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Test Bank for Meteorology Today, 11th Edition

Test Bank for Meteorology Today, 11th Edition

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Chapter 09 - Wind - Small-Scale and Local Systems
1. Clear air turbulence often occurs near a boundary of high wind shear.
a. True
b. False
ANSWER: True
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Remember

2. Sand ripples can indicate the prevailing wind direction in an area.


a. True
b. False
ANSWER: True
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

3. Thermal lows become stronger with increasing height.


a. True
b. False
ANSWER: False
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

4. Thermal lows form in response to variations in surface air temperature.


a. True
b. False
ANSWER: True
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

5. A valley breeze develops its maximum strength in the early afternoon.


a. True
b. False
ANSWER: True
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
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Chapter 09 - Wind - Small-Scale and Local Systems

OTHER: Boom's: Remember

6. Strong winds blowing over vegetation results in rapid water loss in the plant.
a. True
b. False
ANSWER: True
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

7. Friction is not restricted to solid objects; it occurs in moving fluids as well.


a. True
b. False
ANSWER: True
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

8. Chinook winds are a common phenomenon on the east side of the Appalachians.
a. True
b. False
ANSWER: False
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

9. Coastal areas can have heavy waves on a clear, nonstormy day.


a. True
b. False
ANSWER: True
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

10. Wind direction and speed can be determined with an aerovane.


a. True
b. False
ANSWER: True
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.8 - List and describe the instruments used to measure wind direction
and/or wind speed on the ground as well as above the surface.
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Chapter 09 - Wind - Small-Scale and Local Systems

OTHER: Bloom's: Remember

11. The difference in surface wind speed between morning and afternoon is typically greater on a clear, sunny day than on
a cloudy, overcast day.
a. True
b. False
ANSWER: True
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

12. Microscale circulations range from a few kilometers to about a hundred kilometers in diameter.
a. True
b. False
ANSWER: False
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

13. The shape of a sand dune reveals the prevailing wind direction that existed during its formation.
a. True
b. False
ANSWER: True
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

14. The amount of energy transferred to the water (and thus the height to which a wave can build) depends upon four
factors:
1. wind speed
2. length of time that the wind blows over the water
3. the fetch
4. wind direction.
a. True
b. False
ANSWER: False
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

15. In city planning, sewage disposal plants must be situated upwind from large housing developments.
a. True
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Chapter 09 - Wind - Small-Scale and Local Systems

b. False
ANSWER: False
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

16. Prevailing offshore winds in summer carry moisture, cool air, and fog into coastal regions, whereas prevailing onshore
breezes carry warmer and drier air into the same locations.
a. True
b. False
ANSWER: False
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

17. In the northeastern half of the United States, the prevailing wind in winter is northwest and in summer it is southwest.
a. True
b. False
ANSWER: True
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

18. What is an example of mesoscale motion?


a. winds on a surface weather map of North America
b. winds on a 500 mb chart
c. winds blowing through a city
d. winds blowing past a chimney
e. average wind patterns around the world
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

19. What is an example of microscale motion?


a. winds on a surface weather map of North America
b. winds on a 500 mb chart
c. winds blowing through a city
d. winds blowing past a chimney
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Chapter 09 - Wind - Small-Scale and Local Systems

e. average wind patterns around the world


ANSWER: d
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

20. Which association is most accurate?


a. microscale - chinook wind
b. synoptic scale - sea breeze
c. mesoscale - land breeze
d. planetary scale - lake breeze
e. universal scale - ocean breeze
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

21. The slowing of the wind due to the random motion of air molecules is called
a. eddy viscosity.
b. mechanical turbulence.
c. molecular viscosity.
d. convective turbulence.
e. kinetic viscosity.
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

22. Thermal turbulence above the surface is usually most severe


a. immediately after sunset.
b. during maximum surface heating.
c. around midnight.
d. just before sunrise.
e. about midmorning, or soon after the minimum temperature is reached.
ANSWER: b
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

23. On a clear, windy day, the depth to which mixing occurs above the surface depends upon
a. wind direction.
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Chapter 09 - Wind - Small-Scale and Local Systems

b. surface heating.
c. precipitation type.
d. cloud coverage.
e. nuclei types in the atmosphere.
ANSWER: b
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

24. Surface winds are generally strongest and most gusty


a. in the afternoon.
b. in the early morning.
c. around midnight.
d. just after sunset.
e. just before sunrise.
ANSWER: a
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

