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TRANSCRIPT
Glencoe Science
Chapter Resources
Atmosphere
Includes:
Reproducible Student Pages
ASSESSMENT
✔ Chapter Tests
✔ Chapter Review
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
✔ Laboratory Activities
✔ Foldables–Reading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
TRANSPARENCY ACTIVITIES
✔ Section Focus Transparency Activities
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
Teacher Support and Planning
✔ Content Outline for Teaching
✔ Spanish Resources
✔ Teacher Guide and Answers
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Atmosphere 3
Name Date Class
Determining If Air Has Mass
Analysis1. What change occurs in the mass of the ball when it is inflated?
2. Infer from your data whether air has mass.
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Procedure1. On a pan balance, find the mass of an inflatable ball that is
completely deflated.
2. Hypothesize about the change in the mass of the ball when it is inflated.
3. Inflate the ball to its maximum recommended inflation pressure.
4. Determine the mass of the fully inflated ball.
Mass of Ball WhenCompletely Deflated
Predicted Mass of Ball When Fully Inflated
Actual Mass of Ball When Fully Inflated
4 Atmosphere
Name Date Class
Modeling Heat Transfer
Hands-On Activities
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Procedure1. Cover the outside of an empty soup can with black construction paper.
2. Fill the can with cold water and feel it with your fingers.
3. Place the can in sunlight for 1 h, then pour the water over your fingers.
Analysis1. Does the water in the can feel warmer or cooler after placing the can in sunlight?
2. What types of heat transfer did you model?
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Atmosphere 5
Name Date Class
Lab PreviewDirections: Answer these questions before you begin the Lab.
1. Why are terms like “sunblock” and “waterproof” misleading?
2. Why is it important to calculate the cost per milliliter of each brand of sunscreen?
Without protection, sun exposure can damage your health. Sunscreens pro-tect your skin from UV radiation. In this lab, you will draw inferences usingdifferent sunscreen labels.
Real-World QuestionHow effective are various brands ofsunscreens?
Materialsvariety of sunscreens of different brand names
Goals■ Draw inferences based on labels on sun-
screen brands.■ Compare the effectiveness of different sun-
screen brands for protection against the Sun.■ Compare the cost of several sunscreen brands.
Safety Precautions
Procedure1. The Sun Protection Factor (SPF) tells you
how long the sunscreen will protect you. Forexample, an SPF of 4 allows you to stay inthe Sun four times longer than if you didnot use sunscreen. Record the SPF of eachsunscreen on the data table below.
2. Calculate the cost per milliliter of eachsunscreen brand.
3. Government guidelines say that terms likesunblock and waterproof are misleadingbecause sunscreens can’t block the Sun’srays, and they do wash off in water. Listmisleading terms in the data table for eachbrand.
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Data and Observations
Misleading TermsBrand Name SPF Cost per Milliliter
1.
2.
3.
4.
Evaluating Sunscreens
6 Atmosphere
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Conclude and Apply1. Explain why you need to use sunscreen.
2. Evaluate A minimum of SPF 15 is considered adequate protection for a sunscreen. An SPFgreater than 30 is considered by government guidelines to be misleading because sunscreenswash or wear off. Evaluate the SPF of each sunscreen brand.
3. Discuss Considering the cost and effectiveness of all the sunscreen brands, discuss whichbrand you consider to be the best buy.
Hands-On Activities
Communicating Your Data
Create a poster on the proper use of sunscreens, and provide guidelines for selecting thesafest product.
(continued)
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Atmosphere 9
Name Date Class
Air Volume and Pressure
You can’t always see the air in Earth’s atmosphere, but air is real. Like any other form of matter,air has definite physical properties. As you work through this activity, you will observe two of theproperties of air—volume and pressure.
StrategyYou will demonstrate that air has volume (occupies space).You will demonstrate that air exerts pressure.
Materials
LaboratoryActivity11
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Procedure1. Put 250 ml of water in the beaker.2. Insert the hose of the bicycle pump so it is
below the surface of the water.3. To demonstrate that air occupies space,
pump air into the water. Record yourobservations. Remove the pump hose.
4. To demonstrate that air exerts pressure,place the air mattress on the floor. Press themattress flat to be sure it contains very lit-tle air. Feel the floor through the mattress.
