5/19 PitU: Layers of the Atmosphere

A diagram showing the temperature profile of the atmosphere

Assignment: Take notes as you go through this section, then submit a copy of your notes.

Overview

The atmosphere is layered, corresponding with how the atmosphere’s temperature changes with altitude. By understanding the way temperature changes with altitude, we can learn a lot about how the atmosphere works. While weather takes place in the lower atmosphere, interesting things, such as the beautiful aurora, happen higher in the atmosphere. Why does warm air rise? As energy is added, and the air heats up, its kinetic energy increases (the molecules speed up) and they bounce off each other and take up more space.

  • When gas molecules are cool, they are sluggish and do not take up as much space. With the same number of molecules in less space, both air density and air pressure are higher.
  • When gas molecules are warm, they move vigorously and take up more space. Air density and air pressure are lower.

Warmer, lighter air is more buoyant than the cooler air above it, so it rises. The cooler air then sinks down, because it is denser than the air beneath it. This is convection, which was described in the Plate Tectonics chapter.

The property that changes most strikingly with altitude is air temperature. Unlike the change in pressure and density, which decrease with altitude, changes in air temperature are not regular. A change in temperature with distance is called a temperature gradient.

The atmosphere is divided into layers based on how the temperature in that layer changes with altitude, the layer’s temperature gradient. The temperature gradient of each layer is different. In some layers, temperature increases with altitude and in others it decreases. The temperature gradient in each layer is determined by the heat source of the layer. Most of the important processes of the atmosphere take place in the lowest two layers: the troposphere and the stratosphere.

An average temperature profile through the lower layers of the atmosphere. Height (in miles and kilometers) is indicated along each side. Temperatures in the thermosphere continue to climb, reaching as high as (3,600°F) 2,000°C.

Energy transfers in the atmosphere

Source: NASA earth observatory, The Atmosphere’s Energy Budget

In the diagram above: Follow the yellow arrows to see the path of incoming solar radiation (light, x-rays, ultraviolet, etc.). The red arrows show the path of infrared energy that is created when the incoming radiation interacts with particles in the atmosphere or on the earth.

On average, 340 watts per square meter of solar energy arrives at the top of the atmosphere. Earth returns an equal amount of energy back to space by reflecting some incoming light and by radiating heat (thermal infrared energy). Most solar energy is absorbed at the surface, while most heat is radiated back to space by the atmosphere. Earth’s average surface temperature is maintained by two large, opposing energy fluxes (a flux is a change/flow) between the atmosphere and the ground—the greenhouse effect. NASA illustration by Robert Simmon, adapted from Trenberth et al. 2009, using CERES flux estimates provided by Norman Loeb.)

Temperature-based layers

Troposphere (about 0-10 km)

Tropo means change. The troposphere is where about all of our weather occurs, so there is a lot of change in the troposphere.

The temperature of the troposphere is highest near the surface of the Earth and decreases with altitude.

On average, the temperature gradient of the troposphere is 6.5 °C per 1,000 m (3.6 °F per 1,000 ft.) of altitude. What is the source of heat for the troposphere?

Earth’s surface is a major source of heat for the troposphere, although nearly all of that heat comes from the Sun. Rock, soil, and water on Earth absorb the Sun’s light and radiate it back into the atmosphere as heat. The temperature is also higher near the surface because of the greater density of gases. The higher gravity causes the temperature to rise.

A large flat cloud
Clouds over the ocean

Notice that in the troposphere warmer air is beneath cooler air. What do you think the consequence of this is? This condition is unstable. The warm air near the surface rises and cool air higher in the troposphere sinks. So air in the troposphere does a lot of mixing. This mixing causes the temperature gradient to vary with time and place. The rising and sinking of air in the troposphere means that all of the planet’s weather takes place in the troposphere.

Sometimes there is a temperature inversion, air temperature in the troposphere increases with altitude and warm air sits over cold air. Inversions are very stable and may last for several days or even weeks. They form:

  • Over land at night or in winter when the ground is cold. The cold ground cools the air that sits above it, making this low layer of air denser than the air above it.
  • Near the coast where cold seawater cools the air above it. When that denser air moves inland, it slides beneath the warmer air over the land.

