Glencoe Science

Chapter Resources

Atmosphere

Includes:
Reproducible Student Pages
ASSESSMENT TRANSPARENCY ACTIVITIES
✔ Chapter Tests ✔ Section Focus Transparency Activities
✔ Chapter Review ✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity Teacher Support and Planning
✔ Laboratory Activities ✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet ✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
 Name Date Class

Hands-On Activities
Determining If Air Has Mass
Procedure
1. 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 When Predicted Mass of Ball Actual Mass of Ball

Completely Deflated When Fully Inflated When Fully Inflated

Analysis
1. 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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Atmosphere 3
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Hands-On Activities

Modeling Heat Transfer

Procedure
1. 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.

Analysis
1. 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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4 Atmosphere
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Evaluating Sunscreens

Hands-On Activities
Lab Preview
Directions: 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 using
different sunscreen labels.

Real-World Question Procedure

How effective are various brands of 1. The Sun Protection Factor (SPF) tells you
sunscreens? how long the sunscreen will protect you. For
example, an SPF of 4 allows you to stay in
Materials the Sun four times longer than if you did
variety of sunscreens of different brand names not use sunscreen. Record the SPF of each
sunscreen on the data table below.
Goals 2. Calculate the cost per milliliter of each
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■ Draw inferences based on labels on sun- sunscreen brand.

screen brands. 3. Government guidelines say that terms like
■ Compare the effectiveness of different sun- sunblock and waterproof are misleading
screen brands for protection against the Sun. because sunscreens can’t block the Sun’s
■ Compare the cost of several sunscreen brands. rays, and they do wash off in water. List
misleading terms in the data table for each
Safety Precautions brand.
Data and Observations
Brand Name SPF Cost per Milliliter Misleading Terms
1.

2.

3.

4.

Atmosphere 5
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(continued)
Hands-On Activities

Conclude and Apply

1. Explain why you need to use sunscreen.

2. Evaluate A minimum of SPF 15 is considered adequate protection for a sunscreen. An SPF

greater than 30 is considered by government guidelines to be misleading because sunscreens
wash or wear off. Evaluate the SPF of each sunscreen brand.

3. Discuss Considering the cost and effectiveness of all the sunscreen brands, discuss which
brand you consider to be the best buy.

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Communicating Your Data

Create a poster on the proper use of sunscreens, and provide guidelines for selecting the
safest product.

6 Atmosphere
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Air Volume and Pressure

1 Laboratory

Hands-On Activities
Activity
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 the
properties of air—volume and pressure.
Strategy
You will demonstrate that air has volume (occupies space).
You will demonstrate that air exerts pressure.
Materials
water bicycle pump meterstick
beaker (500-ml) air mattress
Procedure
1. Put 250 ml of water in the beaker. 5. Measure in centimeters the length, width,
2. Insert the hose of the bicycle pump so it is and thickness of the air mattress. Record
your measurements in Table 1.
below the surface of the water.
6. Inflate the mattress using the bicycle pump.
3. To demonstrate that air occupies space, Measure and record the dimensions of the
pump air into the water. Record your mattress again.
observations. Remove the pump hose. 7. Push down with your hand on one area of
4. To demonstrate that air exerts pressure, the inflated air mattress. Note how the
place the air mattress on the floor. Press the dimensions of the area you are pushing on
mattress flat to be sure it contains very lit- change. How does the part of the mattress
tle air. Feel the floor through the mattress. surrounding your hands change?
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Data and Observations

Observations:
1. Air pumped into beaker:

2. Pushing down on mattress:

Table 1
Before After
Air mattress pumping pumping
1. Length (cm)

2. Width (cm)

3. Thickness (cm)

Atmosphere 9
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Laboratory Activity 1 (continued)

Hands-On Activities

Questions and Conclusions

1. 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.

4. What happened to the thickness of the air mattress in the area where you pushed on it?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

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?

10 Atmosphere
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Temperature of the Air

2 Laboratory

Hands-On Activities
Activity
Air temperature is an important factor in the scientific study of weather. Air temperature affects
air pressure and, thus, the type of weather that may occur. Differences in air temperature also
cause winds. By studying the air temperature and weather at different times during the day, you
may be able to predict how the air temperature will affect local weather.
Strategy
You 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
Procedure Data and Observations
1. Select an outdoor site for taking air
temperature readings. Make sure the site is Table 1
an open shaded area. Date Time Temp (˚C) Other
2. Record the air temperature at this site three
1.
times each day for a week. Be careful to
read the thermometer at the same times 2.
each day. Record data in Table 1.
3.
3. Record additional weather factors, such as
cloud cover, precipitation, and winds. 1.
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2.
3.
1.
2.
3.
1.
2.
3.