5. Measure in centimeters the length, width,and thickness of the air mattress. Recordyour measurements in Table 1.
6. Inflate the mattress using the bicycle pump.Measure and record the dimensions of themattress again.
7. Push down with your hand on one area ofthe inflated air mattress. Note how thedimensions of the area you are pushing onchange. How does the part of the mattresssurrounding your hands change?
water bicycle pump meterstickbeaker (500-ml) air mattress
Data and Observations
Observations:1. Air pumped into beaker:
2. Pushing down on mattress:
Table 1
BeforepumpingAir mattress
Afterpumping
1. Length (cm)
2. Width (cm)
3. Thickness (cm)
10 Atmosphere
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Laboratory Activity 1 (continued)
Name Date Class
Questions and Conclusions1. What happened in the beaker of water when you pumped air into it?
2. What property of air does this demonstrate?
3. Calculate the volume of air in the air mattress. Show your work below. If you need more room,use the back of this page.
Hands-On Activities
4. What happened to the thickness of the air mattress in the area where you pushed on it?
5. What happened to the area of the air mattress surrounding the area you pushed? What property of air does this show?
6. Does air exert pressure? Defend your answer.
Strategy Check
Can you demonstrate that air has volume?
Can you demonstrate that air exerts pressure?
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Atmosphere 11
Name Date Class
Temperature of the AirLaboratoryActivity22
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Air temperature is an important factor in the scientific study of weather. Air temperature affectsair pressure and, thus, the type of weather that may occur. Differences in air temperature alsocause winds. By studying the air temperature and weather at different times during the day, youmay be able to predict how the air temperature will affect local weather.
StrategyYou will measure air temperature at different times during the day.You will measure air temperature at the same location each time.You will graph your results and compare your graph with those of your classmates.
Materials Celsius thermometer (metal backed)graph paper
Procedure1. Select an outdoor site for taking air
temperature readings. Make sure the site isan open shaded area.
2. Record the air temperature at this site threetimes each day for a week. Be careful toread the thermometer at the same timeseach day. Record data in Table 1.
3. Record additional weather factors, such ascloud cover, precipitation, and winds.
Data and Observations
Table 1
1.
2.
3.
Date Time Temp (˚C) Other
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
12 Atmosphere
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Laboratory Activity 2 (continued)
Name Date Class
Graph your data showing temperature and time. Graph temperature on the vertical axis and timeon the horizontal axis.
Hands-On Activities
Questions and Conclusions1. Why did you take your air temperature readings in the shade instead of the Sun?
2. Describe any patterns in your air temperature graph.
3. Do these patterns agree with patterns observed by your classmates? Explain.
4. How can you explain the patterns in terms of solar energy absorbed by the land?
Strategy Check
Can you measure air temperature?
Can you collect data for a week?
Can you graph your data?
Tem
pera
ture
Time
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Atmosphere 15
OverviewAtmosphere
Directions: Complete the concept map using the terms in the list below.
weather exosphere coldest air temperature ionosphere stratosphere
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arethe
The layersof the
atmosphere
1.
4.
2.
3.
which is theregion of
which alsocontains the
whichcontains the
whichhas the
thermosphere
troposphere
mesosphere
ozone layer
space travel
in which 5. ____________occurs
16 Atmosphere
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Section 1 ■ Earth’s Atmosphere
Section 2 ■ Energy Transfer in the Atmosphere
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.
1. The layer of atmosphere that we live in is the oreeshroppt.
2. The most common gas in our atmosphere is gnoetrin.
3. The layer of atmosphere that contains the ozone layer is the rattsoreephs.
4. Harmful energy that comes from the sun is travelutoil triadiona.
5. Chemical compounds that pollute the atmosphere are frochrabonlorolucos.
6. Energy is transferred when molecules bump into one another in notonducci.
7. A cycle in which air is warmed, warm air rises, air is cooled, and cooled air sinksis a nocitecnov centurr.
8. All the water on Earth’s surface is called the dropshyere.
9. The process of water vapor changing to a liquid is called cannedsitnoo.
10. When water changes from a liquid to a gas, it asprotavee.
Meeting Individual Needs
Directed Reading for
Content Mastery
Directions: Match each cause with the correct effect. Write the letter of the effect in the blank before the cause.
Cause
3. The equator receives more of the Sun’s energy.
4. Warm air is less dense than cold air.
5. The poles receive less of the Sun’s energy.
6. Cold air is more dense than warm air.
7. Warm air molecules are farther apart.
8. Earth rotates.
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Atmosphere 17
Section 3 ■ Air Movement
Directions: Identify the illustrations below as showing a sea breeze or land breeze.