25. The wind's speed generally increases with height above Earth's surface because
a. only the lowest layer of air rotates with Earth.
b. air temperature normally decreases with height.
c. wind instruments are not accurate at Earth's surface.
d. friction with Earth's surface slows the air near the ground.
e. air parcels expand and become less dense as they rise above the surface.
ANSWER: d
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

26. The howling of wind on a blustery night is believed to be caused by


a. variations in air temperature.
b. winds blowing around a frozen surface.
c. snowflakes striking one another but not sticking together.
d. air flowing past obstructions.
e. wind lifting, then lowering small objects at the surface.
ANSWER: d
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze
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Chapter 09 - Wind - Small-Scale and Local Systems

27. The size and shape of a turbulent eddy depends upon


a. the composition of the obstacle.
b. the size and shape of the obstacle.
c. the wind direction.
d. topography of the surrounding landscape.
e. elevation where the obstacle is located.
ANSWER: b
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

28. Suppose the wind speed increased from 5 mph to 10 mph. We can conclude that the force exerted by the wind
increased by a factor of
a. 0.5.
b. 2.
c. 4.
d. 5.
e. 25.
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.4 - Explain the potential hazards the force of the wind can be to human
safety, and illustrate how the flow and force of the wind changes when obstacles are
encountered.
OTHER: Bloom's: Understand

29. If huge waves pound against the beach communities of Southern California for several days during clear, calm
weather, it is a good bet that
a. the winds are strong somewhere out over the Pacific Ocean.
b. an earthquake has occurred somewhere on the ocean floor.
c. it is raining offshore.
d. it is a period of high tides.
e. there is a large difference in water density between the shoreline of Southern California and the middle of the
Pacific.
ANSWER: a
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

30. Which of the below determines how high a wind wave will grow over the open ocean?
a. water quality
b. density of water
c. length of time the wind blows over the water
d. shoreline topography
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Chapter 09 - Wind - Small-Scale and Local Systems

e. geographical location
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

31. Dust storms on Mars are generally


a. infrequent.
b. extremely large.
c. small.
d. nonexistent.
e. not able to be recorded.
ANSWER: c
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

32. A wind rose indicates


a. the wind speed at a location at a particular time.
b. the percentage of time that the wind blows from different directions.
c. observed wind speed and direction on a surface map.
d. spinning wind patterns caused by buildings or other obstructions.
e. a rose fossilized by wind.
ANSWER: b
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

33. The most practical location for building a wind turbine would be
a. in a region of strong, gusty winds.
b. on the downwind side of a mountain.
c. in a narrow valley.
d. in a region of moderate, steady winds.
e. anywhere on top of a mountain.
ANSWER: d
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.8 - List and describe the instruments used to measure wind direction
and/or wind speed on the ground as well as above the surface.
OTHER: Bloom's: Remember

34. An offshore wind blows


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Chapter 09 - Wind - Small-Scale and Local Systems

a. from land to water.


b. from water to land.
c. only at night.
d. only during the day.
e. a minimum distance of 100 miles away from the shore.
ANSWER: a
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

35. A wind reported as 45 would be a wind blowing from the:


a. NE.
b. S.
c. SW.
d. NW.
e. E.
ANSWER: a
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

36. Suppose a west wind of 20 knots blows over a coastal region which is densely covered in shrubs. If this same wind
moves out over the middle of a large calm lake, its speed and direction would probably be
a. greater than 20 knots and more northwesterly.
b. less than 20 knots and more northwesterly.
c. greater than 20 knots and more southwesterly.
d. less than 20 knots and more southwesterly.
e. less than 20 knots and westerly.
ANSWER: a
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

37. During the summer in humid climates, nighttime clouds tend to form over water during a
a. land breeze.
b. chinook wind.
c. sea breeze.
d. Santa Ana wind.
e. lake breeze.

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Chapter 09 - Wind - Small-Scale and Local Systems

ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

38. A sea breeze circulation will reverse direction and become a land breeze
a. once every few days.
b. at the beginning and the end of the summer.
c. several times per day.
d. once per day.
e. once a month.
ANSWER: d
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

39. A sea or land breeze is caused by


a. differences in humidity.
b. temperature differences.
c. the Coriolis force.
d. ocean tides.
e. strong surf conditions.
ANSWER: b
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

40. The nighttime counterpart of the sea breeze circulation is called


a. Chinook.
b. Santa Ana.
c. land breeze.
d. a night breeze.
e. foehn.
ANSWER: c
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