1.
2.
3.

Atmosphere 11
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Laboratory Activity 2 (continued)

Hands-On Activities

Graph your data showing temperature and time. Graph temperature on the vertical axis and time
on the horizontal axis.

Temperature

Time

Questions and Conclusions

1. Why did you take your air temperature readings in the shade instead of the Sun?

2. Describe any patterns in your air temperature graph.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

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?

12 Atmosphere
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Directed Reading for Overview

Content Mastery Atmosphere
Directions: Complete the concept map using the terms in the list below.
weather exosphere coldest air temperature ionosphere stratosphere

1.
which is the space travel
region of

Meeting Individual Needs

2.
thermosphere which also
contains the

The layers 3.
are which
of the mesosphere
the has the
atmosphere
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4.
which ozone layer
contains the

troposphere in which 5. ____________

occurs

Atmosphere 15
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Directed Reading for Section 1 ■ Earth’s

Content Mastery 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.
Meeting Individual Needs

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.

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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 sinks
is 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.

16 Atmosphere
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Directed Reading for Section 3 ■ Air Movement

Content Mastery

Directions: Identify the illustrations below as showing a sea breeze or land breeze.

Warm air

Warm air

Cool air Cool air

Meeting Individual Needs

1. 2.

Directions: Match each cause with the correct effect. Write the letter of the effect in the blank before the cause.
Cause Effect
3. The equator receives more of the a. Cold air sinks.
Sun’s energy. b. Air near the equator is
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4. Warm air is less dense than cold air. warmer.

5. The poles receive less of the Sun’s energy. c. The Coriolis effect exists.
6. Cold air is more dense than warm air. d. Warm air rises.
7. Warm air molecules are farther apart. e. Warm air is less dense.
8. Earth rotates. f. Air near the poles is
colder.

Atmosphere 17
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Directed Reading for Key Terms

Content Mastery Atmosphere
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
1
Meeting Individual Needs

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9

10

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
18 Atmosphere
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Earth’s Atmosphere
1 Reinforcement

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?

Meeting Individual Needs

Directions: Use the chart to answer questions 4–7.
Gas Percent by volume Gas Percent by volume

A 78.09 Helium trace

B 20.95 Methane trace

Argon 0.93 Krypton trace

Carbon dioxide 0.03 Xeron trace

C 0.0 to 4.0 Hydrogen trace

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Neon trace Ozone trace

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?

Atmosphere 23
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Observing the Effects of

1 Enrichment
Air Pressure
Temperature affects the density of air. The following experiment demonstrates the power of air
pressure.
Materials
glass bottle
sheet of paper
long match or paper drinking straw and match
hard-boiled egg, peeled
Procedure
Meeting Individual Needs

1. 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 the
top of the bottle with the pointed end of the egg down.
Analyze
1. What happened to the egg?

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2. What caused the egg to do this?

Conclude and Apply

3. How can you get the egg out?

26 Atmosphere
 Name
Thermals
3 Enrichment
Convection is responsible not only for major
wind systems that affect the entire Earth but
also for small-scale air movements that affect
only a small part of Earth’s surface. Land and
sea breezes are an example of small-scale air
movements, or local winds. These small-scale
movements are the result of differences in
temperature over land and sea.
Meeting Individual Needs
Small Scale Movement
Thermals are another type of small-scale
movement. Thermals develop over only a few
hundred square meters of land and last less
than an hour. The formation of thermals is
illustrated in the pictures below.
Figure 1 Figure 2
Figure 4
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?
28 Atmosphere
Date Class
Figure 1 shows the thermal beginning as a
rising column of air at Earth’s surface.
In Figure 2, a cap develops at the top.
Eventually, the cap breaks off and increases
in size as it continues to be forced upward
(Figures 3 and 4). At higher altitudes, the
thermal develops a “donut shape” before it
dissipates 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. The
amount of heating at the surface varies,
depending upon the amount of solar
radiation absorbed by that part of Earth’s
surface.
Figure 3
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Figure 5
 Name Date Class

Note-taking Atmosphere
Worksheet
Section 1 Earth’s Atmosphere
A. ____________________—thin layer of air that protects the Earth’s surface from extreme
temperatures and harmful Sun rays
B. Atmospheric makeup—mixture of gases, ________________, and liquids
1. 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.

