorial symbols.

D) A table.

Ans: B Difficulty: Easy

Learning Objective: Definite climograph and describe how the climograph is used to characterize regional climates.

Section Ref: Climate Classification

42. The monsoon region of central India has which kind of climate?

A) Wet equatorial.

B) Dry tropical C) Wet-dry tropical.

D) Trade-wind coastal.

Ans: C Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

43. The southeastern United States and southeastern China have what kind of climate?

A) Dry subtropical.

B) Dry mid-latitude.

C) Moist continental.

D) Moist subtropical.

Ans: D Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

44. Southern California has what kind of climate?

A) Marine west-coast.

B) Dry mid-latitude.

C) Mediterranean.

D) Moist continental.

Ans: C Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

45. Eastern United States and southern Canada have what kind of climate?

A) Marine west-coast.

B) Moist subtropical.

C) Moist continental.

D) Boreal forest.

Ans: C Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

46. Moist climates: A) Support evaporation throughout the year.

B) Support permanent streams.

C) Support forests or grasslands of dense, tall grasses.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

47. Highland climates are distinguished by: A) Cooler temperatures than surrounding lowlands.

B) Greater precipitation than surrounding lowlands.

C) Similar annual temperature and precipitation cycles to the surrounding lowlands.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

48. In Köppen's classification system, the letter A means:

A) B) C) D)

Humid equatorial climate.

Dry climate.

Cold climate.

Highland climate.

Ans: A Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

49. In Köppen's classification system, dry climates are designated by the letter: A) A B) B C) C D) D Ans: B Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

50. In Köppen's classification system, cold climates are designated by the letter: A) E B) D C) C D) B Ans: A Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

True/False

51. Climate and weather are the same thing.

Ans: False Difficulty: Easy Learning Objective: Define Climate.

Section Ref: Factors Controlling Climate

52. Mountain barriers influence precipitation by forcing air up and over the mountains.

Ans: True Difficulty: Easy Learning Objective: Identify the factors that affect climate.

Section Ref: Factors Controlling Climate

53. Air masses from continental sources are moister than those from marine sources.

Ans: False Difficulty: Easy Learning Objective: Identify the factors that affect climate.

Section Ref: Factors Controlling Climate

54. Places located in the middle of continents have more temperature variation than places located along the coast.

Ans: True Difficulty: Easy Learning Objective: Identify the factors that affect climate.

Section Ref: Factors Controlling Climate

55. A temperature regime predicts what the temperature will be on any given day.

Ans: False Difficulty: Medium

Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

56. The first control of the temperature regime of a place is coastal versus interior location, and the second is latitude.

Ans: False Difficulty: Easy Learning Objective: Describe the characteristics of temperature regimes at different latitudes and different coastal locations.

Section Ref: Temperature and Precipitation Regimes

57. Although large amounts of snow fall in the Arctic, it never melts, and the region is called a desert because almost nothing can grow in the ice and snow found there.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

58. The northward and southward extension of the wet precipitation regime along the east coast of continents is caused by the presence of cold fronts.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

59. In mid-latitude coastal zones, sub-tropical high pressure cells bring cP air onto the continent.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

60. West coast arid regions in middle latitudes are caused by cP air masses.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

61. Wet bands along the west coasts of continents in middle and sub-arctic latitudes are caused by the easterly trade winds.

Ans: False Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

62. In the wet equatorial belt, most of the precipitation is caused by storms.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

63. Narrow belts of high rainfall extend north and south of the Equator to about latitude 40°, brought on by the westerlies.

Ans: False Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

64. Mid-latitude deserts and steppes are typically located on the lee side of mountain ranges.

Ans: True Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

65. Moist subtropical regions are on the east side of subtropical high-pressure cells.

Ans: False Difficulty: Easy Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

66. A pattern of maximum precipitation during the growing season is a hindrance to plant growth because of the danger of flooding.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

67. The states with record-low precipitation in 2002 were states that normally receive large amounts of precipitation.

.

Ans: False Difficulty: Hard Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

68. Tropical wet-and-dry climates receive their rainfall when the intertropical convergence zone (ICTZ) is in the opposite hemisphere.

Ans: False Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

69. Summers in Mediterranean climates are dominated by cT air masses.

Ans: True Difficulty: Easy

Learning Objective: Explain how air masses affect precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

70. West coast locations north of Mediterranean climates tend to have their maximum precipitation in summer.

Ans: False Difficulty: Medium Learning Objective: Explain how air masses affect precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

71. Increased insolation in summer causes mid-latitude cyclones to increase in size.

Ans: False Difficulty: Easy Learning Objective: Explain how air masses affect precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

72. Air masses are classified according to the latitude of their source region.

Ans: True Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

73. Frontal zones form where air masses are in contact.

Ans: True Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

74. The movement of air masses and frontal zones with the seasons has the most pronounced effect on weather in the tropics.

Ans: False Difficulty: Medium Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

75. The source regions of the mE, mT, and cT air masses are in the mid-latitudes.

Ans: False Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

76. The mid-latitude zone is the region of contact between unlike air masses.

Ans: True Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

77. The southern hemisphere, like the northern hemisphere, has source regions for cP air.

Ans: False Difficulty: Easy Learning Objective: Explain how latitude determines three broad climate groups.

Section Ref: Climate Classification

78. Average temperatures are shown on a climograph by vertical bars.

Ans: False Difficulty: Easy

Learning Objective: Definite climograph and describe how the climograph is used to characterize regional climates.

Section Ref: Climate Classification

79. The central Australian deserts have a dry subtropical climate.

Ans: False Difficulty: Medium Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

80. The deserts of the U.S. Southwest have a dry tropical climate.

Ans: False Difficulty: Medium Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

81. Ice sheet climate is restricted to Greenland and Antarctica.

Ans: True Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

82. British Columbia has a Mediterranean climate.

Ans: False Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

83. Western Nebraska has a dry mid-latitude climate.

Ans: True Difficulty: Medium Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

84. Temperatures drop with elevation.

Ans: True Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

85. Dry climates are defined as those where precipitation is less than evaporation from soil and plants.

Ans: True Difficulty: Easy Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

86. Permanent streams may begin in dry climates.

Ans: False Difficulty: Easy Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

87. Regions of dry climates are always covered with grasslands.

Ans: False Difficulty: Medium

Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

88. Mediterranean and tropical wet-dry climates alternate between moist and arid conditions.

Ans: True Difficulty: Easy Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

89. Highland climates are distinguished by lower precipitation than surrounding lowlands.

Ans: False Difficulty: Easy Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

90. Vladimir Köppen's system of climate classification used vegetation as an indicator.

Ans: True Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

Essay

91. Explain how latitude impacts the distribution of precipitation regimes in a hypothetical continent.

Ans: In tropical latitudes, high insolation leads to constant convective precipitation. This heavy precipitation extends north and south along the east coast, where trade winds bring warm, moist air onshore. Farther north and south, in the middle latitudes, the subtropical high-pressure cell brings moisture onshore in summer, and in winter, storms driven by the westerlies bring precipitation. The Arctic desert occurs because in such low temperatures, the air can hold little moisture to produce precipitation. Arid conditions on the west coasts of the hypothetical continent are caused by the persistent subtropical high-pressure cell with its sinking dry air. This band extends inland in areas that are too far from oceans for moist air to penetrate; coastal mountains also block such moist air from reaching inland. Along the west coast in middle and subarctic latitudes, westerlies bring moist air from the ocean.

Difficulty: Medium Learning Objective: Describe the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

92. Draw a line across North America at 40° north latitude. Starting at the west coast, describe

the precipitation regimes along this line.

Ans: Immediately along the west coast moist air is brought onshore by westerly winds and coastal hills cause orographic precipitation, increasing the rainfall. Inland of the coastal ranges is a rain shadow, producing drier conditions. In the remainder of the west, to about 100° longitude, mountains with orographic precipitation alternate with arid regions, caused by the subtropical high-pressure cell and rain shadows. In the east, the sub-tropical high-pressure cell brings moist air from the Atlantic Ocean inland during the summer, and in winter, storms traveling on the westerlies bring precipitation, so that the precipitation regime is humid with rainfall all year.

Difficulty: Hard Learning Objective: Describe the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

93. Explain the relationship of the world's wind belts and pressure zones to the rainfall distribution in Chittagong, Bangladesh.

Ans: When the Intertropical Convergence Zone (ICTZ) is overhead in the high sun season, heating is intense, forming low pressure. Air rises, cools, and produces convectional precipitation (which is increased by the presence of mountains, producing orographic precipitation). In the low-sun season, the ICTZ migrates southward, and Chittagone is under the sub-tropical high-pressure cell. The sinking air warms and dries, evaporating moisture rather than producing precipitation. This is Chittagong's dry season. Warm air draining down the nearby mountains increases the dryness.

Difficulty: Medium Learning Objective: Explain the role latitude plays in determining the location of precipitation regimes.

Section Ref: Temperature and Precipitation Regimes

94. Explain which air masses originate in each of the three major climate groups, low-latitude, middle-latitude, and high latitude.

Ans: Low-latitudes are dominated by the intertropical convergence zone and the sub-tropical high-pressure cells and are the source for mE, mT, and cT air masses. In the middle-latitudes, unlike air masses (polar and tropical) are in contact and produce cyclones. High latitudes are the source of arctic (and Antarctic) and polar air masses, although the southern hemisphere has no source region for cP air masses. Its ocean is the source of mP air.

Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

95. Describe and explain the major parts of a climograph, using this example as a guide.

Ans: Average monthly temperatures are shown with a line graph, and the annual range is stated.

Average precipitation is shown in a bar graph, and the total is stated. Pictorial symbols indicate predominant weather. Information about the sun angle may also be presented.

Difficulty: Medium Learning Objective: Definite climograph and describe how the climograph is used to characterize regional climates.

Section Ref: Climate Classification

96. Compare and contrast the climates of the Congo Basin of Africa and the Sahel region of Africa.

Ans: The Congo Basin has a wet equatorial climate with warm or hot temperatures and rainfall all year, as it is always under the intertropical convergence zone. The Sahel region has a wet-dry tropical climate. In the high-sun season, when it is under the intertropical convergence zone, it is

rainy, but in the low-sun season, when the intertropical convergence zone moves to the southern hemisphere, it is dry. It is warm or hot all year.

Difficulty: Medium Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

97. Both Mediterranean and tropical wet-dry climates alternate between moist and arid conditions. Compare and contrast these climate types.

Ans: Tropical wet-dry climates are warm all year and receive their precipitation in the high-sun season (summer) when they are under the intertropical convergence zone. In the low-sun season (winter), the sub-tropical high-pressure cell dominates, and weather is dry. Mediterranean climate's rainfall regime is the opposite. It receives its precipitation in winter when moist air masses from the ocean reach the lands and bring cyclonic storms. In the summer (high-sun season), the sub-tropical high-pressure cell dominates, bringing dry weather.

Difficulty: Medium Learning Objective: Describe the difference between dry and moist climates.

Section Ref: Climate Classification

98. Describe the distinctive features of the Köppen system of classifying climate.

Ans: Köppen used vegetation as an indicator of precipitation and temperature, rather than the underlying causes of climatic differences. It is easy and convenient to use, given temperature and precipitation data, and is still widely used since its invention in 1918 and revision in 1953.

Difficulty: Easy Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

99. Compare the climate classification for North America according to the system used in this textbook with that of Vladimir Köppen.

Ans: Köppen's E climates correspond to tundra and ice sheet climates with ice sheet limited to Greenland. D climates correspond to boreal forest and moist continental, with boreal forest across northern Canada and moist continental in southern Canada and northeastern United States.

C climate in the Southeast corresponds to moist subtropical, although the latter is confined farther south . Semi-arid corresponds to Köppen's steppe climate, and arid to desert. Along the west coast, to the north is another kind of C climate, corresponding to marine west-coast; south of that in both systems is Mediterranean climate. Both systems use the designation of H for highland climate.

Difficulty: Medium Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

100. Describe the climate region where you live, including the temperature and precipitation regimes.

Ans: Answers will vary. You may wish to provide data or a climograph for this question. Data for climographs are easily obtainable on the Internet, and the graphs are easily made using a spreadsheet program like Microsoft Excel.

Difficulty: Medium Learning Objective: Explain how latitude determines the three broad climate groups.

Section Ref: Climate Classification

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 12: Climates of the World

Multiple Choice

1. Low-latitude climates lie between: A) 10° north and 10° south latitude.

B) 20° north and 20° south latitude.

C) 30° north and 30° south latitude.

D) The Tropic of Cancer and the Tropic of Capricorn.

Ans: D Difficulty: Easy Learning Objective: Identify the features of low-latitude climates.

Section Ref: Low-Latitude Climates

2. The equatorial zone extends: A) From 10° north to 10° south latitude.

B) From 20° north to 20° south latitude.

C) From 30° north to 30° south latitude.

D) From the Tropic of Cancer to the Tropic of Capricorn.

Ans: A Difficulty: Easy Learning Objective: Identify the features of low-latitude climates.

Section Ref: Low-Latitude Climates

3. The tropical zone extends: A) From 10° north to 10° south latitude.

B) From 10° to 15° north and south latitude.

C) From 20° north to 20° south latitude.

D) From 30° north to 30° south latitude.

Ans: B Difficulty: Easy Learning Objective: Identify the features of low-latitude climates.

Section Ref: Low-Latitude Climates

4. Wet equatorial climates are found in: A) The Amazon basin.

B) The Congo Basin.

C) The East Indies from Sumatra to New Guinea.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

5. The wet equatorial climate is controlled by: A) The sub-tropical high-pressure cells.

B) Trade winds.

C) Westerlies.

D) The intertropical convergence zone.

Ans: D Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

6. The rainfall pattern of wet equatorial climates is that:

A) There is a distinctive wet season.

B) The same amount of rain falls in every month.

C) More rain falls in the low-sun season.

D) Rain falls every month, but more rain falls when the intertropical convergence zone migrates into the region.

Ans: D Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

7. In wet equatorial climates, annual and monthly average temperatures are about:

A) B) C) D)

25° C (77° F.).

26° C (79° F.).

27° C (81° F.).

28° C (83° F.).

Ans: C Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

8. The trade-wind coastal climate shows which rainfall pattern?

A) B) C) D)

The same amount of precipitation falls in each month.

When the intertropical convergence zone is nearby, rainfall decreases.

When the intertropical convergence zone is more distant, rainfall increases.

When the intertropical convergence zone is more distance, rainfall decreases.

Ans: D Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

9. In coastal trade-wind climates, the warmest temperatures occur:

A) B) C) D)

In the low-sun season.

In the high-sun season, just before the ITCZ brings heavy rainfall.

In the high-sun season during the period of heavy rainfall.

There is no seasonal variation in temperatures.

Ans: B Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

10. Tropical wet-dry climates are found: A) Between 5° and 20° north and south latitude in Africa.

B) Between 5° and 20° north and south latitude in the Americas.

C) Between 10° and 30° north in Asia.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

11. In a tropical wet-dry climate, the hottest temperatures occur:

A) B) C) D)

At the summer solstice.

Just after the summer solstice.

Just before the arrival of the ICTZ rains.

In the low-sun season.

