Midterm Test Study Tips and Topics

Our Changing Environment: Climate and Ecosystems

GEOS 102 2022, Term 1

General Information: The test will take place on Friday Oct 21st. It will be online and available
over a 4 hour period from 9:00 am to 1:00 pm in Canvas (Week 7 Module). You will have about
60 minutes to complete it from the time you begin it. After that time, it will automatically submit
within the 60 minute time limit will cover lecture and lab material up to and including Friday before
the test (Weeks 1-5 inclusive). The questions focus on lecture material, but you will improve your
understanding of this material if you read sections of the text that deal with those topics. I will not
test you on sections of the readings that were not covered in lecture or labs, or on material in slides
that state “not on the test”. There may be a couple of concept-based problems involving simple
math. You may wish to use a calculator or spreadsheet for simple computations involving small
numbers (addition/subtraction/multiplication) though the calculations will be simple enough that
they may be done by hand.

Test format: There will be about 16-18 Multiple choice questions and 5-6, fill in the blank/short
answer/explanation questions. See the Midterm Test FAQ & Guidelines for information about the
format, delivery and general content of the test and note the following for online open book tests:

Planning for an Open Book Test:

As stated in the FAQ, while the test is open book, learning your material as thoroughly as you
would for any other exam is key as time will be scarce. More tips for studying for online exams can
be found here: https://www.lib.sfu.ca/about/branches-depts/slc/learning/exam-types/open-book-
exams. This website emphasizes that

“The instructor knows that you have your notes and text right in front of you, so they are
unlikely to ask questions that just call on you to copy information. Instead, open book exams
tend to ask students to apply, analyze, synthesize, compare/contrast or evaluate information.
They test whether you understand how to apply information correctly as well as the “big
picture” of the course and how course concepts work together.” (SFU 2022)

Preparation Suggestions:

“On average, it is wise to spend one hour studying for every one hour spent in lecture
each week. With a full-time schedule, try to look for 15 hours of systematic study each
week to maintain the weekly workload and more for crunch times and assignments.” U
Toronto study advice: https://www.studentlife.utoronto.ca/asc/studying

Assuming that you have been reviewing your lecture material regularly throughout term, in addition
to attending classes and working on assignments, to study I recommend you begin reviewing your

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slides and accompanying notes from Weeks 1 through Week 5, consecutively. Expect this to take
several hours, on more than one day to really engage with and process the material; Then: repeat
this at least once, and preferably until you are secure with the details for each topic. Reflect on and
question your understanding of the concepts until you are secure with them. Benefits: each
additional “run” through the material will go more quickly, and produce “Eureka” moments, where
complex concepts suddenly make sense with repeated engagement. This is because your sub-
conscious continues to process ideas that, upon first review, seemed confusing. And because
knowledge of later course material complements understanding of earlier concepts, since
atmospheric science is complex, and information is cumulative. In addition to this advice, feel free
to use the topics guide (below) to focus your attention on specific concepts.

A word to the wise: a simple once/twice over (e.g., spending just 4-5 hours reading your
notes over just a day or two) will not ensure you can recall or apply important facts and
concepts – your brain needs time and repetition to build physical connections (via neural
synapses) that allow for comprehension and synthesis (true fact). Remember that science
involves speaking a new language! AND: do enjoy this opportunity to review weather
science with your favourite mocha/tea/hot chocolate/smoothie/fizzy water, and your cosiest
study nook. All you need is some quality “you” time to revel in the learning that follows!

As you review your notes, you may refer to relevant sections of the text to improve your
understanding, assuming you have already read some parts of the chapters throughout the term. Do
not merely memorize terms and definitions. If you cannot understand, explain or apply the concepts
in the contexts that we learned, you will have difficulty with the multiple-choice and fill in the
blank questions. Below is a list of topics or questions for which you should be able to provide
informed, factual responses.

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Study Topics / Questions: (next page)
1. Terms, concepts and definitions referred to in the first lecture that come into play throughout,
e.g., Latitude, Longitude, map projections (that were referred to briefly). Subsolar point (and see
below, under ITCZ position) and change with the seasons.

