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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
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
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
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Copyright Cengage Learning. Powered by Cognero. Page 23
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.
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.
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.
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.
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
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