Since temperature inversions are stable, they often trap pollutants and produce unhealthy air conditions in cities. At the top of the troposphere is a thin layer in which the temperature does not change with height. This means that the cooler, denser air of the troposphere is trapped beneath the warmer, less dense air of the stratosphere. Air from the troposphere and stratosphere rarely mix.

Stratosphere (about 10-30 km)

Starto means spreading out. This is a region where air particles are very spread out.

Ash and gas from a large volcanic eruption may burst into the stratosphere, the layer above the troposphere. Once in the stratosphere, it remains suspended there for many years because there is so little mixing between the two layers. Pilots like to fly in the lower portions of the stratosphere because there is little air turbulence.

Photograph taken from space of the Earth's surface and layers. The orange layer is the troposphere, where all of the weather and clouds which we typically watch and experience are generated and contained. This orange layer gives way to the whitish Stratosphere and then into the Mesosphere. In some frames the black color is part of a window frame rather than the blackness of space.

In the stratosphere, temperature increases with altitude. What is the heat source for the stratosphere? The direct heat source for the stratosphere is the Sun. Air in the stratosphere is stable because warmer, less dense air sits over cooler, denser air. As a result, there is little mixing of air within the layer.

The ozone layer is found within the stratosphere between 15 to 30 km (9 to 19 miles) altitude. The thickness of the ozone layer varies by the season and also by latitude. The ozone layer is extremely important because ozone gas in the stratosphere absorbs most of the Sun’s harmful ultraviolet (UV) radiation. Because of this, the ozone layer protects life on Earth. High-energy UV light penetrates cells and damages DNA, leading to cell death (which we know as a bad sunburn). Organisms on Earth are not adapted to heavy UV exposure, which kills or damages them. Without the ozone layer to reflect UVC and UVB radiation, most complex life on Earth would not survive long.

Mesosphere (about 30-50 km)

Meso means middle. It is about in the middle of the atmosphere.

Temperatures in the mesosphere decrease with altitude. Because there are few gas molecules in the mesosphere to absorb the Sun’s radiation, the heat source is the stratosphere below. The mesosphere is extremely cold, especially at its top, about −90 degrees C (−130 degrees F).

The air in the mesosphere has extremely low density: 99.9 percent of the mass of the atmosphere is below the mesosphere. As a result, air pressure is very low. A person traveling through the mesosphere would experience severe burns from ultraviolet light since the ozone layer which provides UV protection is in the stratosphere below. There would be almost no oxygen for breathing. Stranger yet, an unprotected traveler’s blood would boil at normal body temperature because the pressure is so low.

Thermosphere (about 50-500 km)

Thermo means heat. The thermosphere has the hottest gases in the atmosphere.

The density of molecules is so low in the thermosphere that one gas molecule can go about 1 km before it collides with another molecule. Since so little energy is transferred, the air feels very cold. Within the thermosphere is the ionosphere. The ionosphere gets its name from the solar radiation that ionizes gas molecules to create a positively charged ion and one or more negatively charged electrons. The freed electrons travel within the ionosphere as electric currents. Because of the free ions, the ionosphere has many interesting characteristics. At night, radio waves bounce off the ionosphere and back to Earth. This is why you can often pick up an AM radio station far from its source at night.

The aurora has a sinuous ribbon shape that separates into discrete spots near the lower right corner of the image. While the dominant coloration of the aurora is green, there are faint suggestions of red left of image center. Dense cloud cover is dimly visible below the aurora.

The Van Allen radiation belts are two doughnut-shaped zones of highly charged particles that are located beyond the atmosphere in the magnetosphere. The particles originate in solar flares and fly to Earth on the solar wind. Once trapped by Earth’s magnetic field, they follow along the field’s magnetic lines of force. These lines extend from above the equator to the North Pole and also to the South Pole then return to the equator.