Ans: C Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

12. In monsoon climates, during the low-sun season: A) The interior of Asia heats up.

B) Maritime tropical (mT) air masses dominate.

C) The interior of Asia cools off more than surrounding water, producing an outflow of cP air.

D) The intertropical convergence zone invades southern Asia.

Ans: C Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

13. In the high-sun season in southern India, what air mass dominates?

A) B) C) D)

cT mE cP CA

Ans: B Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

14. In dry tropical climates: A) Air rises and cools adiabatically.

B) Air descends and cools adiabatically.

C) Air descends and warms adiabatically.

D) Air rises and warms adiabatically.

Ans: C Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

15. The driest areas of dry tropical desert climate are: A) Near areas of tropical wet-dry climates.

B) At the poleward edges of the deserts.

C) Near the Tropic of Cancer and the Tropic of Capricorn.

D) Near the oceans.

Ans: C Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

16. Moving from the tropics of Cancer and Capricorn toward the equator, there is a margin of the tropical desert where: A) Temperatures are hotter.

B) Hurricanes penetrate the region.

C) The migration of the intertropical convergence zone brings a brief rainy season.

D) Temperatures are considerably colder.

Ans: C Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

17. Nearly all areas of dry tropical climate lie: A) Between 20° north and 20° south latitude.

B) Between 10° north and 10° south latitude.

C) Between 15° and 25° north and south latitude.

D) Between 25° and 30° north and south latitude.

Ans: C Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

18. The largest area of dry tropical climate is in: A) South America.

B) Southwestern Africa.

C) Australia.

D) Northern Africa and southwestern Asia.

Ans: D Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

19. In the northern hemisphere midlatitudes, tongues of which kind of air mass invade from the subtropical zone?

A) mE B) mP C) cT D) mT Ans: D Difficulty: Easy Learning Objective: Identify the features of midlatitude climates.

Section Ref: Midlatitude Climates

20. Weather systems in midlatitude climates characteristically move: A) From north to south.

B) From south to north.

C) From east to west.

D) From west to east.

Ans: D Difficulty: Easy Learning Objective: Identify the features of midlatitude climates.

Section Ref: Midlatitude Climates

21. The subtropical dry climate differs from the tropical dry climate in that:

A) There is a greater temperature range through the year.

B) Invasions of cP air bring a distinct cold season to poleward regions of subtropical dry climate.

C) Midlatitude cyclones occasionally invade these regions during the low-sun season, bringing precipitation.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

22. Subtropical dry climates occur in: A) Northern Africa and the Near East.

B) Southern Africa.

C) Southwestern United States and northern Mexico.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

23. In a subtropical moist climate, which month has an average temperature below freezing?

A) December B) January C) February D) none.

Ans: D Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

24. Moist subtropical climate is found: A) On the east sides of continents.

B) On the west sides of continents.

C) In the northern parts of continents.

D) In the polar regions.

Ans: A Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

25. Which of the following regions does not have a moist subtropical climate?

A) Southeastern United States.

B) Argentina and Uruguay.

C) Eastern Australia.

D) Southeast Asia.

Ans: D Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

26. In winter, the controlling air mass in Mediterranean climates is: A) mE B) cP C) mP D) mT Ans: C Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

27. In summer, Mediterranean climate regions are dominated by:

A) B) C) D)

The intertropical convergence zone.

The subtropical high-pressure cells.

Cyclones carried by the westerlies.

The trade winds.

Ans: B Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

28. Which area does not have Mediterranean climate?

A) Central Chile.

B) Northern Australia.

C) California.

D) Southern Europe.

Ans: B Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

29. Cyclonic storms in marine west-coast climates have: A) mT air masses.

B) mP air masses.

C) cT air masses.

D) mE air masses.

Ans: B Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

30. Compared with interior locations at the same latitude, places with marine west coast climates have:

A) Less seasonal temperature variation.

B) More seasonal temperature variation.

C) The same seasonal temperature variation.

D) There is no pattern to the comparison.

Ans: A Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

31. Marine west coast climates are found in all of the following except: A) The Pacific Northwest of North America.

B) New Zealand.

C) Southern Chile.

D) Northern Japan.

Ans: D Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

32. The general latitudinal extent of marine west coast climates is: A) 20° to 30° north and south latitude.

B) 10° to 30° north and south latitude.

C) 35° to 60° north and south latitude.

D) 60° to 70° north and south latitude.

Ans: C Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

33. The largest area of dry midlatitude climate in the world is in: A) North America.

B) Africa.

C) Eurasia.

D) Australia.

Ans: C Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

34. The accompanying temperature regime is most likely from a place that is:

A) B) C) D)

In the far north.

Along a west coast.

Along an east coast.

In a continental interior.

Ans: D Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

35. The cold, dry conditions in moist continental climate regions of the United States and Canada are the result of:

A) B) C) D)

mT air brought by winds around the Icelandic low. mT air brought by winds around the Azores high. cP air brought by winds around the Icelandic low. cP air brought by winds around the Pacific high.

Ans: C Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

36. Mild, wet weather in marine west-coast regions is caused by:

A) B) C) D)

mT air brought by circulation around the Icelandic low. cP air brought by circulation around the Icelandic low. cP air brought by circulation around the Azores high. mE air brought by circulation around the Azores high.

Ans: A Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

37. In summer, areas with moist continental climates are hot and humid because:

A) Circulation around the Icelandic low brings mT air into the central and northeastern United States.

B) Circulation around the Azores high brings mT into the central and northeastern United States.

C) Winds from the Rocky Mountains bring weather to the central and northeastern United States.

D) Circulation around the Icelandic low brings cP air into the central and northeastern United States.

Ans: B Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

38. Moist, cool conditions in July in Europe are the result of:

A) B) C) D)

cP air brought by circulation around the Icelandic low. cT air brought by winds from Africa. mP air brought by circulation around the Azores high. mP air brought by circulation around the Pacific high.

Ans: C Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

39. The high-latitude climate that is found in the southern hemisphere is: A) Boreal forest.

B) Tundra.

C) Ice sheet.

D) Moist continental.

Ans: C Difficulty: Easy Learning Objective: Define the features of high-latitude climates.

Section Ref: High-Latitude Climates

40. Polar lows and polar cyclones form from the collision of: A) mP air with cP and cA air.

B) mT air with cP air.

C) cA air with mT air.

D) None of the above.

Ans: A Difficulty: Easy Learning Objective: Define the features of high-latitude climates.

Section Ref: High-Latitude Climates

41. The boreal forest climate occupies the source region for which type of air mass?

A) mP B) cP C) mT D) cT Ans: B Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

42. The maximum precipitation in boreal forest climates comes in:

A) B) C) D)

Spring.

Summer.

Autumn.

Winter.

Ans: B Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

43. The latitudinal extent of boreal forest climate is: A) 40° to 60°.

B) 35° to 50°.

C) 50° to 70°.

D) 70° to 90°.

Ans: C Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

44. Which of the following areas does not have boreal forest climate?

A) Alaska.

B) Yukon.

C) Scandinavia.

D) Minnesota.

Ans: D Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

45. Which parts of tundra regions are most likely to receive precipitation?

A) The west coast.

B) The middle.

C) Hilly regions.

D) East coasts.

Ans: D Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

46. Which region does not have tundra climate?

A) Alaska's North Slope.

B) Northwest Territories, Canada.

C) Antarctic Peninsula D) Iceland.

Ans: D Difficulty: Medium Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

47. Which of the following ice sheet climate stations is in the northern hemisphere?

A) B) C) D)

Eismitte.

Vostok.

Amundsen-Scott.

Little America.

Ans: A Difficulty: Medium Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

48. Some of the world's tallest trees are found in areas of marine west-coast climate because of: A) Abundant precipitation.

B) Fog from nearby oceans.

C) Mild temperatures.

D) All of the above, Ans: D Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

49. Much of the topography in regions of boreal climates is: A) Rugged and mountainous.

B) Low and irregular, shaped by the last glaciations.

C) Extremely flat.

D) There is no typical topography.

Ans: B Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

50. In dry climates, vegetation is: A) Sparse.

B) Quite varied.

C) Possibly absent.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: High-Latitude Climates

True/False

51. Low-latitude climates do not include any part of sub-tropical zones.

Ans: False Difficulty: Easy Learning Objective: Identify features of low-latitude climates.

Section Ref: Low-Latitude Climates

52. Wet equatorial climates are found throughout the zone between the Tropic of Cancer and the Tropic of Capricorn.

Ans: False Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

53. The air masses involved in equatorial wet climates produce heavy cyclonic rainfall.

Ans: False Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

54. Wet equatorial climates are controlled by maritime equatorial (mE) and continental tropical (cT) air masses.

Ans: False Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

55. Wet equatorial climates have a wide range of temperatures between the high-sun and low-sun seasons.

Ans: False Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

56. Tropical rain forests contain many times more species of life forms than mid-latitude environments.

Ans: True Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

57. Rainfall in coastal trade-wind climates is increased by the orographic effect along coastal hills and mountains.

Ans: True Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

58. Coastal trade-wind climates are affected by easterly waves.

Ans: True Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

59. In coastal trade-wind climates, the low-sun season has no rainfall.

Ans: False Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

60. Tropical wet-dry climates are found in Africa and the Americas in broad bands poleward of equatorial wet and coastal trade-wind climates.

Ans: True Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

61. A common type of vegetation in regions of tropical wet-dry climate is tropical rain forest.

Ans: False Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

62. Tropical dry climates are found to the north and west of sub-tropical high-pressure cells.

Ans: False Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

63. Daily temperature ranges in dry deserts are large.

Ans: True Difficulty: Easy Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

64. Along the southwestern coasts of South America and Africa, cold off-shore currents bring rainfall and thus make these regions less dry than other tropical dry climate regions.

Ans: False Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

65. In the southern hemisphere, there are large areas of midlatitude climates.

Ans: False Difficulty: Easy Learning Objective: Identify the features of midlatitude climates.

Section Ref: Midlatitude Climates

66. The dry subtropical climate differs from tropical dry climates in that it has more rain in the high-sun season.

Ans: False Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

67. In moist subtropical climate, circulation around the subtropical high pressure cell makes summers dry.

Ans: False Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

68. Regions of moist subtropical climates are found between latitudes 35° and 40° north and south.

Ans: False Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

69. Southern China and Japan have a moist subtropical climate with more rainfall coming in winter than in summer.

Ans: False Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

70. Mediterranean climate occurs on the west coasts of continents on the west side of the subtropical high-pressure cells.

Ans: False Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

71. In marine west-coast climates, there is no seasonal variation in rainfall.

Ans: False Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

72. The dry midlatitude climate in North America is of the arid subtype.

Ans: False Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

73. Moist continental climates are located in the polar front zone.

Ans: True Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

74. Marine west-coast and moist continental climates are the same because they are on the same latitude.

Ans: False Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

75. In summer, the Azores high weakens.

Ans: False Difficulty: Easy

Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

76. In winter, the Icelandic low strengthens and moves south.

Ans: True Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

77. Boreal forest and tundra climates are found in both the northern and southern hemisphere.

Ans: False Difficulty: Easy Learning Objective: Define the features of high-latitude climates.

Section Ref: High-Latitude Climates

78. The boreal forest climate has the greatest temperature range of any climate on Earth.

Ans: True Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

79. The greatest temperature range in the world is in eastern Russia.

Ans: True Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

80. Boreal forest climate extends southward into the 48 conterminous states.

Ans: False Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

81. Areas of tundra climate generally receive abundant precipitation.

Ans: False Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

82. Areas with tundra climate are generally under the polar high-pressure cell.

Ans: True Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

83. Ground in regions of tundra climate is permanently frozen.

Ans: True Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

84. Ice sheet climates occur in areas of mP air masses.

Ans: False Difficulty: Easy Learning Objective: Describe the boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

85. Temperatures at Little America are warmer, month for month, than those at Amundsen-Scott Station because it is nearer to the ocean and at lower altitude.

Ans: True Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

86. Tall-grass prairies grow in moist climates.

Ans: True Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: High-Latitude Climates

87. In savannas, trees shed their leaves in the dry season.

Ans: True Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

88. All deserts are barren sand dunes.

Ans: False Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: High-Latitude Climates

89. The most critical season for rainfall in wheat-growing areas is in the late summer.

Ans: False Difficulty: Easy Learning Objective: Describe boreal forest, tundra, and ice sheet climates.

Section Ref: High-Latitude Climates

90. The borders of many of the world's deserts support nomadic herding.

Ans: True Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: High-Latitude Climates

Essay

91. Compare native slash-and-burn methods of agriculture with modern mechanized methods in the rain forest. How do they compare in the ability of the rain forest to reestablish itself, and why?

Ans: In slash-and-burn agriculture, a small patch is cleared and the brush burned, releasing nutrients into the soil to nourish crops. When the land is worn out, people abandon it and move to another plot to repeat the process. The forest reestablishes itself on the abandoned plot.

Modern mechanized agriculture clears large areas, so that when the fields wear out and are abandoned, the seed sources are too far away to reestablish the original forest, and it never returns to its former condition.

Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

92. Explain why regions of tropical wet-dry climates often feature savanna grasslands with scattered trees.

Ans: Tropical wet-dry climates feature several months with virtually no rainfall, so that plant life must be adapted to long periods of drought. Grasses require less water than trees, so that tough grasses can survive the dry season. There is insufficient water for a complete covering of trees, but they may grow in places where there is more water, producing a scattered pattern.

Difficulty: Medium

Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

93. Explain how shifts in air masses with the seasons cause the annual cycle of monsoon climates.

Ans: In winter, the continent of Asia cools more and faster than the surrounding oceans, creating a high-pressure cell. Continental polar (cP) air spreads outward from this cell, bringing cool, dry weather to South and Southeast Asia. In the high-sun season, the intertropical convergence zone moves closer to Asia, bringing maritime equatorial (mE) and maritime tropical (mT) air masses. These warm, moist air masses bring heavy rains, and the cloud cover they produce brings cooler temperatures.

Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

94. Compare and contrast Mediterranean and marine west-coast climates in terms of their controlling factors.

Ans: In the marine west-coast climate, summer rainfall decreases because the subtropical high-pressure cell moves north and intensifies. Nevertheless, there is some rain, as the polar jet stream, though farther north than in winter, is close enough to move moist air from the ocean onto land. In winter, the jet stream and the subtropical high-pressure cell migrate south, allowing more rain to reach marine west coast climate regions. If coastal mountains are present, the orographic effect intensifies the precipitation. In Mediterranean climate, the subtropical high-pressure cell dominates in summer, and the warm, sinking air cuts off any rainfall. In winter this cell retreats to the south, allowing the jet stream to bring in moist air and precipitation.

Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

95. Explain how location relative to the pressure cells in the oceans causes differences between moist continental and marine west-coast climates.

Ans: In January, the Icelandic low strengthens and moves south. Circulation around it brings cP air across the central and northeastern United States, making the weather cold and dry. By contrast, in marine west-coast regions of Europe, circulation around the same low pressure cell brings mT air from the southern Atlantic into southern Europe. This warm, moist air brings precipitation. In July, the Icelandic low shrinks and retreats, and the Azores high grows and moves north. Circulation around it brings warm, moist mT air into the central and northeastern United States, making the weather hot and humid. The same circulation brings mP air into Europe. This air is humid and cool and brings precipitation and moderate temperatures.

Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

96. Why is the dry midlatitude climate almost exclusively limited to the interior of Eurasia and North America?

Ans: These regions are far from oceans, and mountain ranges block off moisture-bearing winds.

Occasionally, mT air masses penetrate, bringing convectional precipitation, but in general, precipitation remains low. In winter, cold, dry cP air masses dominate.

Difficulty: Easy Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

97. Much of the U.S. Sun Belt is located in the region of moist continental climate. This region has attracted great population migration, especially of retirees, in the late twentieth century.

What features of this climate have been particularly attractive? What causes these kinds of weather?

Ans: Particularly for retirees from colder moist continental regions in the U.S. Northeast and Midwest, the moist subtropical climate offers warm weather free of snow and ice—which is a hazard to older people and has to be removed. The hot, humid conditions, brought on by the inflow of mT air masses from the circulation around the Azores high-pressure cell, are mitigated by air conditioning. Although occasional cold, dry cP air invades, temperatures almost never fall below freezing, and there are no severe snow and ice storms.

Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

98. An old and classic vacation destination in Europe is the Mediterranean coast of France and nearby Italy, called the Riviera. Why is this area such a popular tourist destination? What was probably the first source of tourists? Why?

Ans: Mediterranean climate offers warm, sunny conditions, especially in summer. People from northern Europe would have been the first to find it attractive because their region offered neither as much sunshine nor as warm temperatures. The Riviera was also close by.

Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

99. Judaism began in the Mediterranean region (modern Israel). Its New Year holiday comes in

September. Why? Ans: In the Mediterranean climate, the rainy season is winter. Without extensive irrigation works, winter would be the growing season, as plants would be dormant during the long, hot, dry summers. Thus, September would be the beginning of the agricultural year and thus the calendar year.

Difficulty: Medium Learning Objective: Describe dry subtropical, moist subtropical, Mediterranean, marine west-coast, dry midlatitude, and moist continental climates.

Section Ref: Midlatitude Climates

100. “Nighttime is winter in the desert.” Explain this statement as it relates to low-latitude deserts.

Ans: In the world's great deserts, there is little temperature variation between seasons because the sun angle is always high. However, because the air is so dry, it does not retain heat once the sun has set, so the temperature drops at night. Many desert areas have more temperature variation between night and day than between seasons of the year.

Difficulty: Medium Learning Objective: Describe wet equatorial, coastal trade-wind, wet-dry, monsoon, and dry tropical climates.

Section Ref: Low-Latitude Climates

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 13: Climate Variability

Multiple Choice

1. Between 1700 and 1850, world average temperatures cycled through a range of about:

A) B) C) D)

0.5° C 0.6° C 0.7° C 1.0° C

Ans: B Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

2. The longest cold period in the last three centuries was: A) In the middle 1700s.

B) In the early 1800s.

C) In the middle 1800s.

D) In the middle 1900s.

Ans: C Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

3. The Little Ice Age lasted: A) From about 1400 until about 1850.

B) From 10,000 B.C. until 100 B.C. C) From 1850 to 1900.

D) From 1900 to the present.

Ans: A Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

4. Air bubbles in ice cores, tree rings, and coral growth rings are examples of: A) Statistics.

B) Direct observation.

C) Proxy data.

D) Historical records.

Ans: C Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

5. Volcanic eruptions cause a thin layer in the stratosphere of: A) Volcanic dust.

B) Water vapor.

C) Aerosols of sulfuric acid.

D) Ozone.

Ans: C Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

6. The “year without summer” in 1815 was caused by:

A) B) C) D)

El NiZo. La NiZa. The eruption of Mount Tambora.

Human introduction of carbon dioxide into the atmosphere.

Ans: C Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

7. Volcanic eruptions that spread sulfuric acid into both hemispheres are located: A) Around the Pacific Ocean.

B) In the high latitudes.

C) In the midlatitudes.

D) In the low latitudes.

Ans: D Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

8. Volcanic eruptions in the high latitudes can have a major effect on temperatures without being very strong because: A) Winds are stronger at high latitudes.

B) There is more rainfall at high latitudes.

C) There are more clouds at high latitudes.

D) The tropopause is lower at high latitudes, so less force is needed to inject sulfuric acid into the stratosphere.

Ans: D Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

9. The cycle of wet years in coastal Peru is about: A) 10 to 15 years.

B) 1 to 2 years.

C) 3 to 8 years.

D) 50 to 100 years.

Ans: C Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

10. In normal years, the eastern Pacific off the coast of South America is a region of: A) Upwelling warm water.

B) Upwelling cold water.

C) Heavy rainfall.

D) Hurricane formation.

Ans: B Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

11. In El NiZo years, A) Rain brings growth of vegetation to the coastal deserts of Peru.

B) Warm, poleward-moving currents invade the waters of the eastern Pacific.

C) Fisheries off the west coast of South America decline.

D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

12. In normal years, the atmosphere over the Pacific Ocean is characterized by:

A) High temperatures in the east and low temperatures in the west.

B) High pressure and low temperatures in the east.

C) High pressure and high temperatures in the west.

D) Low temperatures and low pressure in the west.

Ans: B Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

13. The southern oscillation refers to:

A) B) C) D)

Lower barometric pressure than normal at Darwin, Australia, and higher pressure in Tahiti.

Higher barometric pressure than normal at Darwin, Australia, and lower pressure in Tahiti.

Lower barometric pressure than normal at both Darwin and Tahiti.

Higher barometric pressure than normal at both Darwin and Tahiti.

Ans: B Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

14. In El Niño years, the low pressure cell that normally forms near Australia:

A) B) C) D)

Moves northward to Southeast Asia.

Moves southward to southern Australia.

Moves eastward in the Pacific Ocean.

Moves westward into the Indian Ocean.

Ans: C Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

15. In El Niño years, the easterly trade winds in the tropical Pacific:

A) B) C) D)

Become stronger.

Become weaker.

Remain the same.

Move northward.

Ans: B Difficulty: Easy

Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

16. In La Niña years, waters in the eastern Pacific: A) Warm significantly.

B) Cool significantly.

C) Remain the same temperature.

D) Cease all vertical movement.

Ans: B Difficulty: Easy Learning Objective: Describe how El Niño conditions differ from La Niña conditions.

Section Ref: Annual to Centennial Climate Variations

17. Under El Niño conditions, the subtropical jet stream in the Pacific A) Shifts northward.

B) Shifts southward.

C) Disappears.

D) Remains in the same place but strengthens.

Ans: B Difficulty: Easy Learning Objective: Describe how El Niño conditions differ from La Niña conditions.

Section Ref: Annual to Centennial Climate Variations

18. Hurricane formation in the western Atlantic basin: A) Is greatest in La Niña years.

B) Is greatest in El Niño years.

C) Has no relationship with ENSO. Ans: A Difficulty: Medium Learning Objective: Describe how El Niño conditions differ from La Niña conditions.

Section Ref: Annual to Centennial Climate Variations

19. Canada and the northern United States are likely to have milder winters in:

A) B) C) D)

El Niño years.

La Niña years.

Even-numbered years.

Normal years.

Ans: A Difficulty: Easy Learning Objective: Describe how El Niño conditions differ from La Niña conditions.

Section Ref: Annual to Centennial Climate Variations

20. The Pacific decadal oscillation affects: A) The abundance of salmon off the Pacific Northwest coast.

B) Sea lions.

C) Sea birds.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

21. The positive phase of the North Atlantic oscillation brings:

A) B) C) D)

Dry, bitter cold weather to the northern latitudes of Canada and Greenland.

Storms and heavy snowfall to northern Europe Dry weather in southern Europe.

All of the above.

Ans: D Difficulty: Easy Learning Objective: Characterize the climate changes associated with the North Atlantic oscillation.

Section Ref: Annual to Centennial Climate Variations

22. The thermohaline circulation is driven by: A) Coriollis force.

B) Density differences between equatorial and high-latitude sea water.

C) Differences in length of daylight between equatorial and high-latitude regions.

D) Global warming.

Ans: B Difficulty: Easy Learning Objective: Describe how changes in the thermohaline circulation can affect climate in the North Atlantic.

Section Ref: Annual to Centennial Climate Variations

23. The thermohaline circulation can be changed over time by:

A) B) C) D)

Sudden increases in freshwater entering the Atlantic Ocean.

El Niño and La Niña.

Shifts in the jet stream.

A hurricane.

Ans: A Difficulty: Easy Learning Objective: Describe how changes in the thermohaline circulation can affect climate in the North Atlantic.

Section Ref: Annual to Centennial Climate Variations

24. The current that brings warm water to Iceland and northern Europe is the: A) Peruvian Current.

B) Gulf Stream Extension.

C) Labrador Current.

D) Namib Current.

Ans: B Difficulty: Easy Learning Objective: Describe how changes in the thermohaline circulation can affect climate in the North Atlantic.

Section Ref: Annual to Centennial Climate Variations

25. The last interglacial period began:

A) B) C) D)

2 million years ago.

1 million years ago.

550,000 years ago.

120,000 years ago.

Ans: D Difficulty: Medium Learning Objective: Characterize changes in temperature over the last 150,000 years.

Section Ref: Millennial Climate Variations

26. Over the 4 billion year history of Earth, the sun's intensity has changed about: A) 10 percent B) 20 percent C) 30 percent D) 50 percent Ans: C Difficulty: Easy Learning Objective: Identify the three changes in Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

27. The components of changes in Earth's rotation and orbit include: A) Eccentricity B) Obliquity

C) Precession D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify the three changes in Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

28. In meteorology, eccentricity refers to:

A) B) C) D)

The unusual quality of something.

Weather in far-off places.

A particularly bad storm.

Changes in the shape of Earth's orbit.

Ans: D Difficulty: Easy Learning Objective: Identify the three changes in Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

29. An increase in the obliquity of Earth's axis would:

A) B) C) D)

Make the low latitudes hotter.

Increase seasonality in the high latitudes.

Decrease the number of hurricanes.

Decrease the number of tornadoes.

Ans: B Difficulty: Medium Learning Objective: Identify the three changes in Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

30. Precession in meteorology refers to:

A) B) C) D)

Improvement in the quality of data collection.

Development of new remote-sensing technology.

Changes in the direction of the Earth's axis of rotation over time.

None of the above.

Ans: C Difficulty: Easy Learning Objective: Identify the three changes in Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

31. The Milankoviè curve indicates that the combination of the three components of changes in the Earth's rotation and orbit that produce climate changes on a millennial time scale change the heat from solar insolation at 65° north latitude by: A) 10 percent.

B) 20 percent.

C) 30 percent.

D) 40 percent.

Ans: B Difficulty: Easy Learning Objective: Describe how high-latitude changes in insolation during summer lead to glacial and interglacial periods.

Section Ref: Millennial Climate Variations

32. The most important feedback in the global climate system is the: A) Longwave-temperature feedback.

B) Water vapor-temperature feedback.

C) Ice-albedo feedback.

D) Biological feedback.

Ans: B Difficulty: Easy Learning Objective: Explain why the longwave-temperature feedback is negative whereas the water vapor-temperature feedback is positive.

Section Ref: Climate Feedbacks

33. The ice-albedo feedback is positive because: A) The ice acts like a giant ice cube on Earth.

B) If higher temperatures cause ice to melt, the exposed surfaces have lower albedo rates than ice.

C) Ice accumulates only in winter.

D) Ice caps are believed to be shrinking.

Ans: B Difficulty: Easy Learning Objective: Identify the six major interactions that produce climate feedbacks.

Section Ref: Climate Feedbacks

34. Low clouds produce a negative feedback because:

.

A) B) C) D)

Water vapor absorbs longwave radiation.

They are likely to be storm clouds.

They occur at night.

They have a high albedo.

Ans: D Difficulty: Medium Learning Objective: Describe the different roles clouds play in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

35. The feedback from high clouds is:

A) B) C) D)

Negative because the clouds shade the Earth.

Positive because the clouds absorb water vapor.

Negative because the clouds form ice.

Positive because these clouds produce storms.

Ans: B Difficulty: Medium Learning Objective: Describe the different roles clouds play in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

36. Which feedback from clouds is stronger, positive or negative?

A) B) C) D)

Positive Negative Scientists are uncertain Positive and negative are in balance; neither is stronger

Ans: C Difficulty: Easy Learning Objective: Describe the different roles clouds play in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

37. The role of phytoplankton in climate feedbacks is: A) Giving off carbon dioxide (CO2) B) Removing carbon dioxide from the atmosphere during photosynthesis.

C) Absorbing heat.

D) Increasing albedo.

Ans: B Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

38. When the biological pump is fully efficient, the concentration of carbon dioxide in the atmosphere is: A) 100 ppm (parts per million) B) 165 ppm (parts per million) C) 360 ppm (parts per million) D) 720 ppm (parts per million) Ans: B Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

39. The critical nutrient for efficient functioning of the biological pump is:

A) B) C) D)

Calcium.

Vitamin C. Iron.

Carbohydrates.

Ans: C Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

40. The ice-albedo feedback decreases the number of storms because: A) Ice crystals in clouds increase their albedo.

B) More ice lowers temperatures on Earth.

C) Its effect decreases the difference between temperatures at high latitudes and low latitudes, which are an ingredient in storm formation.

D) Water is frozen into glaciers.

Ans: C Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

41. Nutrients for phytoplankton are brought from land to sea by: A) Wind.

B) Rainstorms.

C) Rivers.

D) Animals.

Ans: B Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

42. As coral grows in warm subtropical and equatorial seas:

A) B) C) D)

Fish die.

CO2 is released into the atmosphere.

CO2 is absorbed from the atmosphere.

Albedo is increased.

Ans: B Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

43. Coral die-off may be started by changes in: A) Water temperature B) Water acidity C) Both A and B D) Neither A nor B Ans: C Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

44. A massive die-off of coral could result in: A) Return of more CO2 to the atmosphere.

B) Changes in the ecological food web.

C) Both A and B D) Neither A nor B Ans: B Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

45. If increased CO2 in the atmosphere leads to more plant growth, the result could be: A) A further increase in CO2 in the atmosphere.

B) More rainfall.

C) Less CO2 in the atmosphere as carbon is stored in plants.

D) None of the above.

Ans: C Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

46. Removal of CO2 from the atmosphere: A) Increases the greenhouse effect.

B) Reduces the greenhouse effect.

C) Has no influence on the greenhouse effect.

D) Reduces the growth of plants.

Ans: B Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

47. If global temperatures increase, plant growth would be enhanced by: A) Increased land area as the ice-albedo feedback promotes the melting of glaciers.

B) Greater rainfall from the water vapor-temperature feedback.

C) Greater warmth.

D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

48. If temperatures continue to rise, plants: A) Grow too fast and become weeds.

B) Restrict photosynthesis to conserve water.

C) Need more nutrients.

D) Run out of land.

Ans: B Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

49. With rising temperatures, the impact on atmospheric CO2 is that A) The ocean can absorb more CO2.

B) The ocean can absorb less CO2.

C) There is no change in the ability of the oceans to absorb CO2.

D) Oceans can absorb more CO2 only in low latitudes.

Ans: B Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

50. A geological process that produces a positive climate feedback involves: A) Erosion of silicate rocks.

B) Erosion of organic sediments.

C) Erosion of farmland.

D) Volcanic activity.

