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Meteorology Today 11th Edition Ahrens Solutions Manual
Instructor's Manual and Test Bank to accompany Meteorology Today, 11th Edition
Chapter 2
Energy: Warming Earth and the Atmosphere
Learning Objectives
This chapter begins with a definition of temperature and a comparison of the absolute (Kelvin),
Celsius, and Fahrenheit temperature scales. Heat, the flow of energy between objects having different
temperatures, occurs in the atmosphere by the processes of conduction, convection, and radiation. Air is a
relatively poor conductor of heat but can transport heat efficiently over large distances by the process of
convection. The latent heat energy associated with the phase changes of water is shown to also be a very
important energy transport mechanism in the atmosphere. A physical explanation of why rising air cools
and sinking air warms is given.
The nature of and rules which govern the emission of electromagnetic radiation are reviewed
next. Students should find the discussion of Sunburning and UVB radiation in this section interesting and
relevant. The atmospheric greenhouse effect and the exchange of energy between the earth's surface, the
atmosphere, and space are examined in detail. As the role of greenhouse gases in climate change is
undergoing vigorous investigation, the latest research results are presented. Students will see that, because
the amounts of energy absorbed and emitted by Earth are in balance, the Earth's average radiative
equilibrium temperature varies little from year to year. Students should understand that the energy Earth
absorbs from the Sun consists primarily of short-wave radiation. The energy emitted by Earth is almost
entirely in the form of infrared radiation. Selective absorbers in the atmosphere, such as water vapor and
carbon dioxide, absorb some of Earth's infrared radiation and re-radiate a portion of it back to the surface.
Because of this effect, Earth's average surface temperature is much higher than it would be otherwise. A
useful focus section describes this effect in the context of radiative equilibrium. Results from recent
research relating to the effect of increasing concentrations of carbon dioxide and other greenhouse gases
and the effects of clouds on Earth's energy balance are reviewed.
The final portion of the chapter describes the physical characteristics of the Sun and the causes of
the aurora.
The chapter includes focus sections on “The Fate of a Sunbeam”; “Rising Air Cools and Sinking
Air Warms”; “Wave Energy, Sunburning, and UV Rays”; “Blue Skies, Red Suns, and White Clouds”;
and “Characteristics of the Sun”.
Key Terms
Teaching Suggestions
1. Heat a thin iron bar in a flame (from a Bunsen burner or a propane torch). Begin by holding the
bar fairly close to the end of the bar. Students will see that heat is quickly conducted through the metal
when the instructor is forced to move his or her grip down the bar. Repeat the demonstration with a piece
of glass tubing or glass rod. Glass is a poor conductor and the instructor will be able to comfortably hold
the glass just 2 or 3 inches from the tip. Ask the students if they believe energy is being transported away
from the hot glass and if so, how? Without heat loss by conduction, the glass will get hotter than the iron
bar and the tip should begin to glow red - a good demonstration of energy transport by radiation. Faint
convection currents in the air can be made visible if the hot piece of glass is held between an overhead
projector and the projection screen. Ask the students what they would do to quickly cool a hot object.
Many will suggest blowing on it, an example of forced convection. Someone might suggest plunging the
hot object into water. This makes for a satisfying end to the demonstration. Evaporating water can be seen
and heard when the hot iron rod is put into the water (the glass will shatter if placed in the water). The
speed with which the rod is cooled is proof of the large amount of latent heat energy associated with
changes of phase.
2. Ask the students whether they believe water could be brought to a boil most rapidly in a covered
or an uncovered pot. The question can be answered experimentally by filling two beakers with equal
amounts of water and placing them on a single hot plate (to insure that energy is supplied to both at equal
rates). It is a good idea to place boiling stones in the beakers to insure gentle boiling. Cover one of the
beakers with a piece of foil. The covered pot will boil first. Explanation: a portion of the energy added to
the uncovered pot is used to evaporate water, not to increase the water's temperature.
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Language: English
FIFTY STUDIES
BY
WILHELM KUHNERT
ACCOMPANIED BY A SERIES OF
ORIGINAL ARTICLES
BY
R. LYDEKKER
F.R.S.
London
F R E D E R I C K WA R N E & C º .
& New York
(All rights reserved)
C , 1912
BY
F W C .
FOREWORD
The cubs, generally two or three in number, come into the world, unlike
kittens, with their eyes open, and are then about one-third the size of a
cat. As already mentioned, they are heavily mottled with brown on a
tawny ground, and it is very significant that these markings are to a great
extent intermediate in character between the rosettes of leopards and
jaguars and the stripes of the tiger. A peculiar feature in which the cubs
of lions differ from those of leopards and jaguars, and thereby resemble
those of tigers, is the presence of a white spot near the summit of the
back of each ear. From these facts it has been inferred, in the first place,
that the lion is most nearly related to the tiger, and, in the second place,
that lions, tigers, leopards, and jaguars are all members of a single group.
As regards the mutual relationships of these species, it is generally
believed that spots represent an earlier and more primitive type of
colouring than transverse stripes, and it is therefore inferred that the
stripes of the tiger, which are very frequently partially split or double,
have been derived from the fusion of leopard-like rosettes into transverse
chains. As the self-coloured coat of the adult lion is evidently a modern
feature, it seems clear that tigers and lions are to be regarded as the most
specialised members of the whole group.
Before the investigations which led up to these modern advanced views
had been undertaken, it was very generally believed, on account of its
self-coloured tawny coat, that the American puma—locally known as the
American lion—was one of the nearest relatives of Felis leo. If,
however, beauty be but skin deep, colour is an even less deeply seated
feature among animals; and, as the result of the study of the markings of
young cubs of the puma, it seems certain that this species has acquired its
uniform tawny livery quite independently of the lion. For newly born
puma cubs exhibit a pattern of quadrangular blackish markings totally
different in form and arrangement from those of young lions, tigers,
leopards, or jaguars, and approximating in some degree to those of the
smaller cats. Accordingly, in the opinion of the investigator to whom we
are indebted for these very interesting views with regard to the inter-
relationships of the various members of the feline tribe, it seems highly
probable that the puma may be an overgrown self-coloured
representative of the group of smaller cats typified by the ordinary
domesticated species and its wild relatives.
A remarkable feature connected with the tuft at the tip of the tail of the
lion is the frequent presence of a horny spur or claw, the function of
which is still unknown, although it is certain that it is not employed, as
was once thought to be the case, to goad the animal into fury when the
tail is lashed against the flanks. It has been asserted that this spur is
found only in the Indian lion; but this is as erroneous as the statement
made by the same writer that it represents the last joint of the vertebræ of
the tail to which the blood is unable to obtain access. A very similar
structure exists in one member of the kangaroo tribe, known as the spur-
tailed wallaby, in which, however, the spur is common to both sexes and
quite constant in its development.
Menagerie lions, it may be mentioned, generally display a greater
luxuriance and profusion of mane than their wild relatives; while it is in
the former alone that any marked development of long hair on the under
surface of the body is noticeable. The reason for this is, of course, too
obvious to require explanation, more especially when it is borne in mind
that lions inhabiting open plains with grass-jungle have larger manes
than those which have to get their living in a country overgrown with
thorn-bushes.
THE MANCHURIAN TIGER
(Felis tigris mongolica)