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Chapter 09 - Wind - Small-Scale and Local Systems
41. In south Florida the prevailing winds are northeasterly. Because of this, the strongest sea breeze is usually observed on
Florida's ____ coast, and the strongest land breeze on Florida's ____ coast.
a. east; west
b. west; south
c. east; south
d. east, east
e. west; east
ANSWER: a
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

42. When a sea breeze moving north meets a sea breeze moving south, they form a
a. land breeze.
b. sea breeze convergence zone.
c. katabatic wind.
d. valley breeze.
e. thermal low.
ANSWER: b
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

43. Clouds and precipitation are frequently found on the downwind side of a large lake. This would indicate that the air on
the downwind side is
a. converging and rising.
b. converging and sinking.
c. stable and rising.
d. diverging and sinking.
e. diverging and rising
ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

44. During the summer along the coast, a sea breeze is usually strongest and best developed
a. in the afternoon.
b. just after sunrise.
c. just before sunset.
d. just before noon.
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Chapter 09 - Wind - Small-Scale and Local Systems

e. around midnight.
ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

45. The summer monsoon in eastern and southern Asia is characterized by


a. wet weather and winds blowing from land to sea.
b. dry weather and winds blowing from land to sea.
c. wet weather and winds blowing from sea to land.
d. dry weather and winds blowing from sea to land.
e. wet weather and Chinook winds.
ANSWER: c
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

46. The winter monsoon in eastern and southern Asia is characterized by


a. wet weather and winds blowing from land to sea.
b. wet weather and winds blowing from sea to land.
c. dry weather and winds blowing from sea to land.
d. dry weather and winds blowing from land to sea.
e. dry weather and Chinook winds.
ANSWER: d
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

47. While fly fishing in a mountain stream, you notice that the wind is blowing upstream. From this, you could deduce
that the wind is a
a. chinook wind.
b. valley breeze.
c. Santa Ana wind.
d. mountain breeze.
e. katabatic wind.
ANSWER: b
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
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Chapter 09 - Wind - Small-Scale and Local Systems

OTHER: Bloom's: Remember

48. Cumulus clouds that appear above isolated mountain peaks are often the result of
a. katabatic winds.
b. mountain winds.
c. fall winds.
d. Santa Ana winds.
e. valley breezes.
ANSWER: e
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

49. The heat from a chinook wind is generated mainly by


a. compressional heating.
b. sunlight.
c. warm, ocean water.
d. friction with the ground.
e. forest fires.
ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

50. On the eastern side of the Rocky Mountains, chinook winds are driest when
a. clouds form and precipitation falls on the upwind side of the mountains.
b. the air aloft is cold.
c. the Sun is shining.
d. the winds are blowing from the east.
e. surface friction is greatest on the downwind side of the mountain.
ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

51. Chinook winds are


a. warm, dry downslope winds.
b. warm, moist downslope winds.
c. cold, dry downslope winds.
d. cold, moist downslope winds.
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Chapter 09 - Wind - Small-Scale and Local Systems

e. warm, dry upslope winds.


ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

52. Which of the following conditions favor the development of dust devils?
a. hot, moist days
b. hot, dry days
c. cold, moist days
d. cold, dry days
e. moderate temperature, dry days
ANSWER: b
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

53. An ideal setting for a katabatic wind is


a. a valley that is near a large river.
b. a canyon that flows into the sea.
c. a large elevated lake with a forest nearby.
d. an area where the land and the shore meet.
e. an elevated plateau surrounded by mountains with a nearby downhill slope.
ANSWER: e
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

54. A sea breeze is most likely to develop along a coastline when


a. pressure gradients between the land and sea are large.
b. pressure gradients between the land and sea are small.
c. it is raining.
d. it is foggy.
e. surface temperatures are high.
ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember
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Chapter 09 - Wind - Small-Scale and Local Systems

55. What is a serious hazard to aircraft?


a. molecular viscosity
b. laminar flow
c. clear-air turbulence
d. longwaves in the westerlies
e. thermal lows
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

56. The land/sea breeze, lake breeze, and mountain/valley breeze are examples of
a. thermal circulations.
b. mechanical circulations.
c. atmospheric longwave circulations.
d. thermal turbulences.
e. frictional processes.
ANSWER: a
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

57. The synoptic scale describes circulations on the ____ scale.


a. micro
b. global
c. meso
d. macro
e. weather-map
ANSWER: e
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

58. Wind gusts are caused by


a. turbulent eddies.
b. wind waves.
c. mesoscale circulations.
d. wind shear.
e. circulations on the synoptic scale.
ANSWER: a
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Chapter 09 - Wind - Small-Scale and Local Systems