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Effect
a. Cold air sinks.
b. Air near the equator iswarmer.
c. The Coriolis effect exists.
d. Warm air rises.
e. Warm air is less dense.
f. Air near the poles iscolder.
Cool air
Warm air
Cool air
Warm air
1. 2.
Directed Reading for
Content Mastery
18 Atmosphere
Name Date Class
Meeting Individual Needs
Name Date Class
Directions: Use the terms to complete the puzzle below. The letters in the dark, vertical box will spell a familiar term.
Coriolis effect troposphere sea breeze
ionosphere ozone layer jet stream radiation
land breeze condensation hydrosphere
Key Terms Atmosphere
1. Part of atmosphere that protects Earth from harmful radiation
2. The transfer of energy that occurs when molecules bump into one another
3. Narrow belt of strong wind at high altitude
4. All the water on Earth’s surface
5. The process of water vapor changing to a liquid
6. Layer of atmosphere closest to Earth’s surface
7. A layer of charged particles above Earth
8. Constant movement of water between the atmosphere and Earth’s surface.
9. Shifts the direction of free moving fluids such as air and water
10. A local wind system created during the day
9
8
10
7
6
5
4
2
11
3
Directed Reading for
Content Mastery
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Atmosphere 23
Directions: Answer the following questions on the lines provided.1. Which atmosphere layer contains electrically charged particles that reflect radio waves?
2. In which atmosphere layer(s) does the temperature increase as altitude increases?
3. In which atmosphere layer(s) does the temperature decrease as altitude increases?
Directions: Use the chart to answer questions 4–7.
Earth’s Atmosphere
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4. What information does the chart show?
5. A, B, and C represent three different gases. What is A?
How do you know?
6. What is B?
How do you know?
7. What is C?
How do you know?
A
B
Argon
Carbon dioxide
C
Neon
Gas
0.03
Percent by volume
Helium
Methane
Krypton
Xeron
Hydrogen
Ozone
Gas
trace
trace
trace
trace
trace
trace
Percent by volume
78.09
20.95
0.93
0.0 to 4.0
trace
26 Atmosphere
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Observing the Effects ofAir Pressure
Temperature affects the density of air. The following experiment demonstrates the power of airpressure.
Materials glass bottlesheet of paperlong match or paper drinking straw and matchhard-boiled egg, peeled
Procedure1. Be sure that the opening at the top of the glass bottle is slightly smaller than the diameter of
the egg.
2. Crumple the sheet of paper into a ball and drop it into the bottle.
3. Light the end of the paper drinking straw or the long match. Use to ignite the paper in the bottle. Be careful!
4. Immediately after the paper burns out, set the peeled hard-boiled egg over the opening at thetop of the bottle with the pointed end of the egg down.
Analyze1. What happened to the egg?
2. What caused the egg to do this?
Conclude and Apply3. How can you get the egg out?
Enrichment11
Meeting Individual Needs
28 Atmosphere
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Thermals
Convection is responsible not only for majorwind systems that affect the entire Earth butalso for small-scale air movements that affectonly a small part of Earth’s surface. Land andsea breezes are an example of small-scale airmovements, or local winds. These small-scalemovements are the result of differences in temperature over land and sea.
Small Scale MovementThermals are another type of small-scale
movement. Thermals develop over only a fewhundred square meters of land and last lessthan an hour. The formation of thermals isillustrated in the pictures below.
Figure 1 shows the thermal beginning as arising column of air at Earth’s surface.In Figure 2, a cap develops at the top.Eventually, the cap breaks off and increasesin size as it continues to be forced upward(Figures 3 and 4). At higher altitudes, thethermal develops a “donut shape” before itdissipates in the cooler air (Figure 5).
Thermals may develop where Earth’s surface is warm and the overlying air is cool.This may occur anywhere on Earth. Theamount of heating at the surface varies,depending upon the amount of solar radiation absorbed by that part of Earth’s surface.
Enrichment33
Meeting Individual Needs
1. Thermals occur as a result of hot and cold air movements: ____________________ air rises
and ____________________ air sinks.
2. What eventually causes a thermal to dissipate?
3. Vultures and hawks sometimes “glide the thermals.” What do you think this means? Why do
you think they do it?