Ans: B Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

True/False

51. Until the beginning of the 20th century, average global temperatures trended slightly downward.

Ans: True Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

52. Climate is normally permanent and changeless.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

53. Tree growth rings are narrower in warm years and wider in cold years.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

54. The impact of a particular volcanic eruption on climate is determined by the amount of lava that rises to the surface.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

55. Stratospheric layers of sulfate aerosols have the effect of raising temperatures on earth.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

56. Temperature changes from volcanic eruptions last many years.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

57. High pressure in the eastern Pacific and low pressure in the western Pacific help drive the trade winds in normal years.

Ans: True Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

58. In El Niño years the temperature gradient between the eastern and western Pacific is increased.

Ans: False Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

59. In El Niño years, Australia receives unusually heavy rainfall.

Ans: False Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

60. In El Niño years, warm water surges westward across the Pacific Ocean.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

61. During El Niño years, California receives more rainfall than usual.

Ans: True Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

62. In La Niña years surface waters in the eastern Pacific are colder than normal.

Ans: True

Difficulty: Medium Learning Objective: Describe how El Niño conditions differ from La Niña conditions.

Section Ref: Annual to Centennial Climate Variations

63. Most El Niños are short-lived events, lasting a season at most.

Ans: False Difficulty: Easy Learning Objective: Describe how El Niño conditions differ from La Niña conditions.

Section Ref: Annual to Centennial Climate Variations

64. Currently, the Pacific decadal oscillation appears to be in a cool phase.

Ans: False Difficulty: Easy Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

65. The North Atlantic Oscillation is partly linked to the pressure gradient between the polar ice cap and the Equator.

Ans: False Difficulty: Easy Learning Objective: Describe the climate changes associated with the North Atlantic oscillation.

Section Ref: Annual to Centennial Climate Variations

66. Snow in Jerusalem would be associated with the positive phase of the North Atlantic oscillation.

Ans: False Difficulty: Easy Learning Objective: Describe the climate changes associated with the North Atlantic oscillation.

Section Ref: Annual to Centennial Climate Variations

67. During the last 2 to 3 million years, Earth has been in an Ice Age.

Ans: True Difficulty: Easy Learning Objective: Characterize the changes in temperatures over the last 150,000 years.

Section Ref: Millennial Climate Variations

68. The development of the present Ice Age may be related to the shift of tectonic plates northward.

Ans: True Difficulty: Easy Learning Objective: Characterize the changes in temperatures over the last 150,000 years.

Section Ref: Millennial Climate Variations

69. At present, the Northern Hemisphere's winter solstice coincides with perihelion.

Ans: False Difficulty: Easy Learning Objective: Identify the three changes in Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

70. Changes in the Earth's rotation and obit correspond well with shifts in global temperatures.

Ans: True Difficulty: Easy Learning Objective: Describe how changes in high-latitude insolation during summer lead to glacial and interglacial periods.

Section Ref: Millennial Climate Variations

71. Positive feedbacks intensify an initiated change in climate.

Ans: True Difficulty: Easy Learning Objective: Identify the six major groups of interactions that produce climate feedbacks.

Section Ref: Climate Feedbacks

72. Water vapor is a greenhouse gas.

Ans: True Difficulty: Medium Learning Objective: Explain why the longwave-temperature feedback is negative whereas the water vapor-temperature feedback is positive.

Section Ref: Climate Feedbacks

73. The most important feedback in the change from glacial to interglacial periods was the longwave-temperature feedback.

Ans: False Difficulty: Easy Learning Objective: Identify the six major interactions that cause climate feedbacks.

Section Ref: Climate Feedbacks

74. Clouds can lead to either positive or negative feedback.

Ans: True Difficulty: Easy Learning Objective: Describe the different roles clouds play in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

75. The concentration of carbon dioxide in the atmosphere today indicates that the biological pump is working with full efficiency.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

76. The determinant for the efficiency of the biological pump is the amount of heat in the atmosphere.

Ans: False Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

77. The ice-albedo feedback leads to an increase in the number of large traveling storms.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

78. Rising sea level from global warming leads to a reduction in the area in which coral can

grow.

Ans: False Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

79. The first stage in the die-off of a coral colony is that the coral becomes brighter colored.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

80. Coral is very resistant to changes in temperature or acidity in ocean water.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

81. In regions where it grows, coral forms the “infrastructure” for the food web of complex biological ecosystems.

Ans: True Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

82. The health of biological ecosystems in shallow subtropical and equatorial seas depends on

the health of coral.

Ans: True Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

83. The ice-albedo feedback would restrict the amount of land for plant growth.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

84. If temperatures rise, the amount of CO2 that plants would remove from the atmosphere would increase.

Ans: True Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

85. Very high temperatures restrict plant growth by decreasing water available for photosynthesis.

Ans: True Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

86. Carbon dioxide that plants remove from the atmosphere in photosynthesis is released into streams.

Ans: False Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

87. If insolation increases, oceans will warm as much as land.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

88. Solubility of CO2 in the oceans increases with temperature.

Ans: False Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

89. Climate feedback from chemical weathering of rocks matches time scales of ice ages or longer.

Ans: True Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

90. Scientists are concerned that global warming will lead to widespread decomposition of organic material in the polar regions.

Ans: True Difficulty: Easy Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

Essay

91. Explain how volcanic eruptions change global temperatures.

Ans: Volcanic eruptions release gases that are rich in sulfur dioxide. The sulfur dioxide combines with water to form tiny drops – aerosols – of liquid sulfuric acid. The sulfuric acid reflects sunlight. In powerful eruptions, tons of sulfur dioxide are lifted high in the atmosphere where the sulfuric acid settles in the stratosphere. Because it is above the clouds, it does not wash out in precipitation and instead forms a reflective shield, increasing the earth's albedo and reducing the heat that reaches the ground. The more forceful the eruption, the more sulfur dioxide reaches the stratosphere. Eruptions in the low latitudes have a widespread effect because the wind systems there carry the sulfur dioxide to both hemispheres. Eruptions in the high latitudes may have a great effect even if they are not very forceful because the tropopause is lower, so that the sulfuric acid can reach the stratosphere. After a few years, the sulfuric acid leaves the stratosphere, and the effect on temperature ends.

Difficulty: Medium Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

92. Explain how El Niño years bring a blessing of rainfall to the normally dry west coast of South America but at the same time, the curse of loss of fisheries.

Ans: In normal years, there is an upwelling of cold water along the west coast of South America, and high pressure over this region. The cold water supports rich plankton on which fish feed, so fish thrive. In the western Pacific, there is a strong low-pressure cell over northern Australia, and the trade winds flow from the high pressure to the low pressure. In El Niño years, warm poleward-flowing current, which does not support phytoplankton, moves into the waters off South America, and the fish population declines. Over Australia, the low pressure cell

weakens, reducing the strength of the trade winds. El Niño years bring rain to western South America but drought to Australia.

Difficulty: Hard Learning Objective: Identify different processes that can produce global-scale climate variations.

Section Ref: Annual to Centennial Climate Variations

93. Explain how El Niño conditions change to normal or even La Niña conditions.

Ans: As long as the positive feedback reinforces the conditions of El Niño, it will continue.

Negative feedback is required to break the cycle and return to normal or even La Niña conditions. One process that can cause a reversal of the ENSO state is another, negative feedback mechanism in the system. The upwelling of cool water along the eastern tropical Pacific also generates a broad but weaker downwelling of water to either side of the Equator. During an El Niño, when upwelling weakens, so does the downwelling. The weaker downwelling allows the thermocline in this region to lift, like the crest of a wave. Like a wave, the lifted thermocline propagates westward. Once it reaches the margins of the continents in the western Pacific, the wave crest of the lifted thermocline is reflected back, moving slowly eastward along the Equator. Eventually it reaches the eastern equatorial Pacific, where it lifts the thermocline back toward the surface. This lifting of the thermocline cools the surface waters and sets the stage for the return of normal conditions or even a La Niña.

Difficulty: Medium Learning Objective: Describe how La Niña conditions differ from El Niño conditions.

Section Ref: Annual to Centennial Climate Variations

94. How have El Niño and La Niña impacted weather in the United States since 1990?

Ans: In 1997-1998, severe storms struck California, and tornadoes struck Florida. A record ice storm hit the Northeast. In 1998-1999, winter weather was colder than normal in the Northwest and the Upper Midwest. The eastern mid-Atlantic region endured a drought in the spring and early summer, and the Atlantic hurricane season produced several major storms.

Difficulty: Medium Learning Objective: Describe how La Niña conditions differ from El Niño conditions.

Section Ref: Annual to Centennial Climate Variations

95. Compare conditions in the positive and negative phases of the North Atlantic oscillation.

Ans: In the positive phase, the northern jet stream strengthens, keeping cold outbreaks and

storms confined to northern Canada and Greenland. Northern Europe is stormier and wetter than normal, while southern Europe is warmer and drier. In the negative phase, the northern jet stream weakens, allowing cold outbreaks to reach farther south in North America, bringing cold and snow. In Europe, central Europe is colder than normal, Western Europe is drier, and the Mediterranean is colder and stormier.

Difficulty: Medium Learning Objective: Describe the climate changes associated with the North Atlantic oscillation.

Section Ref: Annual to Centennial Climate Variations

96. Explain how changes in Earth's orbit cause climate change.

Ans: Over the course of 100,000 years or so, Earth's orbit increases in eccentricity, that is, it changes from circular to more elliptical. Thus, Earth is farther from the sun at the aphelion and closer at the perihelion when the orbit becomes more eccentric. Insolation increases at the perihelion, raising temperatures, and decreases at the aphelion, lowering temperatures.

Difficulty: Medium Learning Objective: Identify the three changes in the Earth's rotation and orbit that produce changes on a millennial time scale.

Section Ref: Millennial Climate Variations

97. Explain the conditions of the Milankoviè curve that would lead to an interglacial period.

Ans: (1) perihelion and summer solstice occur together (on a cycle of about 100,000 years), (2) axial obliquity is a maximum (on a cycle of about 41,000 years), and (3) orbital eccentricity is a maximum (on a cycle of about 26,000 years).

Difficulty: Medium Learning Objective: Describe how changes in high-latitude insolation during summer lead to glacial and interglacial periods.

Section Ref: Millennial Climate Variations

98. Explain Stefan Boltzmann's law, indicating whether it is a positive or a negative feedback.

Ans: If the surface temperature increases—for example, by increased solar insolation—the amount of radiation it emits will increase. This increase in emitted radiation removes energy from the surface, thus moderating the temperature increase. Because the increase in temperature is reduced, the feedback is negative. In the same way, an initial decrease in temperature is moderated by this mechanism. With the decreased surface temperature, the longwave energy loss is reduced and the surface does not cool as much.

Difficulty: Medium Learning Objective: Explain why the longwave-temperature feedback is negative whereas the water vapor-temperature feedback is positive.

Section Ref: Climate Feedbacks

99. What controls the efficiency of the biological pump?

Ans: Increasing global temperatures reduce the number of storms, which decreases the iron available to phytoplankton, which slows the rate at which they pump atmospheric carbon to deep ocean sediments, which causes CO2 to accumulate in the atmosphere more rapidly, which further increases the warming. Thus, the biological pump provides positive feedback to surface temperature.

Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

100. How do terrestrial life forms form a negative climate feedback? What would inhibit this feedback from continuing indefinitely?

Ans: As temperatures rise, the ice-albedo climate feedback melts glaciers and ice caps, making more land available for plant growth. The water vapor-temperature climate feedback increases the amount of precipitation. Both enhance plant growth and photosynthesis, and plants remove more CO2 from the atmosphere and store it as organic carbon. This decreases the amount of carbon dioxide in the atmosphere and thus the greenhouse effect, leading to a slow-down in the rise in temperature (negative feedback). However, if temperatures rise too much, photosynthesis slows down as plants conserve water. Furthermore, evaporation increases, making less soil water available to plants. Plant growth slows, and more CO2 remains in the atmosphere, increasing the greenhouse effect and global warming (positive feedback).

Difficulty: Medium Learning Objective: Describe the different roles that biology plays in producing positive and negative feedbacks.

Section Ref: Climate Feedbacks

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 14: Human Interaction with Weather and Climate

Multiple Choice

1. In the United States, the definition of a heat wave is: A) Any hot day.

B) Any day with a temperature more than 5° above normal.

C) More than three consecutive days of above-normal temperatures.

D) Three consecutive days of temperatures above 32.2° C (90° F.).

Ans: D Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

2. In Northern Europe, a heat wave is officially defined as:

A) B) C) D)

Three consecutive days above 32.2° C (90° F.).

Five days of above-normal temperatures.

Five days of temperatures above 25° C (77° F.).

Any hot day.

Ans: C Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

3. The body's natural cooling mechanism is: A) Evaporation of perspiration on the skin.

B) Air conditioning.

C) Fans.

D) A vacation in the mountains.

Ans: A

Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

4. The calculation of the heat index includes: A) Temperature and wind.

B) Temperature and humidity.

C) Humidity and UV index.

D) Clouds and temperature.

Ans: B Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

5. Heat waves in the Southwest of the United States are often produced by:

A) B) C) D)

A persistent surface high-pressure cell over New Mexico and Texas.

An upper-air high-pressure center over Nevada.

Adiabatic warming of subsiding air.

All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

6. In a heat wave in the southwestern United States, what kind of air is brought into the region?

A) B) C) D)

mT mP cP cT

Ans: D Difficulty: Medium Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

7. In the 1995 heat wave in Chicago, winds circulated around a high-pressure cell centered in:

A) B) C) D)

New England.

Florida.

Virginia.

New York.

Ans: C Difficulty: Medium Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

8. In the Chicago heat wave of 1995, convection was suppressed by: A) An inversion at 850 mb.

B) Northerly winds.

C) A hurricane.

D) None of the above.

Ans: A Difficulty: Medium Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

9. A true cold wave includes: A) A rapid drop in temperature during a 24-hour period.

B) Continued temperatures at least 8.33° C (15° F.) below average.

C) An extended area.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

10. Cold waves involve outbreaks of what kind of air masses?

A) cP and cA. B) mP and mT. C) mP and cP. D) mT and cP. Ans: A Difficulty: Easy Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

11. Wind chill calculations include: A) Wind speed.

B) Wind direction.

C) Relative humidity D) Vegetation.

Ans: A Difficulty: Easy Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

12. The broad, flat land along a river that floods regularly is a:

A) B) C) D)

Flash flood.

Mudslide.

Floodplain.

River flood.

Ans: C Difficulty: Easy Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

13. Flash floods: A) Occur after intense rainfall.

B) Occur in small watersheds with steep slopes.

C) Involve a torrent of water containing boulders and large tree limbs.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

14. The percentage of the surface that is impervious to water in closely built up areas is about: A) 50 percent.

B) 75 percent.

C) 80 percent.

D) 100 percent.

Ans: C Difficulty: Easy Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

15. Mudflows in mountainous desert regions result from: A) Heavy rains.

B) Lack of vegetation.

C) Lack of absorption into the soil.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

16. Herculaneum in modern Italy was destroyed in A.D. 79 by: A) Volcanic ash.

B) Lava.

C) A tornado.

D) A lahar.

