IB ESS HL 6.1 Introduction to the Atmosphere Questions

Practise IB ESS HL 6.1 by tracing solar and infrared energy, identifying atmospheric gases and aerosols, and linking circulation to climate and biome patterns.

Exam points

Identify major tropospheric gases and greenhouse gases from composition data and examples.
Explain natural and enhanced greenhouse warming from incoming shortwave energy to greenhouse-gas absorption of outgoing infrared radiation.
Interpret how volcanic ash aerosols reflect sunlight, alter albedo and can temporarily lower global temperature.
Explain how tricellular circulation transfers heat and moisture, shaping pressure, rainfall and biome patterns.

Covered syllabus points

6.1.1—Atmosphere boundary 6.1.2—Atmospheric circulation 6.1.3—Greenhouse gases and aerosols 6.1.4—Greenhouse effect 6.1.5 (HL)—Atmosphere as dynamic system 6.1.6 (HL)—Atmospheric pressure and altitude 6.1.7 (HL)—Milankovitch cycles 6.1.8 (HL)—Global warming and geological cycles 6.1.9 (HL)—Life and atmosphere evolution

[Maximum number: 1]

Figure:Gas composition of the troposphere by volume

Figure 1 shows the percentages (by volume) of gases in the troposphere.

Label gases A and B on Figure 1.

[Maximum number: 4]

Outline the role of the atmospheric system in the distribution of biomes.

atmospheric/tri-cellular circulation (including Hadley, Ferrel & polar cells) creates patterns of climate that determine dominant vegetation types;
low pressure due to intense heating/high insolation at the equator causes / rising moist air in the tropics creates high precipitation giving rise to rainforests;
moving polewards (at high altitude), air cools, becomes denser and sinks forming a high-pressure zone / descending/dry air ( $20-30^{\circ}$ latitude/tropics) creates water-limiting/arid conditions giving rise to deserts;
some of the air continues towards the poles to equalize temperature difference / atmosphere transfers heat from (sub-)tropics to mid-latitudes giving rise to temperate biomes;
descending/dry air (high latitude/polar regions) creates water-limiting conditions in tundra;
water vapour (from mid-latitudes/temperate regions) is transferred to high latitudes giving rise to heavy precipitation/snow in boreal forest;
water vapour is transferred from ocean surfaces overland generating freshwater aquatic systems;
prevailing winds/jet streams (blowing from high to low pressure) bring precipitation to a region, eg temperate rainforest in mountainous region/riverine/water-margin systems;
rain shadow effect of high mountains causes dry winds in the leeward side, resulting in arid or semi-arid biomes (eg Tibetan Plateau, Mongolian Gobi desert and steppes);
atmosphere may be responsible for shifting biomes due to global warming/climate change;

[Maximum number: 2]

Figure:Carbon capture and storage flow chart

the carbon-capture and storage flow chart shown above shows the process of carbon capture and storage (CCS) that can be used to manage climate change. Carbon dioxide ( $\mathrm{CO}_{2}$ ) is pumped into three different underground locations, where it is stored.

Flow 1 pumps $\mathrm{CO}_{2}$ into an underground saline reservoir.
Flow 2 pumps $\mathrm{CO}_{2}$ into an oil reservoir; $\mathrm{CO}_{2}$ replaces oil; oil is produced.
Flow 3 pumps $\mathrm{CO}_{2}$ into a coal seam; $\mathrm{CO}_{2}$ replaces methane $\left(\mathrm{CH}_{4}\right)$ ; methane is produced.

(a)

Outline the evidence that $\mathrm{CO}_{2}$ acts as a greenhouse gas.

[ 1 ]

$\mathrm{CO}_{2}$ absorbs (outgoing) longwave/IR radiation/heat elevating global temperatures;

Accept references to climate / CO2 data as causal link, eg increase in global CO2 levels correlate with rises in global temperatures.

(b)

State a greenhouse gas other than $\mathrm{CO}_{2}$ .

[ 1 ]

All question bank results loaded

Covered syllabus points

Question 1

Question 2

Question 3

Question (a)

Question (b)