When massive solar storms cause the Van Allen belts to become overloaded with particles, the result is the most spectacular feature of the ionosphere—the nighttime aurora. The particles spiral along magnetic field lines toward the poles. The charged particles energize oxygen and nitrogen gas molecules, causing them to light up. Each gas emits a particular color of light.

Other layers; not based on temperature

Ozone layer (about 15-35 km)

The ozone layer or ozone shield is a region of Earth‘s stratosphere that absorbs most of the Sun‘s ultraviolet radiation. It contains high concentration of ozone (O3) in relation to other parts of the atmosphere, although still small in relation to other gases in the stratosphere. The ozone layer contains less than 10 parts per million of ozone, while the average ozone concentration in Earth’s atmosphere as a whole is about 0.3 parts per million. The ozone layer is mainly found in the lower portion of the stratosphere, from approximately 15 to 35 kilometers (9.3 to 21.7 mi) above Earth, although its thickness varies seasonally and geographically.[1]

From Wikipedia: Ozone Layer

Exosphere (higher than 500 m)

Exo means outside. The exosphere is the outermost layer of the atmosphere.

There is no real outer limit to the exosphere, the outermost layer of the atmosphere; the gas molecules finally become so scarce that at some point there are no more. Beyond the atmosphere is the solar wind. The solar wind is made of high-speed particles, mostly protons and electrons, traveling rapidly outward from the Sun.

There is no real outer limit to the exosphere, the outermost layer of the atmosphere; the gas molecules finally become so scarce that at some point there are no more. Beyond the atmosphere is the solar wind. The solar wind is made of high-speed particles, mostly protons and electrons, traveling rapidly outward from the Sun.

Ionosphere (about 60-1,000 km)

The ionosphere is the ionized part of Earth’s upper atmosphere, from about 60 km (37 mi) to 1,000 km (620 mi) altitude, a region that includes the thermosphere and parts of the mesosphere and exosphere. The ionosphere is ionized by solar radiation. It plays an important role in atmospheric electricity and forms the inner edge of the magnetosphere. It has practical importance because, among other functions, it influences radio propagation to distant places on the Earth.[3]

From Wikipedia: Ionosphere

Optional: Other resources if you’d like to see more.

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Licenses and Attributions

Source of document

Revised from Layers of the Atmosphere, in Lumen Physical Geography.

CC licensed content, Shared previously

All rights reserved content

  • Temperature Inversion – Cool Science Experiment. Authored by: Sick Science!. Located at: https://youtu.be/LPvn9qhVFbM. License: All Rights Reserved. License Terms: Standard YouTube License
  • Layers of the Atmosphere-Hommocks Earth Science Department. Authored by: metfan869. Located at: https://youtu.be/S-YAKZoy1A0. License: All Rights Reserved. License Terms: Standard YouTube License

Public domain content

5/18 PitU: Graphing atmospheric temperatures

Image of upper and lower atmospheric temperature trends

Scientists have measured the temperature at different levels in the atmosphere, using airplanes, weather balloons, and other devices. The average temperature at different heights is given below. The layers of the atmosphere are named due to the trend of temperatures in each layer.

Graph this data on paper or using a spreadsheet or Desmos (use a connect-the-dots graph if possible). Hint: You can copy/paste the table below into your favorite graphing program.

If you would like to print out a pre-labeled graph page, you can download one here.

Temperature (°C)Altitude (km)
150
-185
-4910
-5615
-5620
-5125
-4630
-3735
-2240
-845
-248
-252
-755
-1760
-3365
-5470
-6575
-7981
-8684
-8692
-8195
-72100

Questions from your graph

5/15 PitU: This week: Climate and physics

Image showing water temperatures in the northern Pacific ocean on Aug 27, 2013

Acid and the ocean

The average pH of the ocean is 8.1, which means it is on the base side of the pH scale (remember, less than 7 is acidic, greater than 7 is basic). When scientists talk about ocean acidification, they are actually talking about ocean ‘de-basicifiction’—but that doesn’t sound as good 🙂

Ocean acidification

An unusual type of acid is carbon dioxide (CO2). It’s unusual because most acids have a hydrogen atom/ion on them somewhere that can dissociate when the acid is mixed with water. Here’s the process that carbon dioxide undergoes when mixed with water:

How carbonic acid effects shells in the ocean

Watch the following video. It is part a review of acid/bases and pH, and part an introduction to oceans turning a bit more acidic.