Ans: D Difficulty: Medium Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

17. The Ekman transport of water occurs:

A) B) C) D)

When a hurricane approaches a coast on a track that is perpendicular to the coast.

When a slow-moving storm travels parallel to the coast.

When a storm moves from land to the ocean.

When a storm travels across land.

Ans: B Difficulty: Medium Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

18. In the United States, the costliest weather-related event is: A) Hurricanes.

B) Floods C) Drought.

D) Tornadoes.

Ans: C

Difficulty: Easy Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

19. In which period did the Sahel experience drought?

A) B) C) D)

1930s.

1950s.

1970s.

Early 1960s.

Ans: C Difficulty: Medium Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

20. Particularly susceptible to wildfires are climates that: A) Experience the most precipitation during the high-sun season.

B) Experience warm and rainy conditions all year.

C) Experience cold all year.

D) Have a distinct dry season during the high-sun season.

Ans: D Difficulty: Medium Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

21. Dry lightning is: A) Cloud-to-cloud lightning.

B) Lightning in a thunderstorm where precipitation dries up before reaching the ground.

C) Lightning accompanying hail.

D) Lightning in a storm that produces a tornado.

Ans: B Difficulty: Easy Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

22. The hot off-shore winds in California set up by a high-pressure center over Nevada are called: A) Foehn.

B) Lake-effect.

C) Mediterranean.

D) Santa Ana. Ans: D Difficulty: Easy Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

23. The record number and intensity of hurricanes in 2005 was the result of:

A) B) C) D)

Warmer than normal waters in the Gulf of Mexico and tropical and subtropical Atlantic.

A weak La Niña event in the Pacific Ocean.

Changes in the subtropical jet.

All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

24. In 2006, the number of hurricanes was lower than predicted because:

A) B) C) D)

Global warming ended.

The Atlantic and Gulf of Mexico waters were cooler.

El Niño caused a southerly shift in the jet stream, which disrupted hurricane formation.

Fewer tropical waves moved off the coast of Africa.

Ans: C Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

25. Which is not an effect of warming temperatures in the high latitudes?

A) Changes in the hunting season for polar bears.

B) Changes in the migration of caribou.

C) Decreases in the number of shallow lakes and bogs.

D) Collapsing and shifting of buildings not constructed to consider permafrost.

Ans: C Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

26. Which of these regions is not becoming drier?

A) Venezuela B) The African Sahel C) The Amazonian rain forest D) Southern Brazil Ans: C Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

27. In which of these regions is malaria found today?

A) B) C) D)

Central Africa Northern Canada Argentina Australia.

Ans: A Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

28. In which region might malaria be present if Earth's temperatures rise 3.5° C?

A) B) C) D)

Canada.

New Zealand.

Japan.

Southern United States.

Ans: D Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

29. Which of the following is a greenhouse gas?

A) Carbon dioxide.

B) Methane.

C) Nitrous oxide.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

30. Chlorofluorocarbons released by industrial processes destroy atmospheric: A) Ozone.

B) Water vapor.

C) Hydrogen.

D) Dust.

Ans: A Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

31. Which of the following is not a common atmospheric pollutant?

A) Carbon monoxide.

B) Nitrogen oxides.

C) Sulfur oxides.

D) Hydrogen.

Ans: D Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

32. Volatile organic compounds that constitute pollutants include: A) Evaporated gasoline.

B) Dry cleaning fluids C) Incompletely combusted fossil fuels.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

33. The most important source of air pollutants in the United States is:

A) B) C) D)

Salt water from the oceans.

Wind-borne soil.

Combustion of fossil fuels.

Rain water.

Ans: C Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

34. As pollutants emerge from a factory smokestack or an automobile exhaust pipe, they first: A) Sink.

B) Rise by convection.

C) Spread out on the ground.

D) None of the above.

Ans: B Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

35. The process of washout affects pollution by: A) Precipitating mudslides in mountain valleys.

B) Washing away roads in flash floods.

C) Washing pollutants out of the atmosphere in precipitation.

D) Cleaning factory smokestacks.

Ans: C Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

36. Large particulates released into the atmosphere reach the ground through: A) Washout.

B) Erosion.

C) Fallout.

D) None of the above--they never reach the ground.

Ans: C Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

37. The concentration of pollutants over their source becomes particularly great when: A) There is a storm in the area.

B) There is lightning in the area.

C) Vertical mixing is inhibited.

D) Temperatures are below normal.

Ans: C Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

38. In a temperature inversion, at higher levels in the atmosphere, the temperature:

A) B) C) D)

Gets warmer.

Gets cooler.

Stays the same.

May display any pattern; there is no standard.

Ans: A Difficulty: Easy

Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

39. In Donora, Pennsylvania, in 1948, dispersion of pollutants was inhibited by:

A) B) C) D)

Factories.

The city's location in a deep valley.

Level plains.

The ocean.

Ans: B Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

40. The foggy, smoggy marine layer that San Diegans call “June gloom” is caused by:

A) A low-level inversion.

B) A high-level inversion.

C) An off-shore low-pressure center.

D) A nearby swamp.

Ans: B Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

41. In conditions of light winds over a city,

A) B) C) D)

The temperature profile increases with altitude.

The temperature profile decreases less than the dry or moist adiabatic rate.

No convection occurs at all.

None of the above.

Ans: B Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

42. A pollution plume forms when: Use Figure 14.19B, omitting the labels “regional wind,” “wind direction,” and “pollution plume.”

A) A traffic jam produces a large quantity of pollutants from car exhaust.

B) Factories release large quantities of pollutants into the atmosphere.

C) Regional winds blow away pollution that has accumulated over a city.

D) Strong convection breaks the “lid” of a temperature inversion.

Ans: C

Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

43. The acid in acid precipitation is formed from: A) Sulfur dioxide (SO2) B) Nitric oxide (NO) C) Both A and B D) Neither A nor B Ans: C Difficulty: Medium Learning Objective: Describe acid rain and how it forms.

Section Ref: Human Impact on Weather and Climate

44. Acidic deposition has upset ecological systems in: A) Northeastern North America B) Western North America C) New Zealand D) None of the above Ans: A Difficulty: Easy Learning Objective: Describe acid rain and how it forms.

Section Ref: Human Impact on Weather and Climate

45. Forests are cooler than crop or grass land because: A) Incoming solar energy is dissipated by the thick layer of vegetation.

B) Transpiration by the many leaves absorbs solar energy to evaporate the water.

C) Crop or grassland allows solar energy to reach the soil.

D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

46. Most deforestation is for conversion of the land to:

A) B) C) D)

Cities.

Suburbs.

Mines.

Agriculture.

Ans: D Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

47. The effect of deforestation on precipitation is that: A) More longwave energy is reflected back into space.

B) Less heat is available to lift air.

C) Air must rise farther before precipitation can occur.

D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

48. The effect of irrigation on local conditions is that:

A) B) C) D)

It becomes cooler and drier.

It becomes cooler and more humid.

There is no impact.

It becomes hotter and drier.

Ans: B Difficulty: Medium Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

49. The effect of irrigation on global temperature is that:

A) B) C) D)

The albedo of irrigated land is less than that of dry land.

Evaporation decreases, making the air drier.

Greenhouse gases decrease.

There is no effect on global temperatures.

Ans: A Difficulty: Medium Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

50. The urban heat island is caused by:

A) B) C) D)

Impervious surfaces in cities.

Vertical surfaces in cities.

Production of waste heat.

All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

True/False

51. Even though summers are normally milder in Northern Europe than in the United States and air conditioning is less common, heat waves are defined by the same standards in the two regions.

Ans: False Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

52. The effect of many heat waves is increased by low humidity.

Ans: False Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

53. The heat index temperature and the measured temperature are always the same.

Ans: False Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

54. Heat waves in the eastern United States are accompanied by high humidity.

Ans: True Difficulty: Easy Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

55. In the Chicago heat wave in 1995, the number of deaths peaked at the same time that the temperatures did.

Ans: False Difficulty: Medium Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

56. Cold waves are most common in summer, when they are least expected.

Ans: False Difficulty: Easy Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

57. Wind chill calculations include relative humidity.

Ans: False Difficulty: Easy Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

58. Frostbite is caused by the body redirecting blood toward the skin.

Ans: False Difficulty: Easy Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

59. People usually have ample warning to get out of the way of flash flooding.

Ans: False Difficulty: Easy Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

60. Flow in urban and suburban streams is lower than that in non-urbanized areas.

Ans: False Difficulty: Easy Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

61. Low-lying areas that would not flood in rural areas may be subject to flooding if they become urbanized.

Ans: True Difficulty: Medium Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

62. A lahar is similar to a mudflow except that it involves volcanic ash.

Ans: True Difficulty: Medium Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

63. As a hurricane approaches a coastline, land along the entire width of the storm is equally vulnerable to storm surge.

Ans: False Difficulty: Medium Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

64. A severe famine raises fertility rates in order to replace population lost to starvation.

Ans: False Difficulty: Easy Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

65. Wind helps to spread wildfires by providing oxygen.

Ans: True Difficulty: Easy Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

66. Wildfires can strike any vegetated region.

Ans: True Difficulty: Easy Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

67. A significant factor in the formation of record numbers of hurricanes in 2005 was warmer than normal ocean waters.

Ans: True Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

68. Increases in water temperatures in the world's oceans have speeded up in the last 30 years.

Ans: True Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

69. The lack of numerous severe hurricanes in 2006 was related to interference by wind shear in the jet stream.

Ans: True Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

70. Climate change in the high northern latitudes has included a rise in temperature of 1.5° C (2.7°F.).

Ans: True Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

71. In the northern high latitudes, tundra climates are shifting toward ice sheet climates.

Ans: False

Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

72. Land and sea ice in polar regions is now lasting longer than it did 50 years ago.

Ans: False Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

73. The melting of permafrost has no impact on human-constructed buildings.

Ans: False Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

74. Climate change appears to be making the Sahel drier.

Ans: True Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

75. With global climate change, the east coast of the United States has shifted from moist continental climate to moist subtropical climate.

Ans: True Difficulty: Medium

Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

76. Today, if you go to Kenya in Africa, you need to take precautions against malaria.

Ans: True Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

77. If Earth's temperature rises by 3.5° C, malaria could become prevalent in the southeastern United States.

Ans: True Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

78. Release of chlorofluorocarbons (CFCs) into the atmosphere leads to a reduction in UV rays reaching earth.

Ans: False Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

79. Greenhouse gases increase the amount of shortwave radiation that is absorbed into the atmosphere.

Ans: False Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

80. Air pollutants can come from natural phenomena.

Ans: True Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

81. Ozone in the troposphere is a pollutant.

Ans: True Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

82. Balance between input and output of pollutants in the atmosphere is achieved over the long term.

Ans: True Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

83. Pollutants rise to higher concentrations at times of high wind than they do at times of light winds.

Ans: False Difficulty: Easy Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

84. Dry acidic deposition is less damaging to living and nonliving things than is acid precipitation.

Ans: False Difficulty: Medium Learning Objective: Describe acid rain and how it forms.

Section Ref: Human Impact on Weather and Climate

85. Acidic precipitation inhibits salmon egg production.

Ans: True Difficulty: Easy Learning Objective: Describe acid rain and how it forms.

Section Ref: Human Impact on Weather and Climate

86. Deforestation causes the climate to become colder and wetter.

Ans: False Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

87. As the sun heats up land that is not forested, evaporative cooling is cut off.

Ans: True Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

88. Deforestation increases the likelihood of mudflows and debris flows.

Ans: True Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

89. Although irrigation makes local temperatures cooler, it increases global temperatures by decreasing the land's albedo.

Ans: True Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

90. Precipitation may be higher over and downwind of cities than in surrounding areas.

Ans: True Difficulty: Easy Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

Essay

91. Compare the atmospheric mechanisms that produce heat waves in the southwestern United States and the eastern United States.

Ans: In the Southwest, circulation around a surface high-pressure center in Texas and New Mexico brings hot, dry cT air from Mexico. A related upper-level high pressure over Nevada produces subsidence, which inhibits cloud formation and warms the air adiabatically. In the East, circulation around the Bermuda high over the East Coast brings warm, moist air from the Gulf of Mexico northward. A related upper-level high-pressure center inhibits convection and warms the air adiabatically. Because the air from the Gulf of Mexico is moist and humid, the humidity in eastern heat waves is much higher than that in southwestern heat waves.

Difficulty: Medium Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

92. Compare heat exhaustion and heat stroke (hyperthermia).

Ans: Heat exhaustion produces excessive perspiration, leading to dehydration. Eventually, perspiration ceases, and the body redirects blood to the skin and away from vital organs, and the patient feels headaches, nausea, and dizziness as the body begins to shut down the internal temperature control. Once that happens, the patient suffers heat stroke, or hyperthermia. The body has no way to cool itself, and the internal, or core, temperature rises. Excess fluid, which cannot be lost through perspiration, accumulates in the tissues, causing swelling. Continued internal temperature increases can lead to brain damage and death.

Difficulty: Medium Learning Objective: Describe the effects of heat waves.

Section Ref: Severe Weather

93. Explain the conditions that lead to hypothermia. What are its symptoms?

Ans: Hypothermia occurs on exposure to extremely cold temperatures so that the body cannot maintain its core heat of 37° C (97.6°F). At first, shivering sets in and may become so severe that the muscles cannot function. Breathing becomes shallow, and vital organs do not receive adequate oxygen. They may fail, leading to death.

Difficulty: Medium Learning Objective: Identify the weather conditions that lead to heat waves and cold waves.

Section Ref: Severe Weather

94. How does urbanization change vulnerability to flooding?

Ans: Most surfaces—up to 80 percent of the area—in urban and suburban areas are impervious to water, increasing surface flow and leading to street flooding. Most urban areas have storm sewers, which carry water from impervious areas directly into stream channels. However, these sewers increase the speed at which the water enters the channels, so that streams may flood where they have not previously done so. Low-lying built-up areas may experience flooding after development when previously they had remained safe from flooding.

Difficulty: Medium Learning Objective: Describe the conditions that lead to river flooding and coastal flooding.

Section Ref: Severe Weather

95. What are the different types of drought? Why are their impacts not necessarily felt at the same time?

Ans: A meteorological drought is a period of less-than-normal rainfall. An agricultural drought is insufficient precipitation for normal agricultural activities. A hydrological drought impacts the surface and subsurface water supply. A meteorological drought may not immediately impact agriculture if it occurs during winter, when plants are not growing, or if there is moisture stored in the soil. It is also influenced by evaporation. There may also be a lag between the timing of a dry spell and the response in surface and subsurface water supplies.

Difficulty: Medium Learning Objective: Describe the impact of drought on human and natural systems.

Section Ref: Severe Climate

96. Explain why 2005 produced a record number of named storms, hurricanes, and major hurricanes.

Ans: Ocean temperatures in the tropical and subtropical Atlantic were significantly warmer than normal, possibly because of changes in the thermohaline circulation and because of general warming of ocean waters with global warming. There was a shift in the location of the subtropical jet, brought on by a weak La Niña event in the Pacific.

Difficulty: Medium Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

97. Describe the impacts of warmer temperatures on human and natural systems in the high latitudes of the Northern Hemisphere.

Ans: Wintertime land and sea ice is forming later and melting earlier, affecting the migration of

caribou and the hunting season of polar bears as well as oil production. In some places permafrost is melting, creating lakes and bogs and leading to the shift or collapse of improperly constructed buildings.

