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Midterm

# EOSC 112 - Midterm 3 Learning Goals.docx

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School
University of British Columbia
Department
Earth and Ocean Sciences
Course
EOSC 112
Professor
All
Semester
Fall

Description
Learning Goals – Waves 3 1. Describe the processes responsible for a storm surge. 2 things are forces for a storm surge: a hurricane and a high velocity wind. The wind is a processes that is unrelated to the hurricane; forms a mound behind the hurricane. A hurricane will form a mound of low pressure directly below the eye of the hurricane. In reality, there is only one mound combining the two processes. The rotation of the hurricane and the motion of the hurricane will determine the part of the coastline that will be impacted the hardest (in the northern hemisphere, this is the R.H.S.) 2. Identify where the maximum surge will occur during a hurricane. In the Northern Hemisphere, the place of maximum surge will be on the right hand side of the hurricane. Vice Versa for the Southern Hemisphere. This depends on the rotation and the motion of the hurricane as it is approaching land. On side has winds spinning into land, and the other sides has winds that are spinning away from the land. 3. Determine how two waves will interact; Explain constructive and destructive interference. When waves of different amplitudes and wavelengths meet, they will interact in a way that creates a complex and random wave. When two wave crests interact with each other, their crests will line up to create a bigger, more powerful wave. This is called constructive interference. When a crest lines up with a trough, the wave power will decrease in a process called destructive interference. 4. Explain how wave reflections, standing waves, and resonance arise. When two waves’ crests combine suddenly, a Rogue wave is formed. This is a freak wave that is tremendously strong and has to power to sink ships. Unfortunately, it is impossible to detect or prevent this from happening. A tidal bore is when water of a different density rushes into a harbor. This is often mistaken for a tsunami, but really is just a fast coming tide. The last one is the Seiche. A seiche is a resonation wave that happens inside a semi-enclosed body of water. A seiche can be generated by winds or by a tsunami that has entered the region. It will resonate back and fourth between the two shores; these waves have 1 crest and 1 trough. 5. Relate wave interference and resonance to marine hazards. Wave interference creates random waves that can take a marine town/location by surprise. One second there might be a calm wave, and another seconds a 30m wave might destroy their property. Marine resonance: the amplification of waves, also can pose a huge risk to marine property, especially ships. These waves are undetectable and can suddenly appear to sink a ship. Learning Goals – Waves 4 1. Define wave breaking and determine when a wave will break. Wave breaking is when a wave collapses and results in a release of energy. A wave will break when h/l>1/7 or h/d>3/4. The wave becomes too high for the base to support it. Ocean floor restricts wave motion and the crest overruns a trough. Wave energy comes from breaking wave! 2. Differentiate between breaker types; Predict which type will be found on a given beach. Breaker types are classified according to the wave they strike a beach. A spilling breaker gently spills onto a beach over a large area. A plunging breaker plunges onto a break; similar to a wave tube and is perfect for surfing. A surging breaker collapses over a beach and all of its energy is concentrated into one area. The main factor that differentiates these waves from each other is the slope of a beach. A gentile slope will mean a gentile wave. A steep slope will mean a violent wave. 3. Describe how coastlines affect waves and how waves affect coastlines. As waves approach coastline, they refract and bend towards headlands and away from bays. This is because the first part of the wave that approaches the beach will slow down first, causing the entire wave to bend towards the beach. This will cause headlands to erode over time to from a huge bay. 4. Compare and contrast the effects of breakwaters, groins, seawalls, and other structures on costal processes. Breakwaters block waves before they hit the coast. Results in erosion and deposition. Groins/Jetties block the beach sediments from being carries away. Seawalls are built to protect the coast against the erosional effects of waves. They reflect the wave energy. But over time, they will erode and collapse. Learning Goals – Storms 1 1. Be wary of the main storm hazards. Storm hazards include lightning, tornado, hail, downpours of rain and downpours of wind. 2. Describe the different types of lightning, how they form, and what happens when they strike something. There are two types of lightning, IC lightning and CG lightning. There are to types of CG lightning, positive and negative. The positive comes from a positive charge on the top of the anvil cloud; these are the most powerful and cause the majority of forest fires in Canada. The negative charge is an accumulation of negative electrons on the base of the cloud. These are much more common and are slightly less dangerous. 3. Recognize thunderstorms, be able to identify thunderstorm components, and explain how they evolve. The different parts of a thunderstorm are the anvil (top of the storm, sometimes updraft might overshoot the anvil), wall cloud (cloud where the tornado forms), arc cloud (warm air pushed up by downbursts). Thunderstorm evolves in three stages, the Cumulus stage (updraft dominates), Mature stage (updraft and downdraft; violent), Dissipating stage (downdrafts). 4. Explain how storms get their energy from the sun. Storms get their energy indirectly from the sun. The two things that power storms are temperature and humidity. As solar energy shines into Earth’s atmosphere, the ground to form sensible heat absorbs some of it and latent heat (other parts are reflected off the clouds and t
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