REFERENCES: Scales of Motion


LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

59. Thermally-generated eddies typically peak


a. at sunrise.
b. around midnight.
c. at sunset.
d. at noon.
e. in the afternoon.
ANSWER: e
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

60. An upper wind direction is reported as 315. From what compass direction is the wind blowing?
a. north
b. south
c. northeast
d. east
e. northwest
ANSWER: e
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

61. If you are standing directly south of a smoke stack and the wind from the stack is blowing over your head, what would
be the wind direction?
a. north
b. east
c. south
d. west
e. northeast
ANSWER: a
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.8 - List and describe the instruments used to measure wind direction
and/or wind speed on the ground as well as above the surface.
OTHER: Bloom's: Remember

62. A pilot enters the weather service office and wants to know what time of the day she can expect to encounter the least
turbulent winds at 760 m (2500 ft) above central Kansas. If you were the weather forecaster, what would you tell her?
a. at midnight
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Chapter 09 - Wind - Small-Scale and Local Systems

b. in the early morning


c. at noon
d. in the afternoon
e. at sunset
ANSWER: b
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

63. Eddies that form both close to the mountain and beneath each wave crest are called
a. mountain wave eddy.
b. wind shear.
c. clear air turbulence.
d. leeward eddy.
e. rotors.
ANSWER: e
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

64. Wind blowing with sufficient force to rip the roof off buildings
a. is common.
b. is impossible.
c. is uncommon.
d. happens during every storm.
e. only happens during snowstorms.
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.4 - Explain the potential hazards the force of the wind can be to human
safety, and illustrate how the flow and force of the wind changes when obstacles are
encountered.
OTHER: Bloom's: Understand

65. When wind blows over a snow field, and if the wind is sufficiently strong, the moving clumps of snow become
cylindrical, often with a hole extending through them lengthwise. These snow ____ range from the size of eggs to that of
small barrels.
a. rollers
b. waves
c. ripples
d. dunes
e. dunes
ANSWER: a
REFERENCES: Scales of Motion

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Chapter 09 - Wind - Small-Scale and Local Systems

LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

66. Waves forming by wind blowing over the surface of the water are known as
a. ripples.
b. waves.
c. wind waves.
d. fetch.
e. surf.
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

67. Stationary storm systems, centered somewhere over the open sea, are capable of creating large waves with wave
heights measuring over
a. 11 m (36 ft).
b. 21 m (69 ft)
c. 31 m (100 ft)
d. 41 m (134 ft)
e. 51 m (167 ft)
ANSWER: c
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

68. A(n) ____________________ is an instrument that indicates both wind speed and direction. It consists of a bladed
propeller that rotates at a rate proportional to the wind speed. Its streamlined shape and a vertical fin keep the blades
facing into the wind. When attached to a recorder, a continuous record of both wind speed and direction is obtained.
ANSWER: aerovane
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.8 - List and describe the instruments used to measure wind direction
and/or wind speed on the ground as well as above the surface.
OTHER: Bloom's: Remember

69. A katabatic wind is a cold and ____________________ wind.


ANSWER: downslope
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

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Chapter 09 - Wind - Small-Scale and Local Systems
70. Santa Ana winds warm by ____________________ as they flow down an elevated desert plateau.
ANSWER: compression
compressional heating
REFERENCES: Local Win Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

71. Mesoscale circulations have a(n) ____________________ (longer/shorter) duration than microscale circulations.
ANSWER: longer
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

72. The friction of fluid flow is called ____________________.


ANSWER: viscosity
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

73. During hang-gliding, it is dangerous to enter the ____________________ side of the hill when the wind speed is
strong.
ANSWER: downwind
leeward
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

74. The macroscale combines the ____________________ and ____________________ scales.


ANSWER: planetary (global); synoptic
planetary; synoptic
global; synoptic
synoptic; planetary (global)
synoptic; planetary
synoptic; global
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Remember

75. When the slowing of a fluid—such as air—is due to the random motion of the gas molecules, the viscosity is referred
to as ____________________.
ANSWER: molecular viscosity
REFERENCES: Scales of Motion

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Chapter 09 - Wind - Small-Scale and Local Systems

LEARNING OBJECTIVES: METT.AHRE.16.9.2 - Define the terms eddy, viscosity, mechanical turbulence, and thermal
turbulence and explain their influence on frictional processes in the planetary boundary layer.
OTHER: Bloom's: Remember

76. When wind encounters a solid object, a whirl of air, called a(n) ____________________, forms on the object’s
leeward side.
ANSWER: eddy
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

