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SA #4 – Part 1: Global Climate Factors
Overview:
In Chapter 1, we studied the varied experimental approaches of ecology (SA #1).
Then, our study of the history of ecology revealed how ecology emerged from
natural history through biogeography to the “multi-stemmed bush” that it is today
(SA #2). We have also discussed the inability of strictly naturalistic science to
produce an ethical basis for caring about the very environment we are now
impacting in negative ways. Many believe ecology (the study of “how the world
works”) must partner with ethics if we are to have an objective basis for “why we
should care about the Earth” and “how then should we live (SA #3).” Now we
begin our study of the physical environment within which life exists.
Assignment: SA #4 will cover two lectures. Part #1 focuses upon the global scale, namely a
study of global energy relationships powered by the sun. Part #2, page 4.5, will
focus upon microclimate relationships, or “climate as viewed on a local scale.
Forward:
Our study of Earth’s climate can begin with two concepts which you may have
encountered in your secondary level Earth science course:
1. Life on Earth depends on a continuous supply of solar energy which is
transformed into chemical, thermal, and kinetic energy according to
thermodynamic laws.
2. The energy environment at a given geographical location on Earth depends
upon complex interactions involving atmosphere, ocean, and land on a
revolving planet which rotates on a tilted axis and has one natural satellite.
Reading:
Textbook: Molles Chapter 2, p 15-21; Chapter 4, p 99-100; and Chapter 23, pp561-62
Lecture Aid: Slides for SA #4 on S:\drive
Other Resources: Visit the McGraw Hill Online Learning Center (OLC) and open
“Atmosphere, Climate, and Weather” for helpful on-line aids including the Natural
Resources Conservation Service’s (NRCS) National Water and Climate Center.
Procedure:
This assignment is crucial to your understanding of ecology – and how it is that
organisms live where they do and when they do. First, reread the “Concept”
statements above and the three “Concepts” given by Molles, Chapter 2 page 16.
Then, turn to Ch. 23 and skim pages 561-62 which provide a model for the path of
solar energy to Earth. Our focus will be upon how the properties of Earth
influence global distribution of energy and precipitation and thus influence the
climate of Earth. You will also be introduced to climate diagrams which illustrate
seasonal temperature and precipitation trends on a standard chart format.
Study
Questions:
1.
Turn to the energy model presented in Figure 23.2 to answer the following (write out
answers):
a. Explain the “paths” taken by solar energy to and from planet Earth.
b. Define each of the processes included in the model (see Chapter 4, p 99-100).
c. Finally, according to the model and text, how does the atmosphere affect solar
energy income and release? (List several ways.) See the attached “Lecture-Study
Outline.”.
4.2
2.
What is the greenhouse effect?
a. What are several common greenhouse gases?
b. How does biological activity on Earth influence the greenhouse effect?
c. Name one practice you engage in that increases the concentration of greenhouse
gases? One that would decrease greenhouse gases?
3.
Answer question #3 of the “Review Questions” of Chapter 2.
4.
What variables are plotted on the x-axis and the two y-axes of climate diagrams (e.g.
Figure 2.6, 2.7)? What standard convention is used in scaling the two climate
parameters on the y-axes?
5.
List all of the climate and geographic information one can learn from a climate diagram.
Note: SA #4, Part #2 will build upon this introduction to climate data and relate it to
the concept of biomes.
4.3
Solar Radiation and Global Climate - LECTURE / STUDY OUTLINE
BIO 2600
A.
SOURCE _________________________________________________________________
B.
PATH – See Figure 23.2 and Lecture Slides to be Provided
C.
FACTORS AFFECTING “SOLAR INCOME” at a given point on Earth: (list)
1. ________________ 2. _______________ 3. ________________ 4. _______________
Notes:
D.
ATMOSPHERIC EFFECTS
1. REFLECTING - by
2. FILTERING - e.g.
3. BLANKETING - e.g.
4. TRANSPORTING - BY AIR MOVEMENTS:
a. VERTICAL b. LONGITUDINAL c. CIRCULATION RESULTING IN TRANSPORT OF:
1. MOISTURE, FROM - SALT WATER TO
...AND EQUATORIAL TO
2. HEAT ENERGY TO HIGHER LATITUDES VIA:
a. WARM AIR (D.4.)
b. WATER VAPOR [VAPORIZATION --> CONDENSATION + _______
c. LIQUID WATER - OCEAN CURRENTS
E.