2. The Atmosphere and Energy

o Levels/layers of the atmosphere by Temperature; Layers by Function (just the ozone
layer and how it corresponds to temperature layers).
o Main gaseous compounds in the Troposphere
o How is radiation characterized? How is “earth radiation” different from “solar
radiation”? What are the main wavelengths of each (names of the spectrum fine)?
o How does insolation change with latitude? Explain by reference to earth-sun geometry
and other factors (cloud cover; see below) associated with particular latitudinal zones
o Explain annual variation in insolation and how this varies with latitude (e.g., reasons for
the seasons): What is the subsolar point? Where is it in December (approx. latitude)?
June? How does earth-sun geometry affect daylength and average annual insolation?
o Three ways that heat energy moves in the Troposphere are conduction, advection,
convection (energy pathways). Define and give examples of each.
o How does cloud cover influence a) the amount of insolation arriving at the surface? And
b) longwave radiation arriving at/leaving surface?
 Related: explains why surface insolation may be lower in the tropics than sub-
tropics – Heavy cloud cover at the ITCZ reduces sunlight reaching the surface.
o What is cloud albedo (see above) What is surface albedo? How is albedo important to
earth’s radiation budget?
o What are the approximate albedo’s of some important surfaces on earth? How might
climate change impact these and produce longer term effects on our global energy
budget?
o Energy expenditures: Define sensible heat. Define latent heat. How does the will their
relative contributions to energy budgets vary depending on the landscape/surface?

3. Temperature and Thermal Properties of Land and Water

o Define temperature and be aware of the Celsius and Kelvin scales
o How does temperature vary with latitude? (see above, energy with latitude)
o How does temperature vary with altitude/elevation, and why? Explain the Average or
Normal lapse rate in the troposphere. How is this distinct from the ELR (environmental
lapse rate)
o Explain the thermal characteristics of water vs. land; Be specific. For example, how do
the thermal conductivities and specific heat of each compare? Why?
 how does this relate to climates of continental vs. marine/maritime areas?
Examples from actual places on earth (remember, in Geography, context is
everything)?

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 o Briefly consider our discussion of the effects of an urban landscape on microclimate and
air pollutants. Can you explain thermal characteristics, energy sources (for micro-
climate); pollution sources and types (for pollution)?
 FYI: Though we did not explicitly examine the “dust dome”, FYI, this is a mini-
circulation cell created by the urban heat island. It causes pollutants to be
contained in the urban core (so cities remain more polluted than if pollutants
were easily distributed downwind). Your text will have a brief description, but
this will not explicitly be on the test.
o What are greenhouse gases? What is the greenhouse effect? Why is the greenhouse
effect a planetary issue (NOT a local/regional one – i.e., it does NOT explain why cities
are warmer than their environs). And see below.

4. Wind, Atmospheric Pressure and Global Circulation

o Define pressure. What is an isobar?
o How does pressure change with altitude and why?
o What kinds of factors produce variation in pressure over space – what might cause High
pressure at the surface and what might cause Low pressure?
 We mentioned that the answer depends on context – surface pressure may be
explained by either thermal factors (e.g., that produces convective lifting and
low pressure over heated surfaces at local scales) or dynamic factors
(tendency for air in the sub-tropical portions of Hadley cells to sink down,
and suppress lifting, producing high pressure, and sunny conditions at the
surface even though this area is hot); both thermal and dynamic factors may
be at play in some contexts – ITCZ is thermal (convective lift) and dynamic
(convergence of the SE and NE trade winds prior to lifting) to produce a low
pressure “trough” around the latitude of the subsolar point; The jet stream
also sets up high and low pressure regions at the surface in relation to
positions along the jet stream wave (Week 5 Friday, Week 6)
o Three influences on wind speed and direction are ____ _____ and _____. Explain how
these influence wind speed and/or direction, especially the first two we studied.
o Describe or diagram the flow of wind out of a surface High pressure cell in the Northern
Hemisphere (try doing this both in map view and side view/profile); into a Low-pressure
cell in the N. Hem. Remember: wind flows from High to low pressure, and is deflected
slightly to the right (crossing the isobars at roughly a 45° angle) due to Coriolis
 Low pressure cells are associated with many important weather phenomena
(Mid-latitude cyclones, tropical cyclones/hurricanes). Thus, in these systems,
winds head into the low swirling/rotating in a counter-clockwise direction (and
rising in the centre). Sketch this: draw 3 or 4 isobars around a low-pressure
centre and indicate wind direction using arrows entering the low pressure cell.
o In which would you expect to find clouds and precipitation, High or Low pressure cells?
Why (see your answers to earlier points, above)?