Figure 1 Figure 2
Figure 4 Figure 5
Figure 3
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Atmosphere 29
Atmosphere
Section 1 Earth’s AtmosphereA. ____________________—thin layer of air that protects the Earth’s surface from extreme
temperatures and harmful Sun rays
B. Atmospheric makeup—mixture of gases, ________________, and liquids1. Early atmosphere was much different than today.
a. Volcanoes produced nitrogen and carbon dioxide, but little ________________.
b. More than 2 billion years ago __________________________ began producing oxygen.
c. Eventually oxygen formed an _______________ layer that protected Earth from harmful rays.
d. _______________ plants and diverse life forms developed.
2. Atmospheric _______________ include nitrogen (78%), oxygen (21%), carbon dioxide,water vapor, and argon.a. Atmosphere is changing with the introduction of pollutants: increasing human energy
use is increasing the amount of _____________________.
b. Pollutants mix with oxygen and other chemicals to form _________________.
3. _________________ include dust, salt, and pollen.
4. _________________ include water droplets and droplets from volcanoes.
C. ______________ main layers of the atmosphere
1. _______________ layers
a. Lowest layer, where humans live, is the _____________________, which extends about10 km up, and contains most of the water vapor and gases.
b. Extending from 10 km to 50 km above Earth, the ______________________ containsozone.
2. _______________ layers
a. ____________________ extends from 50 km to 85 km and is the layer in which meteors are visible.
b. Thickest part of atmosphere is from 85 km to 500 km and is called the
______________________ for its high temperatures.c. Within the mesosphere and thermosphere is a layer of charged particles called the
_____________________ that can help carry radio waves.
d. ___________________—outer layer of atmosphere in which the space shuttle flies; hasvery few molecules
D. ______________________________—molecules closer to the surface are more denselypacked (at higher pressure) than those higher in the atmosphere because of the mass of gasespressing down from higher in the atmosphere.
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Note-takingWorksheet
30 Atmosphere
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E. _____________________ in atmospheric layers
1. The troposphere is warmed primarily by the Earth’s surface; temperature
___________________ as altitude increases in this layer.
2. Temperatures __________________ as altitude increases in the stratosphere, particularlythe upper portion because ozone absorbs energy from the Sun.
3. Temperatures __________________ with altitude in the mesosphere.
4. Thermosphere and exosphere are the first to receive the Sun’s rays, so they are
very _______________
F. _____________________—about 19 km to 48 km above Earth in the stratosphere, this layer of3-atom oxygen molecules (O3)protects the Earth from the Sun’s harmful ultraviolet radiation
1. Life on Earth, as we know it, _________________ on it.
2. Pollutants called _____________________________ (CFCs) are destroying the ozone layer.
a. CFCs are used in _______________________, air conditioners, aerosol sprays, and foam packaging.
b. If these products develop a leak, CFCs can enter the ____________________.
3. The ozone layer has a large hole over ____________________.
Section 2 Energy Transfer in the AtmosphereA. Some energy from the Sun is reflected back into _______________, some is absorbed by the
____________________, and some is absorbed by ______________ and water on Earth’s surface.
B. ______________—energy that flows from an object with a higher temperature to one with alower temperature
1. ___________________—energy transferred in rays or waves
2. ____________________—transfer of energy when molecules bump into each other through contact
3. ____________________—transfer of heat by the flow of a material
a. Molecules move closer together, making the air more dense, and air
____________________ rises.
b. Cold air _______________, pushing up warm air, which then cools and sinks, pushingup more warm air.
C. The _______________ cycle—water moves back and forth between Earth’s atmosphere and surface
1. Energy from the Sun causes water to ___________________ from the hydrosphere,and rise as vapor.
Meeting Individual Needs
Note-taking Worksheet (continued)
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Atmosphere 31
2. Water vapor in the atmosphere can cool and return to liquid form
through _______________________
a. When water vapor condenses, clouds of tiny water __________________ may form.
b. Water droplets collide to form larger _______________.
3. As water drops grow, they fall back to Earth as _______________________.
D. Earth’s atmosphere is unique—it holds just the right amount of the Sun’s ________________ to support life.
Section 3 Air Movement
A. ______________ is the movement of air from an area of high pressure to an area of lower pressure.
1. Different areas of Earth receive different amounts of the Sun’s ___________________.
a. The equator’s warm air, being less dense, is pushed upward by denser, ______________ air.
b. The pole’s cold air, being more ______________, sinks and moves along Earth’s surface.