LOCAL ATMOSPHERIC EFFECTS – Microclimate (see SA #4 - Part #2)
General Ecology
BIO 2600
NAME ____________________________
Take-at-Home Quiz
Lab Section (circle one):
W
R
F
INSTRUCTIONS: Select the correct choice in response to each question and write the UPPER CASE
LETTER of your choice in the appropriate box below. For any short-answer items, answer in two or
three concise sentences. To receive credit, you must complete the quiz, print it out, and be in attendance
(or excused) to hand it in when requested during lecture either on or after the date of the assignment to
which this quiz is attached. You may complete the quiz alone or with others as long as you are mentally
involved in answering the questions to assess your progress and to stimulate further learning.
1. Each of the following choices represents either an early contributor, a concept, or a theory that
relates primarily to one of the hierarchical levels of biological organization from atoms up to
ecosystems? Which one relates to the highest level?
1. gene pool
2. superorganism
>> More Choices —>
C. Justis von Leibig
D. Arthur G. Tansley
E. Law of Tolerance
2. A climate diagram as developed by Heinrich Walter provides all of the following information except:
A. elevation
B. dry seasons
C. mean monthly precipitation
D.
E.
mean annual temperature
global warming trends at that location
3. So-called “greenhouse gases” include all of the following except:
A. ozone
B. oxygen
Score Answers Here -->
C.
nitrous oxide
1.
2.
D. carbon dioxide
E. clorofluorocarbons
3.
4. After reading the article “Humboldt’s Legacy...” by Sachs, please answer the two questions below.
Use two or three sentences to present a distillation of careful thought and reflection.
a. How did Humboldt and Darwin each attempt
to explain the existence of struggle and strife?
b. What traits or views of Humboldt or Darwin
might you apply to your current learning?
4.5
‚
SA #4 – Part 2: Climate and Microclimates
Looking
SA #4 - part 1 emphasized the dynamic relationship between solar energy
Back: and the Earth’s atmosphere, land, and oceans. Solar energy is changed in quantity
and quality as interacts with the atmosphere and planetary surface. This interaction
on a curved, tilted, rotating, revolving planet produces climatic variation which is
recorded in climate diagrams.
Forward:
Part #2, a short assignment, turns us from the global scale climate (macroclimate) to
local scale climate or microclimate. Macroclimate as we hear it described in
weather reports exerts important effects on a regional or continental scale. But, the
microclimate concept teaches us that the environment of living organisms is
influenced by short-term changes in local climate due to the presence of local
structures (e.g. hills, lakes, buildings, trees) and events. Which matters more to a
plant or animal (or you) in a given moment– the global biome you live in or your
microclimate? Let’s see if you are right.
Reading:
Textbook: Molles Chapter 4, pages 90-93 (stop at “Aquatic Temperatures”)
Procedure:
Our focus is on “Concept” #1, page 85. Read this statement and then, the
“Summary Concept” version at the end of Chapter 4. Skim pages 90-93 and then
read and study in detail. I hope that the concept of microclimate will bring a
fascinating new dimension to your understanding of biology and ecology. Use
the Study Questions to test your learning and record your insights.
Study
Questions:
1.
List some natural phenomena and human-derived features that influence microclimate
in landscapes of which you are familiar.
2.
In Chapter 4, answer “Review Questions” #1 and #2.
3.
What is a thermal inversion? How might such an inversion become a factor
influencing human health in a city that is located in a valley? [Study the attached
graphic; then bring your thoughts to class discussion and be prepared to learn more.]
4.
Discuss ways that you as a homeowner (now or future) might use “microclimate
modification” for energy conservation and comfort. Explain the energy relationships
involved.
4.6
LOCAL
AIR
MOVEMENT
Solar
Radiation
Cool
S
+
IR
Convection
Cool air drawn in
_______________________________________________________________
Warm
Air
APPLICATIONS:
A. Coastal Breezes:
Cooler
Cool Air
Warmer
Warmer
B.
Urban Community
Warmer Air
Warm
Cool Air
Inversion
Cool Air