77. The force of the wind on an object is ____________________ to the wind speed squared.
ANSWER: proportional
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.4 - Explain the potential hazards the force of the wind can be to human
safety, and illustrate how the flow and force of the wind changes when obstacles are
encountered.
OTHER: Bloom's: Understand

78. Blowing sand eventually comes to rest ____________________ obstacles, which can be anything from a rock to a
clump of vegetation.
ANSWER: behind
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

79. When sustained winds or frequent gusts reach 35 mi/hr, the blowing or falling snow can produce
____________________ conditions.
ANSWER: blizzard
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

80. To protect crops and soil from wind-related erosion, windbreaks—commonly called ____________________—are
planted.
ANSWER: shelterbelts
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

81. Water waves that oscillate back and forth are called ____________________.
ANSWER: seiches
REFERENCES: Scales of Motion

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Chapter 09 - Wind - Small-Scale and Local Systems

LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

82. A ____________________ forms as cold downdrafts along the leading edge of a thunderstorm lift sand or dust into a
huge, tumbling dark cloud.
ANSWER: haboob
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

83. During the monsoon season, rainfall is enhanced by weak, westward-moving low-pressure areas called
____________________, whose formation is aided by an upper-level jet stream.
ANSWER: monsoon depressions
depressions
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Remember

84. At many locations, the wind blows more frequently from one direction than from any other. The
____________________ is the name given to the wind direction most often observed during a given time period.
ANSWER: prevailing wind
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

85. A simple way to obtain wind data above the surface is with a(n) ____________________.
ANSWER: pilot balloon
balloon
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.8 - List and describe the instruments used to measure wind direction
and/or wind speed on the ground as well as above the surface.
OTHER: Bloom's: Remember

86. You are hiking on a mountain trail at sunrise when you smell the smoke from cooking bacon. You can't see where the
smoke is coming from. Would you expect the camp to be above you or below you on the mountain? Explain.
ANSWER: Both mountain and valley breezes develop along mountain slopes. During the day, sunlight
warms the valley walls, which in turn warm the air in contact with them. The heated air,
being less dense than the air of the same altitude above the valley, rises as a gentle upslope
wind known as a valley breeze. At night, the flow reverses. The mountain slopes cool
quickly, chilling the air in contact with them. The cooler, more-dense air glides downslope
into the valley, providing a mountain breeze. Typically, the downslope mountain breeze
reaches its peak intensity in the early morning hours, usually just before sunrise. Hence, it
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Chapter 09 - Wind - Small-Scale and Local Systems

can be assumed that the camp is located above you.


REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Apply

87. List the scales of atmospheric motion from smallest to largest and give an example of each. From what you know
about the various types of wind systems, are the size and duration related?
ANSWER: The atmospheric scales of motion are divided into four categories - the microscale,
mesoscale, synoptic scale, and planetary (global) scale or macroscale.
Microscale circulations have diameters of a few meters or less. They form by convection or
by the wind blowing past obstructions and are usually short-lived, lasting only a few minutes
at best. They are only capable of dispersing smoke, swaying branches and swirling dust and
papers into the air.
The next larger scale is the mesoscale (meaning middle scale). Typical mesoscale
circulations range from a few kilometers to about a hundred kilometers in diameter.
Generally, they last longer than microscale motions, often many minutes, hours, or in some
cases as long as a day. Mesoscale circulations include local winds (which form along
shorelines and mountains), as well as thunderstorms, tornadoes, and small tropical cyclones.
The synoptic scale, or weather-map scale describes circulations around high- and low-
pressure areas. Circulations of this magnitude dominate regions of hundreds to even
thousands of square kilometers and, although the life spans of these features vary, they
typically last for days and sometimes weeks. These include large hurricanes and typhoons as
well as the frequent midlatitude storm systems that bring rain, snow, and wind.
The largest wind patterns are seen at the planetary (global) scale. Here, we have wind
patterns ranging over the entire earth. Sometimes, the synoptic and global scales are
combined and referred to as the macroscale.
On the synoptic scale the duration of a wind system can be variable, but in general, the size
and duration of the wind system are related to the scale of motion.
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.1 - List the different scales of air circulation and compare their sizes,
average life spans, and associated storm types.
OTHER: Bloom's: Analyze

88. What is clear air turbulence (CAT)? Why does clear air turbulence represent a hazard to aviation?
ANSWER: If eddies form in clear air, this form of turbulence is called clear air turbulence (or CAT).
When flying in an aircraft through such turbulence, the bumpiness may range from small
vibrations to violent up and down motions that force passengers against their seats and toss
objects throughout the cabin.
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