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 Global Circulation systems:
o Study the diagram of global atmospheric circulation patterns (winds), both in profile and
across the surface; Note wind direction in the Hadley cells and the 2 other pressure cells
to the N, S (the Ferrel and the Polar cells)
o Be able to label the main surface pressure regions: ITCZ, Subtropical High Pressure,
Subpolar Low, Polar High; follow the diagrams provided in lecture/your text.
o Show the location and wind direction of the NE trade winds in your diagram above.
o What happens to winds at the ITCZ? Why? What sort of weather is produced there?
Why? (answer relates to the importance of lifting and adiabatic cooling on cloud
formation)
o Where is the ITCZ on summer (June) Solstice? On December Solstice? (approximate
latitude). At equinox (you need to understand seasonal changes and earth-sun geometry
to fully appreciate why this is.
o Explain what happens to surface winds in the Subtropical High-Pressure regions over
land.
 How are Sub-tropical high-pressure cells related to surface Westerlies and
NE/SE trade winds? (Short answer: these winds exit the high-pressure cells)
o What sort of climate conditions occur under the Subtropical High? For example:
 What is the effect of subtropical high-pressure areas on large continents
underneath them (e.g., Sahara, Sonoran Deserts)?
 Why would you not want to get stuck on the ocean beneath one of these
high-pressure cells in a sailboat? Think “Horse Latitudes”
o Where is the Polar Jet stream on your profile picture of wind systems? (approx. latitude;
approx. altitude). Describe the jet stream and its significance to weather (see Week 4 and
5 slides).

5. Water in the Atmosphere and Weather

o Name the process by which water changes from solid to liquid to gas; Visa versa;
Directly from solid to gas and visa versa. Approximately (ballpark) how much energy is
expended/released and what happens to that energy, say, during melting? Freezing?
Vapourization? Condensation?
o Define relative humidity. Dew point temperature.
o What is the effect of temperature on the water holding capacity of air?
o What is the relationship between dew-point (temperature) and saturation? Why do these
matter to weather forecasters?
o What is adiabatic cooling? Adiabatic warming?
o What is the DALR? The SALR (or MALR)? If you knew the temperature of an air
parcel at the surface and that it was lifting, could you calculate its temperature at
different levels of the atmosphere?

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 o Name and explain three key lifting processes. Which is often responsible for lifting
around coastal BC? The Great Lakes region? the Prairies (note – there may be more than
one answer for each question, depending on time of year, season, etc.)?
o Briefly state the origin and characteristics of cA, cP, mT, mP air masses (also: what do
the “c”, “m”, “T” and “P” stand for?). Which often affects Vancouver? Where might you
often find the other two (what region of North America)? What effect do these latter 2
have on weather across the continent when the meet? (Think frontal precipitation!)
o Warm and cold fronts: Describe weather at a cold front. Describe weather at a warm
front. How are they different and why?
o Describe the characteristics and formation of:
 Cumulonimbus clouds and severe weather phenomena such as hail, lightning
 Mid-Latitude Cyclones
 General characteristics: Know that these are large-scale storm systems
with cyclonic activity and fronts positioned in relation to a surface
Low pressure area; surface low is generated by activity in the
atmosphere overhead associated with the Polar Jet Stream; Regional
occurrence (where they occur; how/why they migrate); General
pattern of cloud cover and fronts on regional weather maps
Wait until Week 6 and 7 to obtain the following information, but here’s a head’s up:
 Tornadoes (specific information will be discussed in Week 6)
 Where would you expect to find Tornadoes and why?
 General system characteristics (very generally for this particular system – I do
not focus on it in the test)
 Tropical cyclones (Hurricanes/Typhoons) (specific information in Week 6)
 What conditions are needed for hurricanes to form?
 What are the major features of a hurricane (how does wind move in them?
What sort of weather conditions are produced? What impacts do they have?)
 How is latent heat important to tropical cyclones? Explain.
 Which regions are most affected by them, globally?
o For each of these severe weather phenomena, what factors are responsible for
damage/risk? Is it wind speed? Lightning? Anything else?
6. Climate Change. Using the short recording and/or Tapestries TBP Mon Week 7:
o What is a positive feedback effect/mechanism (or loop) and how is it pertinent to
discussions of climate change? [read ahead, see Week 3 folder, supplemental materials,
Tapestry 1: “Just FYI: Tapestry - Climate as a System, Positive and Negative
Feedbacks and the Greenhouse Effects …”]
o What is a negative feedback mechanism (or loop); how does it differ from a positive
one?
o What is a threshold when it comes to climate change? What is a tipping point (short
lesson TBP; and see ball analogy we discussed to explain atmospheric stability)?