Remember: pH 7 is neutral, greater than 7 is basic, lower than 7 is acidic.

Reading & questions

Read the article here.

Questions

  1. What is pH and how is it measured?
  2. How is ocean acidification related to a global increase in temperature?
  3. What is the Kyoto Protocol? 
  4. What chemical reaction happens when CO2 and seawater (H2O) mix?
  5. Explain how shelled organisms are negatively impacted by ocean acidification.
  6. What are a few ways you can help reduce global ocean acidification?

Submit photo of answers

Submit a photo of your answers here. If you use more than one page, it’s OK to only submit the first page.

Further reading/viewing

If you’d like more information on this topic, here are some resources:

4/29-31 PitU: Acid and base solutions

image showing that acids, when dissolved in water, produce H+ ions, and that bases produce OH- ions

More coming soon!

Definition of acids and bases

Image showing pH scale and example solutions at each pH level
The pH scale

In the simplest definition, acids are substances that when dissolved in water release hydrogen ions (H+), and bases are substances that release hydroxide ions (OH-).

In chemistry class, you will dig deeper into acids and bases, and develop a more complete definition of acids and bases, but these two definitions will do for this class.

The pH scale was developed as a means of classifying the concentration of H+ ions and OH- ions in a solution.

The pH scale

  • 7 is neutral (same number of H+ as OH-)
  • lower numbers are acidic with more H+ than OH- ions
  • higher numbers are basic with more OH- than H+

Quiz coming Thursday afternoon

4/22-29 Solutions Part 3: Solution Concentrations

Meme of President Lincoln with "That's so four score and seven years ago..." text

Back to Part 2

Concentration calculations

Definition

You can also find most of this information on page 238 and 239 in your textbook.

You may be most used to the word concentration used in terms of paying attention to something. For example, you may concentrate on your study the night before a test. What are you doing when you concentrate? You are trying to focus all your attention on that one thing.

To concentrate can been seen as to focus all of your attention in a small area. Taking that definition into science, to concentrate is to put a lot of stuff (we call this the solute) into a smaller portion of the stuff you are mixing into (the solvent).

To calculate the concentration, simply divide the amount of solute by the total amount of the solution:

    \begin{align*}\mathbf{concentration = \frac{solute}{total~solution}}\end{align}

Concentrations as a percent

We frequently express concentrations as a percent. Percent means ‘per hundred.’ If you calculate your grade, say you got 40/50, into a percent, what you are really saying is ‘if the test were worth 100 points, I would have earned 80 points.’ The equation is, therefore:

    \begin{align*}\mathbf{\frac{40}{50} = \frac{x}{100}}\end{align}

Then you ‘cross-multiply and divide to get the answer of 80%.

To calculate the concentration as a percent, the equation starts with:

    \begin{align*}\mathbf{\frac{solute}{solution} = \frac{x}{100}}\end{align}

So, we generally rearrange this formula (by multiplying both sides by 100) and use the following to solve any solution percent concentration.

The equation for percent concentration, therefore, is

    \begin{align*}\mathbf{concentration = \frac{solute}{solution}}\times100\end{align}

Calculating concentrations as percents

Video

The following video shows how to calculate mass percents. Don’t worry about the when she talks about PPM (stands for Parts Per Million), but the rest of the video is helpful.

Moles: Counting molecules, atoms, and ions

Chemicals are made up of such small particles that we cannot count them individually. Lets look at some examples to help you understand this huge counting number.

Dozen

Photo showing eggs in a 6-pack, dozen, and a flat of 30

Can you imagine going to the grocery store and asking to buy one egg? Eggs are small enough that they sell them in dozens (sometimes half-dozen, two-dozen, and two and one half-dozen).