Difficulty: Easy Learning Objective: Identify regions in which the climate might shift from one regime to another.

Section Ref: Severe Climate

98. How does a temperature inversion inhibit mixing of pollutants with the surrounding atmosphere?

Ans: A heated air parcel will rise as long as it is warmer than the surrounding air. As it rises, it is cooled according to the adiabatic principle. In an inversion, the surrounding air gets warmer, not colder, with altitude, so the parcel cools as it rises, while the surrounding air becomes warmer. Under these conditions, heated air moves only a short distance upward before its temperature matches that of the surrounding air, and uplift will stop. Pollutants in the air parcel will disperse at low levels, keeping concentrations high near the ground.

Difficulty: Medium Learning Objective: Explain how inversions contribute to dangerous levels of pollutants within the atmosphere.

Section Ref: Human Impact on Weather and Climate

99. Explain how precipitation becomes acidic.

Ans: Fossil fuel burning releases sulfur dioxide (SO2) and nitric oxide (NO) into the air. The SO2 and NO readily combine with oxygen and water in the presence of sunlight and dust particles to form sulfuric and nitric acid aerosols, which then act as condensation nuclei. The tiny water droplets created around these nuclei are acidic, and when the droplets coalesce in precipitation, the resulting raindrops or ice crystals are also acidic.

Difficulty: Medium Learning Objective: Describe acid rain and how it forms.

Section Ref: Human Impact on Weather and Climate

100. Explain how deforestation impacts weather and climate.

Ans: Trees are a thick layer of vegetation with branches extending many meters above the soil.

As sunlight penetrates the forest canopy, solar heating is distributed throughout the thick forest layer. Transpiration by the many leaves of the forest also absorbs solar energy by converting liquid water to water vapor. Temperatures inside the forest are cool. In contrast, cropland or grassland is a thin layer of vegetation over a bare soil surface. Solar energy is concentrated on the soil, which heats quickly. In addition, the top layer of soil dries out, cutting off evaporative cooling. Because evapotranspiration is reduced, the air is drier and less water vapor is available to condense and form rain. Precipitation is reduced by reduced convection. More solar energy is reflected back to space by the dry soil surface of cropland, and the hotter soil of the cropland emits more longwave energy. The total energy available to warm and lift the air (net radiation) is lower, resulting in less convection in spite of higher surface temperatures. Coupled with the fact that drier air has to rise farther from the surface before condensation occurs, the loss of lift means fewer clouds and less precipitation.

Difficulty: Medium Learning Objective: Identify three types of land-use practices that affect local weather and climate.

Section Ref: Human Impact on Weather and Climate

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 15: Weather Forecasting and Numerical Modeling

Multiple Choice

1. The advent of synoptic weather charts depended on the invention of:

A) The Internet.

B) The printing press.

C) Radar.

D) Telegraph, telephone, and wireless.

Ans: D Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

2. Synoptic charts show:

A) B) C) D)

The progression of weather systems across the United States.

Temperature and pressure data taken at exactly the same time over a broad area.

Climate change.

Climate type.

Ans: B Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

3. Synoptic charts enabled forecasters to determine:

A) B) C) D)

Whether weather systems continued to move in the same direction.

Whether storms intensified over time.

Whether weather systems would produce rain, snow, or hail.

All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

4. The technology that had been developed in World War II to detect incoming aircraft and then was adapted to remote sensing of weather is A) Space satellites.

B) RADAR. C) Aerial photography.

D) None of the above.

Ans: B

Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

5. The first successful weather satellite was: A) Sputnik B) Apollo C) TIROS-1 D) Explorer 1 Ans: C Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

6. Atmospheric models are: A) Computer programs that simulate the atmosphere as well as interaction with land and ocean surfaces.

B) Small-scale depictions of the Earth's atmosphere for use in museums.

C) Diagrams like the ones in this book.

D) Weather maps in your daily newspaper.

Ans: A Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

7. Weather forecasts based on simple observations are usually good for no longer than: A) 1 week.

B) 24 hours.

C) 12 hours.

D) 1 hour.

Ans: C

Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

8. Generally, weather systems will continue to move in the same direction and speed as they have during the past: A) 6 hours.

B) 12 hours.

C) 24 hours.

D) 36 hours.

Ans: A Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

9. Low-pressure centers tend to move:

A) B) C) D)

Perpendicular to the isobars ahead of a cold front.

Perpendicular to the isobars ahead of a warm front.

Parallel to the isobars ahead of a cold front.

Parallel to the isobars ahead of a warm front.

Ans: C Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

10. On the accompanying weather station sample, the letter A identifies:

A) B) C) D)

Temperature in degrees Fahrenheit.

Weather conditions.

Wind direction and speed.

Dew point in degrees Fahrenheit.

Ans: C Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

11. On the accompanying map, the station in the upper left corner is reporting:

A) B) C) D)

Overcast with a thunderstorm.

Clear skies.

Partly cloudy (25% coverage) with northwest winds at 55 knots.

Mostly cloudy skies (75% cloud cover) with rain showers.

Ans: A Difficulty: Hard Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

12. Each full-length line on a wind barb indicates:

A) B) C) D)

5 knots 10 knots 25 knots 50 knots

Ans: B Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather.

Section Ref: Local and Synoptic Weather Forecasting

13. On this map, isobars are shown by:

A) B) C) D)

Blue lines.

Yellow lines.

Red contours.

None of the above.

Ans: C Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

14. The weather at this station is:

A) B) C) D)

Moderate snow.

Moderate rain.

Thunderstorms.

Freezing rain.

Ans: B Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

15. On a surface weather map, this symbol means:

A) B) C) D)

Thunderstorms with rain.

Snow.

Drizzle.

Freezing drizzle.

Ans: A Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

16. On a surface weather map, this symbol means:

A) B) C) D)

Rain.

Snow.

Freezing rain.

Drizzle.

Ans: C Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

17. A line of cumulus clouds is associated with:

A) B) C) D)

An advancing warm front.

An advancing cold front.

Lack of frontal movement.

A stagnating high-pressure center.

Ans: B Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

18. An advancing warm front is associated with:

A) B) C) D)

A line of cumulus clouds.

A line of cumulo-nimbus clouds.

Cirrus and cirro-stratus clouds.

Strato-nimbus clouds.

Ans: C Difficulty: Easy

Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

19. Radiosondes are: A) Radio waves in the atmosphere.

B) Radio warnings of severe weather.

C) Instrument-bearing balloons that send back atmospheric data.

D) Broadcast weather forecasts.

Ans: C Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

20. With approaching cold air, wind shear exhibits: A) Counterclockwise turning or backing.

B) Clockwise turning or veering.

C) Motion downward.

D) Motion upward.

Ans: A Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

21. On the accompanying diagram, the letter C marks the:

A) B) C) D)

Equilibrium level.

Lifting condensation level.

Level of free convection.

Dew point.

Ans: C Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

22. As an air parcel rises, when it reaches the equilibrium level,

A) B) C) D)

It will continue to rise.

It will remain there, forming the top of clouds.

It will begin to sink.

All of the above.

Ans: B Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

23. Vertical profiles of surrounding air tell a forecaster: A) At what height clouds will form.

B) How much lifting must occur in order for convection to begin.

C) How long and how high convection will go.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

24. In the situation shown on the accompanying map, the region south of the Great Lakes can expect:

A) B) C) D)

Higher pressure.

Lower pressure.

No change in pressure.

All of the above.

Ans: B Difficulty: Hard Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

25. Steering winds are found at:

A) B) C) D)

500 mb 750 mb 800 mb 850 mb

Ans: A Difficulty: Medium Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

26. Some kind of cloud is usually present when the relative humidity at 700 mb is greater than:

A) B) C) D)

50 percent 60 percent 70 percent 80 percent

Ans: C Difficulty: Easy Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

27. A storm is probably strengthening when: A) There is a low-pressure center at 500 mb and a surface low to the east.

B) There is a low-pressure center at 500 mb and a surface low directly under it.

C) There is a low-pressure center at 500 mb and a surface low to the west of it.

D) None of the above.

Ans: A Difficulty: Medium Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

28. Doppler radar can be used to determine:

A) B) C) D)

How weather might develop over time.

Extent and severity of conditions at a particular place.

Long-term climate change.

Tomorrow's weather forecast.

Ans: B Difficulty: Easy Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

29. Satellite sensors can detect: A) Cloud height B) Water vapor C) Atmospheric temperature profiles D) All of the above Ans: D Difficulty: Easy Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

30. Atmospheric models for computers include equations for: A) Pressure gradient.

B) Shortwave and longwave radiation emitted and absorbed.

C) Movement of cold and warm air into and out of the region.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe how computers are used to produce numerical forecasts.

Section Ref: Numerical Forecasting

31. Computer models use data from grid points about ____ km apart.

A) B) C) D)

100 200 500 1,000

Ans: A Difficulty: Easy Learning Objective: Describe how computers are used to produce numerical forecasts.

Section Ref: Numerical Forecasting

32. Computer models typically break up the atmosphere into ______ vertical levels.

A) B) C) D)

10,000-15,000 20,000-50,000 50,000-100,000 100,000-150,000

Ans: B Difficulty: Easy Learning Objective: Describe how computers are used to produce numerical forecasts.

Section Ref: Numerical Forecasting

33. To make a single forecast for weather over the next 24 hours, an atmospheric model must make how many calculations?

A) 1 million B) 100 million C) 200 million D) 300 million Ans: D Difficulty: Easy Learning Objective: Describe how computers are used to produce numerical forecasts.

Section Ref: Numerical Forecasting

34. Prognostic charts forecast movements of:

A) B) C) D)

Storms.

Fronts.

Precipitation.

All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify the types of forecasts that can be generated by computer models.

Section Ref: Numerical Forecasting

35. A forecast for a particular place that uses a combination of models or a combination of

initial conditions is a: A) Meteogram.

B) Prognostic chart.

C) Long-range forecast.

D) Ensemble forecast.

Ans: D Difficulty: Medium Learning Objective: Explain why forecasters use multiple models to produce numerical forecasts.

Section Ref: Numerical Forecasting

36. According to the accompanying map, winds over Chicago are:

A) B) C) D)

Light.

Moderate.

Strong.

Calm.

Ans: A Difficulty: Easy Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

37. The position of the surface low compared with the upper-air low-pressure trough on the

accompanying maps indicates:

A) B) C) D)

The storm identified as the surface low will die out.

The storm identified as the surface low will strengthen and intensify.

The upper-air trough will move west and cause a storm in California.

Conditions will remain as they are.

Ans: B Difficulty: Medium Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

38. The pattern of isolines at the location marked Aon the accompanying map indicates:

A) B) C) D)

Air is descending.

Air is ascending.

Wind is blowing from the north.

Wind is blowing from the south.

Ans: B Difficulty: Medium Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

39. On the accompanying map, upper-air winds would steer a storm:

A) B) C) D)

To the northwest.

To the southwest.

To the southeast.

To the northeast.

Ans: D Difficulty: Medium Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

40. On the accompanying satellite image, brown and yellow show cold surfaces, including high cloud tops, while blue shows warm surfaces. The largest area of convection is over:

A) B) C) D)

Texas The Southwest.

The Great Plains just east of the Rocky Mountains.

The Southeast.

Ans: D Difficulty: Medium Learning Objective: Explain how a forecaster uses previous weather events to help predict future ones.

Section Ref: Operational Weather Forecasting

41. Short-range forecasts cover a period of: A) 6 hours.

B) 12 hours.

C) 24 hours.

D) 48 hours.

Ans: D Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

42. An extended range forecast predicts weather farther into the future than: A) One week.

B) 5 days.

C) 3 days.

D) 1 day.

Ans: C Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

43. A severe thunderstorm has: A) Winds of 57 miles per hour or greater.

B) Hail of .75 inch diameter or greater.

C) Both A and B. D) The definition varies from one place to another.

Ans: C Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

44. The accompanying severe thunderstorm watch has a time frame of:

A) B) C) D)

A nowcast.

A short-term forecast.

An extended-range forecast.

All of the above.

Ans: A Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

45. According to the accompanying maps, between February 28 and March 2, 2007, a storm had:

A) B) C) D)

Disappeared.

Moved northeastward.

Moved westward.

Moved southeastward.

Ans: B Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

46. The wind barbs on the accompanying map indicate:

A) B) C) D)

A high pressure center just west of Lake Michigan.

A low pressure center just west of Lake Michigan.

An approaching cold front.

An approaching warm front.

Ans: B Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

47. In weather forecasting, skill refers to: A) The programming capabilities of the developer of atmospheric models.

B) The cartographic capabilities of the person drafting the surface charts.

C) The cartographic capabilities of the person drafting the 500 mb synoptic charts.

D) A measure of accuracy of the forecast, compared with actual conditions.

Ans: D Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster

can issue.

Section Ref: Operational Weather Forecasting

48. Chaos in meteorology refers to: A) The disorganized nature of atmospheric data.

B) Computer problems.

C) Winds blowing in different directions.

D) Small differences in forecasts growing more divergent over time.

Ans: D Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

49. Chaos begins to show up in the skill level of forecasts at about:

A) B) C) D)

Day 1 Day 3 Day 5 Day 7

Ans: B Difficulty: Easy

Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

50. Modern, powerful computers still cannot model which of the following atmospheric conditions with complete accuracy?

A) 500 mb pressure.

B) Surface temperatures in flat areas.

C) Cloud formation over mountains.

D) Surface barometric pressure.

Ans: C Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

True/False

51. Ancient peoples could not forecast weather because weather forecasts depend on modern technology.

Ans: False Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

52. Computers are useful in weather forecasting because they can complete many complex calculations in a short period of time.

Ans: True Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather

forecasts.

Section Ref: Local and Synoptic Weather Forecasting

53. A persistence forecast will predict the intensification of a storm.

Ans: False Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

54. The approach of a warm front is often indicated by the appearance of cumulus clouds.

Ans: False Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

55. With the passage of a cold front, cumulus clouds may drop heavy precipitation.

Ans: True Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

56. Radiosondes are launched three times a day.

Ans: False Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

57. Approaching warm air produces clockwise veering wind shear.

Ans: True Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

58. Convective available potential energy (CAPE) refers to energy released during convection.

Ans: True Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

59. The level of free convection of a rising air parcel is the level at which condensation begins.

Ans: False Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

60. The lifting condensation level is marked by the base of clouds.

Ans: True Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

61. Low-pressure centers move toward areas of high pressure and vice-versa.

Ans: False Difficulty: Easy Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

62. Isollobaric maps show areas of equal barometric pressure at a particular point in time.

Ans: False Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

63. Rising barometric pressure indicates the approach of a front.

Ans: False Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

64. Synoptic weather forecasts depend on maps of conditions at many different atmospheric levels.

Ans: True Difficulty: Easy Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

65. Steering winds are found at 750 mb.

Ans: False Difficulty: Easy

Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

66. If relative humidity at 85 mb is 90 percent or greater, rainfall usually results.

Ans: True Difficulty: Easy Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

67. If a low-pressure center at 500 mb is directly over a surface low-pressure center, the storm is probably strengthening.

Ans: False Difficulty: Easy Learning Objective: Describe a synoptic map.