89. Draw a sketch to show where eddies can form when air blows rapidly over a mountain range. Show on your sketch
where you might expect eddies and clouds to form.
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Chapter 09 - Wind - Small-Scale and Local Systems

ANSWER: Students answers may vary, but the sketch needs to illustrate that eddies that form downwind
from obstacles can produce a variety of interesting effects. Wind moving over a mountain
range in a stable atmosphere with a speed greater than 40 knots usually produces waves and
eddies. We can see that eddies form both close to the mountain and beneath each wave crest.
These are called roll eddies, or rotors, and have violent vertical motions that produce extreme
turbulence and hazardous flying conditions. Strong winds blowing over a mountain in stable
air sometimes provide a mountain wave eddy on the downwind side, with a reverse flow near
the ground.
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.3 - Investigate the formation of eddies, and discuss the environments they
form in.
OTHER: Bloom's: Analyze

90. Summertime weather forecasts for cities on the shores of the Great Lakes often contain the phrase "cooler near the
lake." Explain the relevance of this phrase.
ANSWER: The uneven heating rates of land and water cause mesoscale coastal winds. During the day,
the land heats more quickly than the adjacent water, and the intensive heating of the air above
produces a shallow thermal low. The air over the water remains cooler than the air over the
land; hence, a shallow thermal high exists above the water. The overall effect of this pressure
distribution is a sea breeze, or in this case a lake breeze, that blows at the surface from the
lake toward the land. Since the strongest gradients of temperature and pressure occur near the
land-water boundary, the strongest winds typically occur right near the beach and diminish
inland. Further, since the greatest contrast in temperature between land and water usually
occurs in the afternoon, lake breezes are strongest at this time. At night, the land cools more
quickly than the water. The air above the land becomes cooler than the air over the water,
producing a distribution of pressure. With higher surface pressure now over the land, the
surface wind reverses itself and becomes a land breeze—a surface breeze that flows from the
land toward the water. Temperature contrasts between land and water are generally much
smaller at night; hence, land breezes are usually weaker than their daytime counterpart, the
lake breeze. In regions where greater nighttime temperature contrasts exist, stronger land
breezes occur over the water, off the coast. They are not usually noticed much on shore, but
are frequently observed by ships in coastal waters.
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

91. How might knowledge of the direction of the prevailing wind at a given location be used in the design of an energy
efficient home, and how can you determine the prevailing wind direction from landscape and ground features?
ANSWER: The prevailing wind can be a significant factor in building an individual home. In the
northeastern half of the United States, the prevailing wind in winter is northwest and in
summer it is southwest. Thus, to maximize comfort and energy efficiency, houses built in the
northeastern United States should have windows facing southwest to provide summertime
ventilation and few, if any, windows facing the cold winter winds from the northwest. The
northwest side of the house should be thoroughly insulated and even protected by a
windbreak.
Many local ground and landscape features show the effect of a prevailing wind. For example,
smoke particles from an industrial stack settle to the ground on its downwind side. From the
air, the prevailing wind direction can be seen as a discolored landscape on the downwind side
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Chapter 09 - Wind - Small-Scale and Local Systems

of the stack. Wind blowing over surfaces of snow and sand produces ripples with a more
gentle slope facing into the wind. Sand dunes have similar shapes and, thus, show the
prevailing wind direction.
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.7 - Outline the effects prevailing winds can have on geographic locations
and explain how knowledge of the prevailing wind direction is utilized in city planning,
building design, and the prediction of natural hazards.
OTHER: Bloom's: Understand

92. Would you expect a well-developed sea breeze circulation to cause clouds to form over the land or over the ocean?
ANSWER: During a sea breeze wind blows from the sea towards the shore, bringing abundant moisture
with it. If this rising air is sufficiently moist, a line of cumulus clouds will form along the sea
breeze front, and, if the air is also conditionally unstable, thunderstorms may form.
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