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 o A few other small details in the climate change Tapestry 2, TBP, such as past climate
change (paleoclimate records) and how the current climate situation is similar and
different.

AND: Possible sampling of any other material that was discussed in lecture.

The following are sample questions for the midterm so that you have an idea of what sorts of
questions to expect [next page].

Part A: Multiple Choice and True False (1 each, __ points total) [30 questions or so]
Read each question carefully and circle the best response for each (circle the letter only). Attempt
all questions - there is no penalty for wrong answers.

Example questions
1. At night, temperatures at high elevations decrease _________ than temperatures at lower
elevations due to the fact that ___________.
a) more quickly; the air is thinner and holds less heat energy
b) more quickly; the air is thicker and radiates energy more quickly
c) less quickly; the air is thinner and radiates less heat energy
d) less quickly; the air radiates energy more quickly
*thinner = gas molecules are less dense

2. The Subsolar Point is described by which of the following?

a) It is the latitude at which the sun’s rays are directly overhead
b) It is the only place on earth where rays strike at 90°
c) It migrates between topics of Capricorn and Cancer
d) All of the above

3. The fact that cities are warmer than the surrounding countryside
a) is somewhat offset by coolants in air conditioning units
b) is not significant because only a small portion of Earth’s people will live in cities by 2020
c) is associated with the high thermal conductivity and storage of urban surfaces
d) is associated with the higher specific heat of surfaces in urban compared to rural areas (note
– on this last item - it’s the opposite – dry urban sufaces have lower specific heat than wetter
areas like meadows, lakes, forests, crops; so they heat more for a given amount of energy
input -- become hotter)

4. A sea breeze develops during the daytime because: [NB: obviously this topic will not appear on
the test since we did not examine land-sea breezes in lecture; We did discuss other local/regional
wind systems, Chinooks, Monsoons.]
a) Land heats faster than water (this causes lower pressure to develop over land and the
heated air rises and is replaced by cooler ocean air)

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 b) Ocean currents head inland
c) Lunar cycles dictate this
d) Latent energy is transformed into Ground heat

[About 20 questions total]

Part B: Short Answer/Explanation About 3-4 questions total

Answer the questions with the appropriate phrase or a brief explanation/discussion in the spaces
provided.
Example questions:

1. Explain some of the key properties of the layer of the atmosphere referred to as the
“ozonosphere”: answer: refer to your lecture notes/slides and perhaps the text to find an
appropriate answer to this.
______________________________________________________________________________
_____
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__________(2)
.
2.For the Air mass listed by symbol: a) give the full name b) describe a couple of key
characteristics (a word or short phrase in the space provided). (1 point):
mP
______________________________________________________________________________
Answer: mP (marine Polar); cool, moist; moderately unstable; slightly cooler in winter

one longer one, e.g.,

3. Briefly explain/discuss 2 characteristics of Mid-latitude cyclones. These can include driving
forces and/or directional movement, appearance on satellite images, associated weather, and/or
front positions. Feel free to use a sketch in the margin or bottom of the page to illustrate (I try to
award credit wherever I can).
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