Section Ref: Local and Synoptic Weather Forecasting

68. Doppler radar cannot detect the strength of winds but nothing about their direction.

Ans: False Difficulty: Easy Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

69. A hook echo on Doppler radar indicates precipitation being drawn into a thunderstorm.

Ans: True Difficulty: Medium Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

70. Doppler radar detects tornados directly.

Ans: False Difficulty: Easy Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

71. Height of clouds indicates the intensity of convection and rainfall.

Ans: True Difficulty: Easy Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

72. Satellite images can help predict areas of frost.

Ans: True Difficulty: Easy Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

73. Atmospheric models include equations that simulate how the atmosphere evolves over time.

Ans: True Difficulty: Easy Learning Objective: Describe how computers are used to produce numerical weather forecasts.

Section Ref: Numerical Forecasting

74. A prognostic chart turns the numerical output of computer programs into a visual map image of conditions for some time in the future.

Use Figure 15.11.

Ans: True Difficulty: Easy Learning Objective: Identify types of forecasts that can be generated by computer models.

Section Ref: Numerical Forecasting

75. A meteogram uses data from an atmospheric program to forecast weather for a specific location.

Ans: True Difficulty: Easy Learning Objective: Identify types of forecasts that can be generated by computer models.

Section Ref: Numerical Forecasting

76. A persistence forecast calls for conditions to continue as they are at present.

Ans: True Difficulty: Easy Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

77. Upper-air divergence means air is sinking.

Ans: False Difficulty: Medium Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

78. On the accompanying map, a storm that is located over Colorado may strike the Great Lakes area.

Ans: True Difficulty: Easy Learning Objective: Identify the steps a forecaster might follow to make a weather forecast.

Section Ref: Operational Weather Forecasting

79. A forecast based on the forecaster's experience with similar events is a persistence forecast.

Ans: False Difficulty: Easy Learning Objective: Explain how a forecaster uses previous weather events to help predict future ones.

Section Ref: Operational Weather Forecasting

80. Analog forecasting has an excellent record of accuracy because past events are good predictors of future events.

Ans: False Difficulty: Easy Learning Objective: Explain how a forecaster uses previous weather events to help predict future ones.

Section Ref: Operational Weather Forecasting

81. Forecasters have no access to studies of the performance of atmospheric models, because these are classified by the National Weather Service.

Ans: False Difficulty: Easy Learning Objective: Explain how a forecaster uses previous weather events to help predict future ones.

Section Ref: Operational Weather Forecasting

82. An extended range forecast is anything beyond one week.

Ans: False Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

83. A special weather statement is more urgent than a severe weather watch or warning.

Ans: False Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

84. At validation time, a forecast can be compared with actual conditions.

Ans: True Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

85. According to the accompanying maps, a forecast made on February 28 for severe weather

in Chicago on March 2 would be validated.

Ans: True Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

86. Although forecasting skill has improved over the last quarter-century or so, it is still imperfect because forecasters still lack sufficient training.

Ans: False Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

87. The greatest increase in percent accurate in weather forecasts has been for 7-day forecasts.

Ans: True Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

88. Modern powerful computers can model every aspect of the atmosphere that forecasters need to make forecasts.

Ans: False Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

89. Chaos begins to show up in the skill of forecasts after about Day 3.

Ans: True Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

90. Persistence forecasts have higher skill levels in equatorial areas than in mid-latitudes.

Ans: True Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports that a forecaster can issue.

Section Ref: Operational Weather Forecasting

Essay

91. Ancient peoples and peoples who have no access to sophisticated computers or upper-atmosphere data become very skilled weather forecasters. What kinds of data were

available to them?

Ans: People can use such indicators as wind direction, changes in wind direction and speed, weather conditions, and cloud formations, which will indicate short-range conditions. People who have lived in a place for long periods of time also develop intimate knowledge of seasons, cycles, and local weather patterns.

Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

92. Explain how maps of surface weather conditions may be used to predict weather over a particular place.

Ans: Weather systems often move in the same direction as they have already moved, providing a persistence forecast. However, this method does not indicate an intensification of a storm or a change in storm track. Isobars also give an indication of storm movement; storms tend to move parallel to the isobars ahead of a cold front. Approaching cold and warm fronts are often indicated by wind direction, with winds ahead of warm fronts tending to come from the east and southeast and ahead of warm fronts from the south and southwest.

Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

93. Describe the shifts in wind direction as warm fronts and cold fronts pass.

Ans: As a warm front approaches, winds are usually from the east or southeast. Once the front passes, winds shift to the south and southwest as a cold front approaches. Once the cold front passes, winds shift to the north and northwest.

Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

94. Explain how atmospheric soundings show forecasters the height of the lifting condensation level, the level at which free convection will occur, and the amount of energy that will be

released during convection.

Ans: As the air begins to rise, its temperature will cool according to the dry adiabatic lapse rate.

If it cools enough and reaches the dew point temperature, condensation begins—the height where this condensation occurs marks the lifting condensation level and the height of the cloud base.

However, if the air parcel is still cooler than the surrounding air, it will remain stable unless it continues to be forced aloft. An air parcel that continues to be forced aloft will cool according to the moist adiabatic lapse rate. If the air parcel cooling is less than the cooling of the surrounding atmosphere, at some point its temperature will become equal to and then greater than the temperature of the atmosphere around it. At this point, the parcel has reached the level of free convection. Only then will the parcel become unstable and continue to lift on its own. It will do so until its temperature cools below the temperature of the surrounding atmosphere, at which point convection will stop.

Difficulty: Medium Learning Objective: Identify different methods that use local conditions to produce weather forecasts.

Section Ref: Local and Synoptic Weather Forecasting

95. How do upper-air charts of humidity, temperature, and winds, along with sea-level pressure help develop forecasts?

Ans: Upper-level humidity indicates the likelihood of cloud formation (more than 70%) and

precipitation (more than 90%). Temperature less than -5° C indicate that the precipitation will probably be in the form of snow, while temperatures warmer than that indicate rain. Winds at 500 mb are steering winds and indicate what direction storms will move. A surface low-pressure center to the east of an upper-air low-pressure center indicates that a storm is strengthening.

Difficulty: Medium Learning Objective: Explain the different methods used for synoptic weather forecasting.

Section Ref: Local and Synoptic Weather Forecasting

96. Why do forecasters use a combination of computer models in developing forecasts?

Ans: Because of differences in the equations that the atmospheric programs use and the differences in initial conditions they assume, different atmospheric programs sometimes create different forecasts. Forecasters must use experience with the different models to develop the best possible forecast, and often the “best” model is unknown until after the events come to pass.

Forecasters may combine results of different models into ensemble forecasts.

Difficulty: Medium Learning Objective: Explain why forecasters use multiple models to produce numerical weather forecasts.

Section Ref: Numerical Forecasting

97. Explain how a forecaster uses numerical forecasts to develop a forecast for a particular area.

Ans: While prognostic charts from different atmospheric models may agree on some elements of a forecast, they may disagree on others. The forecaster may choose the model that has performed best under similar circumstances in the past, may use the model that personal experience has shown is preferable, or may develop an ensemble forecast by combining elements of all the models.

Difficulty: Medium Learning Objective: Explain how a forecaster uses previous weather events to help predict future ones.

Section Ref: Operational Weather Forecasting

98. Faced with the situation shown in the accompanying radar image, what kind of report should a forecaster in Chicago issue?

Ans: The squall line to the west of Chicago would indicate that storms, possibly severe, are approaching the city. The forecaster would issue a short-term forecast and possibly a nowcast indicating the possibility of storms. A severe thunderstorm watch or warning could also be issued; this is usually done by the National Weather Service.

Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

99. Use the accompanying set of maps to explain how atmospheric chaos impacts the skill level of forecasts for different time periods.

Ans: The model begins with slight variations in the initial conditions, in this case, the position of the jet stream. By Day 4, the divergence caused by chaos is beginning to appear, although the predicted path of the jet stream is still very close on all the models. By Day 8, the divergence is much more apparent even though the similarity is recognizable. By Day 12, there is virtually no similarity, other than a basic east-west direction.

Difficulty: Medium Learning Objective: Describe the different types of forecasts and weather reports a forecaster can issue.

Section Ref: Operational Weather Forecasting

100. Explain the practical limits of long-range weather forecasting from computer models.

Ans: Not all aspects of the atmosphere can be modeled. Changes in cloud formation and winds over mountainous regions occur at scales too small to capture in the computer modeling data.

Processes such as cloud condensation are still too poorly understood to model accurately. Such uncertainties add to atmospheric chaos to produce uncertainties in forecasts, especially longer-range forecasts.

Difficulty: Easy Learning Objective: Describe the different types of forecasts and weather reports a forecaster

can issue.

Section Ref: Operational Weather Forecasting

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 16: Human-Induced Climate Change and Climate Forecasting

Multiple Choice

1. Anthropogenic climate forcing refers to: A) Irrigation.

B) Urban heat islands.

C) Industrial activity.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

2. The amount of carbon dioxide (CO2) in the atmosphere has increased most rapidly since about:

A) B) C) D)

1800 1850 1900 1950

Ans: D Difficulty: Medium Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

3. The increase in CO2 from human activity is documented in: A) Records of emissions from fossil fuel burning and cement making.

B) Changes in the fraction of CO2 isotopes.

C) Geographical distribution of CO2 concentrations.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

4. Natural sources account for what percentage of methane (CH4) emissions?

A) 10 percent.

B) 20 percent.

C) 30 percent.

D) 40 percent.

Ans: B Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

5. Today, what percentage of methane (CH4) comes from managed agriculture or activities associated with it?

A) 100 percent B) 80 percent C) 75 percent D) 60 percent Ans: D Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

6. Methane concentrations have increased by at least how much over the last 100 years?

A) B) C) D)

50 percent 100 percent 200 percent 250 percent

Ans: B

Difficulty: Medium Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

7. By what percentage have anthropogenic activities increased the concentration of nitrous oxide (N2O)?

A) B) C) D)

10 percent 15 percent 20 percent 25 percent

Ans: B Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

8. Organic matter aerosols come from: A) Inefficient burning of fossil fuels.

B) Biomass burning.

C) Oxidation of plant debris.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gasses

9. Sulfate particles are formed when: A) Dust is blown from fields.

B) Sulfur dioxide gas combines with oxygen and water to form sulfuric acid.

C) Water evaporates.

D) Carbon is released into the atmosphere.

Ans: B Difficulty: Medium Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

10. When more nuclei are present in the atmosphere, A) More water molecules condense on each one.

B) The albedo of the resulting clouds is reduced.

C) Clouds will be composed of smaller but brighter droplets.

D) All of the above.

Ans: C Difficulty: Medium Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

11. Atmospheric carbon makes up what percentage of the carbon in Earth systems?

A) About 2 percent B) About 5 percent C) About 10 percent D) About 25 percent Ans: A Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

12. Atmospheric carbon comes from: A) Plant and animal respiration in the oceans and on land.

B) Outgassing volcanoes.

C) Fossil fuel combustion.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

13. Before the late twentieth century, the largest source of fossil carbon emissions was:

A) B) C) D)

Cement production.

Coal.

Petroleum.

Natural gas.

Ans: B Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

14. Since the late twentieth century, the largest source of fossil carbon emissions has been: A) Cement production.

B) Coal.

C) Petroleum.

D) Natural gas.

Ans: C Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

15. In the 1990s the total carbon emissions from fossil fuel burning each year were: A) 1.5 billion metric tons.

B) 2.5 billion metric tons.

C) 3.6 billion metric tons.

D) 6.5 billion metric tons.

Ans: D Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

16. Deforestation has added about how much carbon to the atmosphere each year?

A) 1.5 billion metric tons.

B) 2.5 billion metric tons.

C) 3.6 billion metric tons.

D) 6.5 billion metric tons.

Ans: B Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

17. The largest portion of added carbon:

A) B) C) D)

Remains in the atmosphere.

Sinks into the oceans.

Returns to the biosphere.

The carbon is equally divided between these destinations.

Ans: A Difficulty: Medium Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

18. Human activity increases the amount of carbon in the atmosphere by about how much per year?

A) 1 million metric tons.

B) 3 million metric tons.

C) 4 billion metric tons.

D) 5 billion metric tons.

Ans: D

Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

19. The residence time for carbon dioxide (CO2) in the atmosphere is about:

A) B) C) D)

75-100 years.

100-150 years.

150-200 years.

Forever.

Ans: B Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

20. The average US citizen consumes enough energy each year to emit: A) 1 metric ton of carbon.

B) 5 metric tons of carbon.

C) 15 metric tons of carbon.

D) 20 metric tons of carbon.

Ans: D Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

21. Estimates place the human population of the Earth in 2100 at:

A) B) C) D)

1-2 billion.

5-10 billion.

7-15 billion.

20-25 billion.

Ans: C Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

22. The Earth's population will probably double over the next:

A) B) C) D)

20 years.

40 years.

70 years.

100 years.

Ans: C Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

23. At the average of predictions for economic growth over the next 100 years, the emission rate for CO2 would:

A) B) C) D)

Double.

Triple.

Quadruple.

Remain the same.

Ans: B Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

24. In predicting carbon dioxide emissions and concentrations, business-as-usual scenarios show doubling the pre-industrial concentration before:

A) 2025.

B) 2050.

C) 2070.

D) 2075.

Ans: C Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

25. In order to keep carbon dioxide levels to rates below double the pre-industrial concentration will require the reduction in emissions by industrialized nations over the next 50 years by: A) 25 percent.

B) 50 percent.

C) 75 percent.

D) 80 percent.

Ans: D Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

26. Since 1900, which factor has had the effect of cooling the atmosphere?

A) B) C) D)

Greenhouse gases.

Solar.

Ozone.

Volcanic eruptions.

Ans: D Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

27. Parameterizations are: A) Collections of data that describe actual atmospheric conditions at the present time.

B) Climate data from the past.

C) Estimates of certain atmospheric processes that approximate the behavior of the atmosphere.

D) Archives of weather forecasts.

Ans: C Difficulty: Easy Learning Objective: Identify the different types of models that make up a global climate model.

Section Ref: Numerical Modeling

28. Ocean models, unlike atmospheric models, consider: A) Salinity.

B) Biological activity.

C) More complex turbulent mixing.

D) All of the above.

Ans: D Difficulty: Medium Learning Objective: Identify the different types of atmospheric models that make up a global climate model.

Section Ref: Numerical Modeling

29. Biological processes in the oceans can affect : A) Albedo.

B) Uptake and release of CO2.

C) Temperature structure.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Describe some of the physical, chemical, and biological processes these different models are designed to represent.

Section Ref: Numerical Modeling

30. Global climate models and global simulation models can predict:

A) B) C) D)

Tomorrow's weather.

Tropical storms.

Regional climate change (less than 100 km).

Natural changes like El Niño.

Ans: D Difficulty: Easy Learning Objective: Explain how scientists use global climate models to predict future climate variability.

Section Ref: Numerical Modeling

31. Under a business-as-usual scenario with carbon dioxide concentrations in the atmosphere increasing 300 percent, the average global temperature would rise by 2100 by:

A) 1.5-2.5° C

B) 2.5-4.5° C C) 4.5-6.5° C D) 6.5-8.5° C Ans: B Difficulty: Easy Learning Objective: Describe how global temperatures might change over the next 100 years given different emissions scenarios.