Score

Meme of President Lincoln with "That's so four score and seven years ago..." text

Score is a word that means 20. It’s not used much these days, but has an memorable role in US history, used by President Lincoln in the Gettysburg Address.

Gross

Photo showing a gross of gold studs and a gross of pencils.

Small parts or materials sold to businesses are often sold by the gross. A gross is a dozen dozens. A jeweler might by a gross of gold studs, or a school might by a gross of pencils.

One other counting word based on the dozen is the great gross, which is a dozen gross.

The mole

drawing of a red soda can

You’ll learn much more about this in chemistry, but the mole is just a very large number. To get a sense of how large this number is, if you could count all the grains of sand on the earth, this would only be about 1 ten-thousandth of a mole. That means it would take 10,000 earths to have one mole of sand grains.

A twelve-ounce can of soda has about 20 moles of water! Hopefully that gives you an idea how small molecules, ions, and ions are.

Concentrations in moles/liter

One of the common measurements for concentration is the mole per liter. You can read about this on Page 239 in your textbook. To calculate the concentration in moles/liter, it’s a simple division calculation:

    \begin{align*}\mathbf{concentration = \frac{solute~in~moles}{solution~in~liters}}\end{align}

Video: Solving for molarity

The following video provides a good overview. At about 4:45 into the video, it gets into chemical formulas that you won’t need to do in this class (again, you’ll get to this in chemistry).

Online molarity simulation

If you would like to experiment with solutions, this PhET simulation is a great tool that allows you to adjust the amount of water, solutes, evaporation, and see the results with a meter.

Concluding quiz

4/20-24: Part 2: Electrical conductivity and solutions

Photo of light bulbs over mixtures of water and sugar, salt, and silicon dioxide

Review of Part 1

  • Substances are made of up small particles (atoms, molecules, ions) that can mix together and may or may not take up the same space after mixing.
  • These particles have kinetic/thermal energy, and thus are always moving and/or vibrating.
  • Solutions contain two parts.
    • A solvent is the majority part
    • One or more solutes are the minority parts

Electrical conductivity and solutions

Watch the following video then answer the questions.

Quiz

Review

Many of you may have been surprised that pure water does not conduct electricity…but pure water does not conduct electricity. The reason we think about water as being dangerous around electricity is that almost no water is pure! All the water we interact with is a solution of some type; even our drinking water has fluoride and chlorine as solutes in it (fluoride for healthy teeth, and chlorine–in various chemical formulas–to prevent growth of microorganisms).

The copper aluminum metal was able to conduct electricity when it was dry because each grain of aluminum was touching another, and a continuous path of metal existed between the two probes. But when it was mixed in the water, the continuous path was broken because the aluminum fell to the bottom.

Molecules and ions

So, why does salt in solution conduct electricity, and sugar and silicon dioxide do not. The answer is in how these substances behave when dissolved in water. Watch the following video to look at the shapes of some substances.

If you want to create your own 3D models of compounds, visit Moview.org. Enter a name of a chemical in the search box in the upper left corner, and they will likely have a model of it.

Definitions

Molecules

Substances whose atoms are connected by sharing atoms and have a net charge of zero (just like with forces in opposite directions can cancel each other out, positives and negatives can cancel each other out) are called molecules. (Much more about this when you take chemistry, but this will do for now.)

Ions and ionic substances

Other substances have either a positive or negative charge. These can either be atoms combined similar to molecules, but still with a non-zero net charge, or single atoms with an ‘extra’ electron, or ‘missing’ an electrons. These substances are called ions. Neutral particles that combine both of these are called ionic substances. Salt is an example of an ionic compound.

Quiz

Next page: Solutions Part 3: Calculating concentration of solutions

Part 3: Concentrations

4/20-24: Part 1: Solutions (multi-substance, not answers)

Image posing the question "Combining identical volumes of different substances. Does 2 plus 2 always equal 4?

This week and next we will be studying solutions, as well as acids and bases. The science department considers this essential knowledge for your success in Biology next year, so please do your best to learn it. Remember, we are minimizing the content we are covering to help you through our current COVID-19 difficulties, but we are providing you with information that we hope you pay attention to.