93. Briefly sketch or describe the formation of a chinook wind. Would you expect chinook winds to form more often on
the eastern or the western slopes of mountains?
ANSWER: Answers may vary, but sketches need to include information such as the following. The
chinook wind is a warm, dry downslope wind that descends the eastern slope of the Rocky
Mountains. The region of the chinook is rather narrow (only several hundred kilometers
wide) and extends from northeastern New Mexico northward into Canada. Similar winds
occur along the leeward slopes of mountains in other regions of the world. The general term
for such a wind is the foehn (a name that originated in the European Alps), but there are
many local names, such as the zonda in Argentina. When foehn winds move through an area,
the temperature rises sharply, and a corresponding sharp drop in the relative humidity occurs,
occasionally to less than 5 percent.
In North America, chinooks occur when strong westerly winds aloft flow over a north-south–
trending mountain range, such as the Rockies and Cascades. Such conditions can produce a
trough of low pressure on the mountain’s eastern side, a trough that tends to force the air
downslope. As the air descends, it is compressed and warms at the dry adiabatic rate. So the
main source of warmth for a chinook is compressional heating, as potentially warmer (and
drier) air is brought down from aloft. Clouds and precipitation on the mountain’s windward
side can enhance the chinook. For example, as the cloud forms on the upwind side of the
mountain the release of latent heat inside the cloud supplements the compressional heating on
the downwind side. This phenomenon makes the descending air at the base of the mountain
on the downwind side warmer than it was before it started its upward journey on the
windward side. The air is also drier, since much of its moisture was removed as precipitation
on the windward side.
Chinook winds can be quite destructive, gusting to more than 100 knots, damaging roofs,
uprooting trees, overturning mobile homes and trucks, and sandblasting car windows.
Although the forces involved in these high winds are not completely understood, some
evidence indicates that the highest gusts may be associated with large vertically oriented
whirls of air.

REFERENCES: Local Wind Systems

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Chapter 09 - Wind - Small-Scale and Local Systems

LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

94. Briefly sketch or describe the conditions that lead to the formation of a Santa Ana wind. Is the Santa Ana wind dry or
moist, warm or cold?
ANSWER: Santa Ana wind is a warm, dry wind that blows downhill from the east or northeast into
southern California. As the air descends from the elevated desert plateau, it funnels through
mountain canyons in the San Gabriel and San Bernardino Mountains, finally spreading over
the Los Angeles Basin and San Fernando Valley and out over the Pacific Ocean. The wind
often blows with exceptional speed—occasionally over 90 knots—in the Santa Ana Canyon
(the canyon from which it derives its name). These warm, dry winds develop as a region of
high pressure builds over the Great Basin. The clockwise circulation around the anticyclone
forces air downslope from the high plateau. Thus, compressional heating provides the
primary source of warming. The air is dry, since it originated in the desert, and it dries out
even more as it is heated. As the wind rushes through canyon passes, it lifts dust and sand and
dries out vegetation, which sets the stage for serious brush fires, especially in autumn, when
chaparral-covered hills are already parched from the dry summer.

REFERENCES: Local Wind Systems


LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

95. What is meant by the term monsoon wind system? Briefly describe or sketch the wind and pressure pattern during the
summer and winter monsoon in Asia.
ANSWER: A monsoon wind system is one that changes direction seasonally, blowing from one
direction in summer and from the opposite direction in winter. This seasonal reversal of
winds is especially well developed in eastern and southern Asia. In some ways, the monsoon
is similar to a large-scale sea breeze. During the winter, the air over northern Asia becomes
much colder than the air over the adjacent ocean. A large, shallow high-pressure area
develops over continental Siberia, producing a clockwise circulation of air that flows out over
the Indian Ocean and South China Sea. Subsiding air of the anticyclone and the downslope
movement of northeasterly winds from the inland plateau provide eastern and southern Asia
with generally fair weather. Hence, the winter monsoon, which lasts from about December
through February, means clear skies (dry season), with surface winds that blow from land to
sea. In summer, the wind-flow pattern reverses itself as air over the continents becomes much
warmer than air above the water. A shallow thermal low develops over the continental
interior. The heated air within the low rises and the surrounding air responds by flowing
counterclockwise into the low center. This condition results in moisture-bearing winds
sweeping into the continent from the ocean. The humid air converges with a drier westerly
flow, causing it to rise; further lifting is provided by hills and mountains. Lifting cools the air
to its saturation point, resulting in heavy showers and thunderstorms. Thus, the summer
monsoon of southeastern Asia, which lasts from about June through September, means wet,
rainy weather (wet season) with surface winds blowing from sea to land. Although the
majority of rain falls during the wet season, it does not rain all the time. In fact, rainy periods
of between 15 to 40 days are often followed by several weeks of hot, sunny weather.