Section Ref: Climate-Change Predictions

32. Given a doubling of CO2 emissions by 2100, various models predict a range of temperature rises from 4° F. to:

A) B) C) D)

6°.

8°.

10°.

12°.

Ans: D Difficulty: Easy Learning Objective: Describe how global temperatures might change over the next 100 years given different emissions scenarios.

Section Ref: Climate-Change Predictions

33. Most of the differences in the predictions by the different models are the result in differences in treatment of: A) Solar radiation.

B) Precipitation.

C) Clouds.

D) Winds.

Ans: C Difficulty: Easy Learning Objective: Describe how global temperatures might change over the next 100 years given different emissions scenarios.

Section Ref: Climate-Change Predictions

34. Under the business-as-usual scenario, temperatures over the next 100 years would rise most in:

A) B) C) D)

The United States.

The Arctic region.

The Southern Ocean.

The low latitudes.

Ans: B Difficulty: Easy Learning Objective: Explain why regional temperature changes vary from global-average temperature change.

Section Ref: Climate-Change Predictions

35. With higher temperatures, which region is expected to receive more precipitation?

A) B) C) D)

Intertropical convergence zone.

The western Sahara in Africa.

The southwestern United States.

Australia.

Ans: A Difficulty: Easy Learning Objective: Describe how precipitation might change in different regions.

Section Ref: Climate-Change Predictions

36. With changes in soil moisture, suitable growing conditions for wheat may shift to:

A) B) C) D)

Alabama.

Canada.

Kansas.

California.

Ans: B Difficulty: Medium Learning Objective: Describe how precipitation might change in different regions.

Section Ref: Climate-Change Predictions

37. The rise in sea level by 2100 under the business-as-usual scenario is expected to be about:

A) B) C) D)

10 cm.

25 cm.

35 cm.

50 cm.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

38. By 3100 under the business-as-usual scenario, sea level might rise: A) .5 m.

B) 1 m.

C) 2 m.

D) 3 m.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

39. Inundation of 16 percent of Bangladesh, impacting 15 percent of the population, would

result from a rise in sea level of:

.

A) B) C) D)

.5 m.

1 m.

1.5 m.

2 m.

Ans: C Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

40. Which of the following is an uncertain prediction of climate change?

A) Tropical storms will become more frequent and stronger.

B) Droughts will become more severe.

C) Flooding will become more severe.

D) The number of mid-latitude storms will become smaller but they will be more intense.

Ans: A Difficulty: Medium Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

41. Higher global temperatures will affect water resources by: A) More precipitation falling as rain rather than snow.

B) Snow melting earlier than previously.

C) Strains on dams and reservoirs.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

42. Among the plants responding most to increased CO2 levels is: A) Wheat.

B) Corn.

C) Kudzu.

D) None of the above.

Ans: C Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

43. As sea temperatures rise: A) A lack of phytoplankton leads to deaths of sea birds.

B) Higher temperatures lead to death of coral.

C) Storms tear coral from their beds.

D) All of the above.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

44. Which of the following is not a renewable energy resource?

A) Solar.

B) Hydropower.

C) Wind.

D) Nuclear.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

45. Nuclear energy: A) Generates a great deal of energy.

B) Produces no waste product.

C) Requires inexpensive technology to produce.

D) Is renewable.

Ans: A Difficulty: Medium Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

46. Scientists warn that in order to avert a future global warming disaster, current CO2 emissions should be cut by: A) 10 percent.

B) 25 percent.

C) 30 percent.

D) 50 percent.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

47. Carbon emissions today are estimated at: A) 3 billion tons per year.

B) 5 billion tons per year.

C) 8 billion tons per year.

D) 10 billion tons per year.

Ans: C Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

48. One strategy to reduce carbon emissions would be to increase fuel efficiency of the 2 billion cars on the road to: A) 30 miles per gallon.

B) 40 miles per gallon.

C) 50 miles per gallon.

D) 60 miles per gallon.

Ans: D Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

49. One strategy to reduce carbon emissions would be to decrease the average miles driven to: A) 10,000 miles per year.

B) 8,000 miles per year.

C) 5,000 miles per year.

D) 1,000 miles per year.

Ans: C Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

50. One strategy to reduce carbon emissions would be to increase the generation of wind power by: A) 10 times.

B) 15 times.

C) 25 times.

D) 30 times.

Ans: C Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

True/False

51. Human-induced climate change is a recent phenomenon, beginning with the development of modern technology and machinery.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

52. Human activity is responsible for climate change just like El Niño or volcanic eruptions.

Ans: True Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

53. Anthropogenic climate forcing occurs over shorter time spans than El Niño.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

54. Natural sources of methane (CH4) include cattle, termites, and wetlands.

Ans: True Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

55. Methane is a less efficient greenhouse gas than carbon dioxide.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

56. Aerosols are the same as gases.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

57. Dust, organic carbon, and sulfate particles increase the albedo of the Earth's atmosphere.

Ans: True Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

58. Release of black carbon is almost entirely anthropogenic.

Ans: True Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

59. Only large particles serve as nuclei for the formation of clouds.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

60. On land, carbon dioxide accumulates as peat deposits in warm, wet conditions.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

61. The skeletal structures of phytoplankton contain carbon that is immediately available to organisms.

Ans: False Difficulty: Easy Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

62. Residence time refers to the length of time an increase in a gas or aerosol to be effectively reduced or removed.

Ans: True Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

63. With about 5 percent of the world's population the United States emits about 25 percent of the world's CO2.

Ans: True Difficulty: Easy

Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

64. With each percentage point of economic growth, energy consumption increases by 1 percent.

Ans: False Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

65. With each percentage point of increase in energy use, carbon emissions increased by 1 percent.

Ans: False Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

66. Carbon intensity refers to the amount of emissions per square mile or kilometer.

Ans: False Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

67. Carbon intensity depends largely on energy efficiency.

Ans: True Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

68. Population increase and economic growth may offset changes in carbon intensity.

Ans: True Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

69. Even if carbon emissions stabilize by 2100, the concentration will be higher than it was in 1990.

Ans: True Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

70. Scientists believe that even if carbon dioxide emissions stabilize, concentrations will be double or triple their natural level of 280 ppm by 2100.

Ans: True Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

71. Since 1900, volcanic eruptions and ozone have had the effect of cooling the atmosphere.

Ans: False Difficulty: Easy Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

72. The most difficult process to parametize is solar radiation.

Ans: False Difficulty: Easy Learning Objective: Identify the different types of models that make up a global climate model.

Section Ref: Numerical Modeling

73. Friction and density differences in the ocean are less complex than in those in the atmosphere.

Ans: False Difficulty: Easy

Learning Objective: Describe some of the physical, chemical, and biological processes these different models are designed to represent.

Section Ref: Numerical Modeling

74. The large areas of sea ice in the Arctic and around Antarctica have a lower albedo than the water they cover.

Ans: False Difficulty: Easy Learning Objective: Describe some of the physical, chemical, and biological processes these different models are designed to represent.

Section Ref: Numerical Modeling

75. At mid-latitudes, oceanic model grid points are spaced the same distance apart as they are in the atmosphere, but at low latitudes they must be closer together.

Ans: True Difficulty: Easy Learning Objective: Identify the different types of models that make up a global climate model.

Section Ref: Numerical Modeling

76. Land-surface models focus on the correct exchange of heat and moisture between land and atmosphere.

Ans: True

Difficulty: Easy Learning Objective: Describe some of the physical, chemical, and biological processes these different models are designed to represent.

Section Ref: Numerical Modeling

77. Global climate models and global simulation models match actual data only when human-induced changes are added.

Ans: True Difficulty: Easy Learning Objective: Explain how scientists use global climate models to predict future climate variability.

Section Ref: Numerical Modeling

78. Scientists are quite certain that global temperatures will rise over the next 100 years, but they disagree about how much the increase will be.

Ans: True Difficulty: Easy Learning Objective: Describe how global temperatures might change over the next 100 years given different emissions scenarios.

Section Ref: Climate-Change Predictions

79. With higher temperatures in the future, the hydrological cycle can be expected to slow down.

Ans: False Difficulty: Easy Learning Objective: Explain how precipitation might change in different regions.

Section Ref: Climate-Change Predictions

80. With rising temperatures, the Hadley cell can be expected to expand poleward.

Ans: True Difficulty: Easy Learning Objective: Explain how precipitation might change in different regions.

Section Ref: Climate-Change Predictions

81. In the United States, evaporation changes are expected to be greater than precipitation changes, leading to decreases in soil moisture.

Ans: True Difficulty: Easy Learning Objective: Explain how precipitation might change in different regions.

Section Ref: Climate-Change Predictions

82. The biggest factor in rising sea level in the next 100 years will be the melting of glaciers on land.

Ans: False Difficulty: Easy Learning Objective: Identify other future possible climate changes.

Section Ref: Climate-Change Predictions

83. Although warmer ocean temperatures would give tropical storms more energy, the future of tropical storm formation and strength is uncertain.

Ans: True Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

84. Recent observed changes in Arctic sea ice have shown faster shrinkage than had been predicted by models.

Ans: True Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

85. Changes in precipitation from snow to rain would impact hydroelectricity generation.

Ans: True Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

86. Rising temperatures would reduce the hunting territories of polar bears.

Ans: True Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

87. With increased CO2 concentrations, one needs to be more vigilant about poison ivy.

Ans: True Difficulty: Medium Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

88. Some insurance companies have stopped insuring properties in places that are vulnerable to losses.

Ans: True Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

89. Natural gas produces lower levels of CO2 emissions than other fossil fuels.

Ans: True Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

90. Fossil fuels could be completely replaced with renewable energy sources.

Ans: False Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

Essay

91. How do aerosols both cool and warm the Earth?

Ans: Some aerosols such as dust, organic carbon, and sulfate particles enhance the Earth's albedo and thus reflect heat back into space and cool the climate in certain regions. Other aerosols, such as black carbon, increase the absorption of incoming radiation, which can then radiate more longwave energy toward the surface. Black carbon also reduces the albedo of the Earth.

Difficulty: Medium Learning Objective: Identify the gases released through human activity that enhance the greenhouse effect.

Section Ref: Greenhouse Gases

92. Explain what happens to carbon dioxide that is dissolved in ocean water.

Ans: Dissolved carbon dioxide is used by phytoplankton in photosynthesis to build deposits of calcium carbonate. This carbon is not released into the atmosphere until the resulting rock weathers, so that it becomes an enormous storage sink of carbon. Organic compounds synthesized by phytoplankton also settle on the ocean floor and are transformed into hydrocarbons that make up petroleum and natural gas.

Difficulty: Medium Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

93. How have humans increased the carbon in the atmosphere in the last two hundred years?

What happens to that carbon?

Ans: Humans have burned fossil fuels, as well as manufactured cement, which has accounted for most of the additional carbon. They have also cleared forests, which have added more carbon.

Most of the carbon remains in the atmosphere, but some is also absorbed in the oceans or into the biosphere.

Difficulty: Easy Learning Objective: Explain the relationship between emissions and concentrations of greenhouse gases.

Section Ref: Greenhouse Gases

94. What factors influence the future levels of carbon dioxide (CO2) emissions, and how do they operate? What factor will have the greatest impact, and why?

Ans: Population growth will increase the number of people using energy and thus producing carbon dioxide. It will also lead to cutting down more forests. Population growth has been slowing recently, with the Earth's population expected to double in 70 years vs. the 40 years the last doubling took. Economic growth also increases carbon dioxide production because it increases the mechanical energy and fossil-fuel burning of the Earth's people. They replace muscle power of people and animals with mechanical energy. Changes in technology may, however, bring more energy efficiency, so that less carbon is produced per unit of energy used. It may also increase the amount of energy produced by non-fossil-fuel sources. This offsets some of the carbon produced by population and economic growth. Answers to the last question will vary, but students should back up their assertions with facts gained from their text and other reliable sources.

Difficulty: Medium Learning Objective: Describe the factors to consider when determining the future emissions of greenhouse gases by humans.

Section Ref: Greenhouse Gases

95. What types of models to scientists develop to predict climate variability? How do they differ from each other?

Ans: One group of models replicates atmospheric processes. However, cloud formation is the least well understood and the hardest to model, although it has a great impact on weather and climate. Models of the ocean focus on the exchange of heat and moisture between the ocean and the atmosphere. However, the ocean models must take into account greater turbulence, biological processes, and the presence or absence of sea ice. Land models must take into account the varying albedo of different kinds of land cover and vegetation as well as snow and ice.

Difficulty: Medium Learning Objective: Identify the different types of models that make up a global climate model.

Section Ref: Numerical Modeling

96. What types of physical, biological, and chemical processes do models for global climate variability measure?

Ans: Atmospheric models include measures of precipitation, radiation, and condensation.

Oceanic models include physical aspects of turbulence, which is influenced by currents, topography, and friction. They also include chemical aspects of salinity and biological measures of absorption and emission of CO2 by oceanic life. Land models include exchange of heat and moisture between the atmosphere and land surface as well as the albedo of biological land cover of vegetation.

Difficulty: Medium Learning Objective: Describe some of the physical, chemical, and biological processes these different models are designed to represent.

Section Ref: Numerical Modeling

97. How do scientists combine all the parameters to predict future climate variability?

Ans: Once computers are programmed with all the equations for all the variables and parameters, scientists enter data based on various scenarios of present and future conditions.

They may test the results by entering past data and testing the results against known present conditions.

Difficulty: Medium Learning Objective: Explain how scientists use global climate models to predict future climate variability.

Section Ref: Numerical Modeling

98. Explain which regions would see the greatest increases and which would see the smallest increases in temperature under the business-as-usual scenario, and why.

Ans: The Arctic regions would see the greatest increases as warmer temperatures would melt the polar ice, which has a high albedo, replacing it with open water, which has a lower albedo.

Smallest increases would be in the Southern Ocean, where the albedo level would not change and the great expanse of water moderates temperature changes.

Difficulty: Medium Learning Objective: Explain why regional temperature changes differ from global-average temperature change.

Section Ref: Climate-Change Predictions

99. How will global temperature changes increase the chance for larger storms in the mid-latitudes?

Ans: A warmer atmosphere will produce a higher tropopause as the air in the troposphere warms and expands, enabling pressure differences—and wind speeds—in midlatitude storms to grow larger. Therefore, as the globe warms, the number of storms is expected to decrease, but the storms will be larger.

Difficulty: Easy Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions

100. Explain the possible catastrophic changes in the thermohaline circulation related to global temperature change.

Ans: As Arctic sea ice melts and precipitation in the northern latitudes increases, seawater becomes less saline and therefore less dense, so that it does not sink as readily. This sinking is key to bringing equatorial warm water northward. Because the fresher ocean water is fresher is less dense, it does not sink as rapidly or as deeply as before. As the sinking of water in the north Atlantic weakens, there is less northward transport of warm water to replace it. The result is a weakening and southward shift of the Gulf Stream extension, which cools Greenland, northern Europe, and northeastern Canada. The cooling, however, would be superimposed upon the warming caused by the enhanced greenhouse and ice–albedo feedback effects.

Difficulty: Medium Learning Objective: Identify other possible future climate changes.

Section Ref: Climate-Change Predictions