Meeting Individual Needs

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
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1. _______________ layers
a. Lowest layer, where humans live, is the _____________________, which extends about
10 km up, and contains most of the water vapor and gases.
b. Extending from 10 km to 50 km above Earth, the ______________________ contains
ozone.
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; has
very few molecules
D. ______________________________—molecules closer to the surface are more densely
packed (at higher pressure) than those higher in the atmosphere because of the mass of gases
pressing down from higher in the atmosphere.

Atmosphere 29
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Note-taking Worksheet (continued)

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, particularly
the 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 _______________
Meeting Individual Needs

F. _____________________—about 19 km to 48 km above Earth in the stratosphere, this layer of

3-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 Atmosphere

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A. 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 a
lower 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, pushing
up 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.

30 Atmosphere
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Note-taking Worksheet (continued)

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.

Meeting Individual Needs

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 to
shift 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 _________________
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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 pole
and 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 toward
warmer land during the day
2. _____________________—at night, air moves off the land toward the water as the land
cools more rapidly than the water
Atmosphere 31
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Chapter Atmosphere
Review
Part A. Vocabulary Review
Directions: Complete the following sentences using the correct terms.
1. The lowest layer of the atmosphere is the ___________________________; it contains clouds
and 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 ___________________________.
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Assessment
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° latitude
in 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 ____________________.

Atmosphere 33
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Chapter Review (continued)

Part B. Concept Review
Directions: 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

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Assessment

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

34 Atmosphere
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Chapter Atmosphere
Test
I. Testing Concepts
Directions: 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 easterlies
b. prevailing westerlies d. trade winds
3. In the water cycle, evaporated water ______.
a. precipitates as rain or snow c. becomes groundwater
b. 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 the
United States.
a. prevailing westerlies c. trade winds
b. polar easterlies d. doldrums
7. The ______ merges into outer space.
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a. troposphere b. stratosphere c. mesosphere d. exosphere

Assessment
8. Too much exposure to ______ can cause skin cancer.
a. water vapor c. ultraviolet radiation
b. 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 molecules
b. blocking ultraviolet radiation d. increasing nitrogen levels

Atmosphere 35
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Chapter Test (continued)

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 reaching
Earth’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 water
b. the land heats and cools more quickly than the water
c. air moves more easily over water than over land
d. 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 fields
b. the ozone layer d. the jet streams
19. Temperatures in the thermosphere are ______.
a. hot and cold c. very cold
b. 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

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Assessment

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 a. 21 percent of the atmosphere
27. smog b. zero to four percent of air
c. most common gas in air
28. water vapor
d. normally found in the upper stratosphere
29. oxygen
e. caused when pollutants mix with oxygen and other
30. ozone chemicals in the presence of sunlight
36 Atmosphere
 Name Date Class

Chapter Test (continued)

II. Understanding Concepts
Skill: Comparing and Contrasting
Directions: Use the chart to answer the questions.

Original Temperature after Temperature

Thermometer temperature heat applied after heat turned off
reading for 15 minutes for 15 minutes
Above sand 25˚C 33˚C 26˚C

Above water 25˚C 28˚C 27˚C

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?
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Assessment
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
Water vapor
atmosphere? 0.0 to 4.0%

Oxygen
6. About what percent of Earth’s atmosphere does
water vapor make up?
21%

7. How could you express the amount of nitrogen in

Earth’s atmosphere as a fraction?
78%

Nitrogen

Atmosphere 37
 Name Date Class

Chapter Test (continued)

Skill: Concept Mapping
Directions: The following sentences appear in an events-chain concept map that shows how CFCs destroy the
ozone 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?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3. Where is the air pressure the greatest, at sea level or on a mountaintop? Explain.
Assessment

4. If you were standing at the equator, which way would the cold air coming from the South Pole
appear to be moving?

5. Three things can happen to the radiation that Earth receives from the Sun. What are they?

38 Atmosphere