Exploring the General Atmospheric Circulation Model

• Geography
• Upper Secondary (Key Stage 4)
• GCSE

Exploring the General Atmospheric Circulation Model

Learning Objective

At the end of the lesson, you will be able to understand the general atmospheric circulation model, diagrams, pressure, weather, winds and the Coriolis Force.

What do you already know about the general atmospheric circulation model and its components?

General Atmospheric Circulation Model

The general atmospheric circulation model is a simplified representation of the large-scale movement of air in the Earth's atmosphere.

Components of the Model

The model consists of three major cells: Hadley Cell, Ferrel Cell, and Polar Cell. Each cell represents a different latitude zone.

Diagram of the Model

The diagram shows the three cells and the direction of air movement at different latitudes.

Pressure Systems

Pressure systems play a crucial role in the general atmospheric circulation. Low-pressure systems are associated with rising air, while high-pressure systems are associated with sinking air.

Weather Patterns

The general atmospheric circulation model influences weather patterns. The convergence of warm and moist air leads to the formation of clouds and precipitation in areas of low pressure.

Winds

Winds result from the movement of air between areas of high and low pressure. They blow from areas of high pressure to areas of low pressure.

Coriolis Force

The Coriolis Force is an apparent deflection of wind due to the rotation of the Earth. It causes winds in the Northern Hemisphere to curve to the right and winds in the Southern Hemisphere to curve to the left.

Review and Discussion

Review the key concepts of the general atmospheric circulation model, pressure, weather, winds, and the Coriolis Force. Engage students in a discussion to reinforce their understanding.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.