2. The _________________________—rotation of the Earth causes moving air and water toshift to the right north of the equator and left south of the equator
B. Global winds—wind patterns, caused by convection currents combined with the Coriolis
effect, affect the world’s _________________
1. Near the equator, very little wind and daily rain patterns called the __________________
2. Surface winds
a. Between the equator and 30° latitude (north and south) are steady __________________,blowing to the west.
b. Between 30° and 60° latitude (north and south) the _______________________________blow to the east, in the opposite direction of the trade winds.
c. __________________________ blow from northeast to southwest near the north poleand from southeast to northwest near the south pole.
3. Upper troposphere—narrow belts of strong winds called ______________________
a. Jet stream moves ________________ in the winter.
b. Moves ________________ systems across the country
C. Local wind systems—affect _______________ weather
1. _____________________—a convection current blows wind from the cooler sea towardwarmer land during the day
2. _____________________—at night, air moves off the land toward the water as the landcools more rapidly than the water
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Note-taking Worksheet (continued)
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Atmosphere 33
Chapter Review
Atmosphere
Part A. Vocabulary ReviewDirections: Complete the following sentences using the correct terms.
1. The lowest layer of the atmosphere is the ___________________________; it contains cloudsand smog.
2. An oxygen form present in the ___________________________ filters ultraviolet radiation from the sun.
3. Heat transfer that occurs when molecules come in contact with one another
is ___________________________.
4. Winds blowing from the northeast to the southwest near the North Pole are known
as ___________________________.
5. Air masses moving in the northern hemisphere are turned westward from their original
paths in the ___________________________.
6. A windless zone at Earth’s equator where air rises almost straight up is called
the ___________________________.
7. The ___________________________ reflects radio waves at night.
8. Cool, dense air near the sea moves inland toward warm, dense areas during the day and
sets up ___________________________.
9. At 30° north or south of the equator, air descending to Earth’s surface creates
steady ___________________________.
10. The transfer of energy in the form of rays or waves is known
as ___________________________.
11. The ___________________________ blow from southwest to northeast at 30° to 60° latitudein the northern hemisphere.
12. Cool, dense air moves during the night from the land toward water
as ___________________________.
13. Skin cancer can be caused by too much exposure to ___________________________.
14. Each hemisphere has two narrow belts of fast-moving winds
called ___________________________.
15. Some chemicals that are being blamed for the destruction of the ozone layer
are ____________________.
Asse
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Chapter Review (continued)
34 Atmosphere
Part B. Concept ReviewDirections: Describe each of the following concepts on the lines provided.
1. three things that can happen to the energy Earth receives from the Sun
2. the danger of ultraviolet radiation
3. the relationship of radiation, conduction, and convection
4. the destruction of ozone by chlorofluorocarbons
5. the cause of the difference in temperature between the equator and the poles
6. the two most abundant gases in our atmosphere
7. the factors that affect air pressure
8. the Coriolis effect on wind patterns
9. sea breezes during the day and land breezes at night
Assessment
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Atmosphere 35
Chapter Test
Atmosphere
I. Testing ConceptsDirections: In the blank to the left, write the letter of the term or phrase that correctly completes each statement.