Mixing materials

Watch the following video, then answer the questionnaire after it.

Definitions

When making a solution, two parts are mixed together. These two parts are given the following names:

  • The solute is the substance there is less of.
  • The solvent is the substance there is more of.

Examples

  • In a the ocean, water is the solvent, and salts are the solutes.
  • In a soda, water is the solvent and sugar and flavorings are the solutes.
  • In white gold, gold is the solute and platinum or palladium are the solutes.
  • In air, nitrogen is the solvent, and oxygen, water vapor, and carbon dioxide are the solutes (and, unfortunately, often smoke or other pollution).

Mixing food coloring in water

Watch the following video, then answer the questions after it.

Video of diffusion of gases into a solution

Continue on next page

Click here for next page.

4/8 PitU: EM Spectrum and Light; plus Doppler effect review

image showing wavelength decrease as car approaches and decreases as car move away

This week I will collect all your work from the first three weeks, and we will review Doppler effect.

After spring break (which is next week), we will start into Acids and Bases, Chapter 4 in the textbook (I’ll post scans of the pages here shortly, in case you can find your book).

Electromagnetic spectrum and Light: Turning in assignments and quiz. Due by Friday

Doppler effect review and electromagnetic waves

Doppler effect review

image showing wavelength decrease as car approaches and decreases as car move away

We covered the Doppler effect earlier this semester, but many other classes are seeing it for the first time. The assignment should be fairly easy for you, but I need to make sure you understand it. In this week, we will also look at the Doppler effect and how we determine the speed and direction of stars and galaxies.

Doppler Effect; Nova Runaway Universe: Moving Targets

This activity has two options; one for those with Flash on their computers, and one that doesn’t require Flash. If you can run Flash on your computer, that interface is a bit more interactive, but both interfaces provide the same information.

Doppler effect across space: Redshift

The Doppler effect has been used to show that the universe is expanding. The video below is cued up to the portion that presents this, but feel free to watch the entire video from the start if you want to learn more…

For those who want more detailed information

While you don’t need to know these for class, some students may want to read/watch them.

Spring break, April 13-17

Make sure you have completed all the above work. We will be starting on Acids and Bases when we return.

Relax and enjoy your break; stay healthy. If you are looking for activities to keep you busy at home, check out my General science/educational resources.

4/5 PitU: Survey to help with planning for the next two months

image showing a computer screen with a generic survey on it

Please take a moment to complete the following survey. It is worth 10 points, just to encourage everyone to complete it 🙂

You will need to be logged in to your school Google account in your web browser to complete this survey.

Hoping you and your families are safe and healthy.

I’ll be posting more assignments for the next week on Monday morning.

If the embedded form below doesn’t work for you, you can find it directly here.

4/1 PitU: Wrapping up the Electromagnetic spectrum

image of the EM spectrum, showing objects that are about the same size as the wavelength

Next week we’ll be moving into “Phase 2” of our Learning at Home period. Vanden and the District have been hard at work ensuring that all students have devices and internet connections so your teachers can provide you with more opportunities to learn from home.

The Physics Team has been working hard to prepare lessons that are accessible from home to help everyone of you to have all the knowledge you will need for Biology next year. We are dropping some of the lessons we would normally cover to allow you to focus on this knowledge.

I hope you are safe and healthy at home, and continuing physical distancing to help us pass through this pandemic quickly (stats show California is doing a good job of ‘lowering the curve).

Review of Electromagnetic Spectrum

image of the EM spectrum, showing objects that are about the same size as the wavelength

By now, I hope you all have finished Chapter 18, The Electromagnetic Spectrum and Light. If you are struggling, please take a moment to look back at some of the resources I have posted online to help.

I developed a Kahoot! to help with review. There are 27 questions, and it is open as a “Challenge,” which does not have time limits, and you can take it as many times as you want. You can find it here, or enter 0789319 as the PIN in your Kahoot! app.

I’ll be able to watch how many of you complete it, as well as to see which questions are toughest for many students–then I can post hints/tips for those questions online.