REFERENCES: Local Wind Systems


LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
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Chapter 09 - Wind - Small-Scale and Local Systems

including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

96. Will a valley breeze or a mountain breeze produce clouds? Explain.


ANSWER: When the upslope winds are well developed and have sufficient moisture, they can reveal
themselves through cumulus clouds that build above mountain summits. Since valley breezes
usually reach their maximum strength in the early afternoon, cloudiness, showers, and even
thunderstorms are common over mountains during the warmest part of the day.
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

97. Explain how Florida's sea breezes can increase the potential for wildfires.
ANSWER: In general, sea breezes in Florida help produce that state’s abundant summertime rainfall. On
the Atlantic side of the state, the sea breeze blows in from the east; on the Gulf shore, it
moves in from the west. The convergence of these two moist wind systems, coupled with
daytime convection, produces cloudy conditions and showery weather over the land. Over the
water (where cooler, more stable air lies close to the surface), skies often remain cloud-free.
On many days during June and July of 1998, however, Florida’s converging wind system did
not materialize. The lack of converging surface air and its accompanying showers left much
of the state parched. Huge fires broke out over northern and central Florida, which left
hundreds of people homeless and burned many thousands of acres of grass and woodlands. A
weakened sea breeze and dry conditions have produced wildfires on numerous other
occasions, including the spring of 2006.

REFERENCES: Local Wind Systems


LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

98. Areas along the shores of the Great Lakes often experience a lake breeze circulation. Are these winds different than
those associated with a sea breeze circulation? Explain.
ANSWER: When breezes develop along lake shores they are called lake breezes. They are the same type
of breeze that develops along the seashore. Convergence of coastal breezes is not restricted to
ocean areas, as large lakes are capable of producing well-defined lake breezes. For example,
both Lake Superior and Lake Michigan can produce strong lake breezes. In upper Michigan,
these large bodies of water are separated by a narrow strip of land about 80 km (50 mi) wide.
The two breezes push inland and converge near the center of the peninsula, creating
afternoon clouds and showers, while the lakeshore area remains sunny, pleasantly cool, and
dry.
REFERENCES: Local Wind Systems
LEARNING OBJECTIVES: METT.AHRE.16.9.6 - Describe the various wind systems encountered across the globe,
including small and seasonal thermal circulations, breezes, winds, and storms, and determine
their respective potential environmental hazards and impact on humans.
OTHER: Bloom's: Analyze

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Test Bank for Meteorology Today, 11th Edition

Chapter 09 - Wind - Small-Scale and Local Systems


99. How can winds be observed by satellites?
ANSWER: Geostationary satellites positioned above a particular location show the movement of clouds.
The direction of cloud movement indicates wind direction, and the horizontal distance the
cloud moves during a given time period indicates the wind speed. In addition, a specialized
satellite-borne instrument called a scatterometer (a type of radar) can measure surface winds
above the open ocean during all kinds of weather by observing the roughness of the sea.
From the satellite, the scatterometer sends out a microwave pulse of energy that travels
through the clouds, down to the sea surface. A portion of this energy is scattered (bounced)
back to the satellite. The amount of energy returning to the scatterometer (called the echo)
depends on the roughness of the sea—rougher seas have a stronger echo because they scatter
back more incoming energy. Since the sea’s roughness depends upon the strength of the wind
blowing over it, the echo’s intensity can be translated into surface wind speed and direction.
Surface wind information of this nature can be extremely valuable to the shipping industry,
as well as to coastal communities. Hurricanes and other storms over the open ocean can be
carefully monitored to see how their winds are changing. And incorporating sea surface wind
information into computer forecast models may have the benefit of improving weather
forecasts.
REFERENCES: Determining Wind Direction and Speed
LEARNING OBJECTIVES: METT.AHRE.16.9.8 - List and describe the instruments used to measure wind direction
and/or wind speed on the ground as well as above the surface.
OTHER: Bloom's: Analyze

100. Why are winds blowing over mountains generally stronger than winds blowing at the same level on either side?
ANSWER: When wind meets a barrier, it exerts a force upon it. If the barrier doesn’t move, the wind
moves around, up, and over it. As stable air flows over a ridge, it increases in speed. Thus,
winds blowing over mountains tend to be stronger than winds blowing at the same level on
either side. In fact, one of the greatest wind speeds ever recorded near the ground occurred at
the summit of Mt. Washington, New Hampshire, elevation 1909 m (6262 ft), where the wind
gusted to 201 knots (231 mi/hr) on April 12, 1934. A similar increase in wind speed occurs
where air accelerates as it funnels through a narrow constriction, such as a low pass or saddle
in a mountain crest.
REFERENCES: Scales of Motion
LEARNING OBJECTIVES: METT.AHRE.16.9.5 - Discuss the many influences wind has on Earth's landscapes,
vegetation, large bodies of water, and life on Earth.
OTHER: Bloom's: Understand

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