1. The ______ is the layer of the atmosphere nearest to Earth’s surface.a. mesosphere b. troposphere c. stratosphere d. ionosphere
2. The ______ are windless zones near the equator.a. doldrums c. polar easterliesb. prevailing westerlies d. trade winds
3. In the water cycle, evaporated water ______.a. precipitates as rain or snow c. becomes groundwaterb. runs into lakes, streams, and oceans d. condenses into clouds
4. ______ is the transfer of energy by electromagnetic waves.a. Conduction b. Convection c. Radiation d. Condensation
5. Electrically-charged particles are found primarily in the ______.a. troposphere b. exosphere c. ionosphere d. stratosphere
6. The ______ are responsible for the movement of much of the weather across theUnited States.a. prevailing westerlies c. trade windsb. polar easterlies d. doldrums
7. The ______ merges into outer space.a. troposphere b. stratosphere c. mesosphere d. exosphere
8. Too much exposure to ______ can cause skin cancer.a. water vapor c. ultraviolet radiationb. air pressure d. ozone
9. Air in the ______ is warmed by heat from Earth’s surface.a. troposphere b. exosphere c. stratosphere d. thermosphere
10. ______ is the transfer of heat by the flow of a heated material.a. Radiation b. Conduction c. Convection d. Absorption
11. The ______ is caused by Earth’s rotation.a. jet stream b. Coriolis effect c. doldrums d. trade winds
12. Air above the ______ is heated more than at any other place on Earth.a. north pole b. south pole c. equator d. United States
13. Chlorofluorocarbons destroy the ozone layer by ______.a. adding more ozone molecules c. destroying ozone moleculesb. blocking ultraviolet radiation d. increasing nitrogen levels
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Chapter Test (continued)
36 Atmosphere
14. Steady winds between the equator and 30° latitude north or south are known as ______.a. doldrums b. jet streams c. easterlies d. trade winds
15. Air currents that blow near the north and south poles are the ______.a. polar easterlies b. trade winds c. polar westerlies d. jet streams
16. Reflection and absorption by the atmosphere prevent some ______ from reachingEarth’s surface.a. ozone b. radiation c. nitrogen d. oxygen
17. Sea and land breezes happen because ______.a. the land heats and cools more slowly than the waterb. the land heats and cools more quickly than the waterc. air moves more easily over water than over landd. air moves more easily over land than over water
18. The distinct wind patterns on Earth’s surface are created by ______ and by the Coriolis effect.a. differences in heating c. magnetic fieldsb. the ozone layer d. the jet streams
19. Temperatures in the thermosphere are ______.a. hot and cold c. very coldb. constantly changing d. very warm
20. ______ is the only substance that exists as a solid, liquid, and gas in Earth’s atmosphere.a. Nitrogen b. Ozone c. Water d. Radiation
Directions: In the blank at the left, write the letter of the term that matches each description.
21. transfer of energy through space a. conduction
22. transfer of energy through contact b. convection
23. transfer of heat causing differences in air density c. radiation
24. transfer of energy from land and water to air by direct contact
25. transfer of energy from the Sun to Earth’s surface
Directions: Match the terms in the left column with the phrases in the right column. Write the letter of the correct phrase in the blank at the left.
26. nitrogen
27. smog
28. water vapor
29. oxygen
30. ozone
Assessment
a. 21 percent of the atmosphere
b. zero to four percent of air
c. most common gas in air
d. normally found in the upper stratosphere
e. caused when pollutants mix with oxygen and otherchemicals in the presence of sunlight
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Atmosphere 37
II. Understanding Concepts
Skill: Comparing and Contrasting
Directions: Use the chart to answer the questions.
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1. Over which material did the air heat faster?
2. Over which material did the air cool faster?
3. How can the temperatures of sand and water affect the climate of the area?
4. How does this information explain the difference between land and sea breezes?
Skill: Using a Graph
Directions: Use the circle graph to answer the following questions.5. Which gas makes up about one-fifth of Earth’s
atmosphere?
6. About what percent of Earth’s atmosphere does water vapor make up?
7. How could you express the amount of nitrogen in Earth’s atmosphere as a fraction?
Water vapor0.0 to 4.0%
Nitrogen
Oxygen
21%
78%
Temperatureafter heat turned off
for 15 minutes
Temperature afterheat applied
for 15 minutesThermometer
Originaltemperature
reading
Above sand
Above water
25˚C
25˚C
33˚C
28˚C
26˚C
27˚C
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Chapter Test (continued)
38 Atmosphere
Skill: Concept Mapping
Directions: The following sentences appear in an events-chain concept map that shows how CFCs destroy theozone layer. Number the sentences in the order in which they would appear on the map.
8. A regular two-atom O2 molecule is formed.
9. A chlorine atom from a chlorofluorocarbon molecule comes near a molecule of ozone.
10. The ozone molecule breaks apart.
III. Applying Concepts
Writing Skills
Directions: Answer the following questions in complete sentences on the lines provided.
1. You can’t see, touch, or smell the ozone layer. Why is it important to you?
2. Many cities are trying to reduce their smog levels. Why?
3. Where is the air pressure the greatest, at sea level or on a mountaintop? Explain.
4. If you were standing at the equator, which way would the cold air coming from the South Poleappear to be moving?
5. Three things can happen to the radiation that Earth receives from the Sun. What are they?
Assessment