Please place both responses (#1 and #2) in one post!!!

1. Summarize what you learned in Chapters 6 and 7, as well as in the Unit 3 Homework and how this content could apply to your life in some way. For example, how could air pressure affect your life (like in an airplane)? How could wind and global circulation patterns affect your life? How could El Niño or La Niña affect the way you live during winter in southern California? Answer at least two of these questions and apply to your life in some way (it can be hypothetical).

2. Dig Deeper (Santa Ana winds and wildfires): Explain (in your own words) the large-scale weather patterns and geographic features that cause Santa Ana winds, such as location and type of pressure center, topographic features, and adiabatic processes. Refer to Chapter 7 (particularly Box 7.2). In this explanation, briefly explain why these winds help fuel wild fires near coastal areas of southern California.

3. Reply to TWO students and include the following:

Comment on a student’s post about similarities or differences between their impact of their learning this Unit’s material and your learning. This comment can include whether you agree or disagree with the post, a question about the comment, and/or additional thoughts that you want to add.

Maya: Chapters 6 and 7 feature air pressure, winds, and atmosphere circulation. Chapter 6 taught me the difference between pressure gradient force and Coriolis force. A fun fact that I learned that disproved what I thought previously was that Coriolis force does not affect how toilets drain. I especially enjoyed studying the Santa Ana Winds because I have experienced them firsthand and now better understand how these warm, dry winds can be a significant fuel for fires. In California, especially near where I live, I have experienced how these winds cause brush fires leading to mass evacuations for years. Chapter 7 furthered my understanding of the easterlies, westerlies, and the phenomena that is El Nino. For California, an episode of El Nino causes increased rainfall, which is beneficial for vegetation, but inevitably causes dry land to fall victim to landslides and erosion.

Unit 3 Homework heavily focused on studying pressure gradient force, Coriolis effect, friction, and weather maps. The assignment allowed us to examine what direction winds and pressure systems were moving. From this, I learned that the presence of friction force that is added to pressure gradient force and the Coriolis effect causes air to spiral inwards. By examining maps of the United States pressure maps system maps, I better understood how pressure patterns alongside local topography play a significant role in local weather conditions. The main takeaway from reading isobar maps was that the further away the isobars are from each other, the lower rate of pressure change over a distance that is present in the region. The homework helped me better understand reading weather maps, and now hopefully, the next time I watch the news when the weather segment comes on, I will know what the isobar maps convey.

The Santa Ana Winds are caused by high-pressure systems that have to decrease airflow that develops above the Great Basin region. The air flows clockwise from an anticyclone that directs dry air from the southwest deserts towards the Pacific Ocean. These winds grow to high speeds as they are swept through canyons and coastal ranges. A large part of this process involved adiabatic heating of the dry, warm air as it makes its way down from the mountains, only further amplifying conditions. The Santa Ana winds blow towards the coast of Southern California, a region covered with brush. The winds cause plants and land to dry up and become the perfect target for flourishing wildfires. Additionally, with fewer and less fires, vegetation accumulates and becomes an even bigger target for the fires. The Santa Ana winds’ characteristics of being warm, dry, and extremely high speed are perfect for fostering wildfires.

Lucy: 1)

In chapter 6 we began to learn about air pressure and wind. More specifically we learned what causes wind and air particles to move, but also what atmospheric pressure is. The spacing of isobars regulate wind speed but lower and higher air pressure affects wind. The surface pressure is also affected by horizontal convergence and divergence. We were also shown how the coriolis effects these patterns as the earth’s shape and its rotations influenced the direction of an object’s path.

In chapter 7 we learned about the three major atmospheric conditions and the circulation of the atmosphere. Included were the similarities and differences between local winds in specific areas, and how the size of a wind swell determines its lifespan. We also read about the three cell models including the Polar cell, Ferrell cell and the Hadley cell that affect the globule circulation. As the seasons pass by, we observe the relationship with pressure and precipitation patterns. As the weather starts to develop we can see the different types of elements involved that may change their course. Rossby waves are large waves that flow to the west. Jet streams, located near the top of the troposphere, also impact the wind speeds. Ocean currents also depend on wind patterns as its energy that’s transferred from moving air which develops friction with the water’s surface.

There are many ways that this information impacts our lives. While in an airplane we feel the air pressure change. As the airplane accelerates and we are elevated, air pressure begins to build pressure in our ears. Then we eventually reach a latitude to where they pop. When it comes to El Niño and La Niña, this affects fish’s swimming patterns. Usually during the El Niño we don’t have a great fishing year as the fish avoid the heated ocean swells.

2)

The Santa Ana winds come from south California to northwestern Mexico. They travel in a clockwise flow and are intensified by high pressure systems that funnel through coastal canyons. These winds provide perfect wildfire conditions as these dry winds mix with the summer heat. The adiabatic process heats the air as it releases latent heat. They are related to chinooks that bring a dramatic change from the sub-freezing temperatures in the winter to dry, warm winds.