Weather and Climate Unit Part I/VI For Educators - Download Powerpoint at Www. Science Powerpoint

Weather and
Climate Unit
Part I/VI
Start Part I / V of an educational unit about
Weather and Climate Topics for students
students in grades 6-8
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• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”

The Weather and Climate Unit
This Unit belongs to Ryan Murphy

Copyright 2010 and can be found
at www.sciencepowerpoint.com

• This Unit will cover…
• Weather and Climate
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• Dangerous Weather Systems
• Light and Temperature
• The Seasons
• Clouds
• Meteorology
• Greenhouse Effect
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• Dangerous Weather
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• The Atmosphere
• Air Quality
• The Ozone Layer
• Air Pressure
• Fronts
• Wind
• Global Winds
• The Seasons
• Clouds
• Meteorology
• Climate Change
• Biomes
• Let’s go outside! Please provide at least a
twenty-five word forecast for today’s
weather in journal.

 Weather: The state of the atmosphere at
a given time and place, with respect to
variables such as…
-
-
-
-

 Temperature

 Moisture

 Wind

 Air Pressure

 Climate: The average weather of a particular
part of the world at different times of the year.

• April 21st,..
– What is the climate of Florida?
– What is the climate of Arizona?
– What is climate of Alaska?
– What is the climate of Kenya?
– What is the climate in Saudi Arabia?
– What is the climate in the United Kingdom?

• The Atmosphere: A starting point
• This thin layer is out atmosphere.
 Atmosphere: The layer of gases
surrounding Earth; composed mainly of
nitrogen and oxygen.

• Atmos – vapor
• Sphairia - ball

• The atmosphere is like the fog from a
breath on an apple.

• Activity! Use a Petri-dish to draw a circle
and then draw the thinnest possible line
around it without touching the circle?

• Label this thin circle as the atmosphere.
Atmosphere

 Importance of the atmosphere
-
-
-
-

 Keeps planet warm (Greenhouse effect)

• The Moon does not have an atmosphere
is extremely cold in the shade, and
extremely hot in the sun.
• What is so special about this photo?

• Answer! Water exists in all three forms of
matter because of our greenhouse effect.
– Solid, liquid, gas

 Provides oxygen to breathe (makes
respiration possible).

 Protects us from small meteors.

 Has ozone that protects us from radiation
(UV).

• What’s not scientifically accurate about
your stereotypical space battle?

• Answer! There is no sound, fire cannot
burn without oxygen, and the ships can’t
bank turns because space is a vacuum.

 Without atmosphere, smell, taste, sound,
and combustion are not possible.

• Activity! History of the atmosphere.
• 9 boxes equaling a half page required.

1st H and He from Lost to solar wind
atmosphere solar nebula
2nd H20, CO2 and SO2 From Volcanoes

atmosphere from Transformed by
photosynthesis
Current N2, O2, from Nitrogen fixing +

atmosphere photosynthesis continued
and constant N2 photosynthesis
production


photosynthesis

production


photosynthesis

production


photosynthesis

production


photosynthesis

production


photosynthesis

production


photosynthesis

production


photosynthesis

production


photosynthesis

production


photosynthesis

production

• Activity! Tic-Tac-Toe vs. Teacher.
– Students (X) go first.
– Students must verbally read the square
before putting (X) in it.
before putting (X) in it. State if first, sec, third.
– Teacher must read the square as well.
before putting (X) in it. State if first, sec, third.
– Teacher must read the square as well.
- - -
atmosphere
-
from
- Transformed by
-
photosynthesis

-
-
- production

- - -
atmosphere
-
from
- Transformed by
-
photosynthesis

-
-
- production

- - -
atmosphere
-
from
- Transformed by
-
photosynthesis

-
-
- production

- - -
atmosphere
-
from
- Transformed by
-
photosynthesis

-
-
- production

• Lab Demonstration (Composition of
Atmosphere) Pie plate, candle, water, jar
– Questions on next slide.
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
• What happened to the candle when
covered by jar?

covered by jar?
– What does this tell us about what the
atmosphere is made of?

covered by jar?
– What other factors controlled the rate of time
that caused the candle to go out?

covered by jar?
– What other factors controlled the rate of time
that caused the candle to go out?

• Redo Experiment recording in seconds
how long it takes for the candle to go out
in a small, medium, and large container.
– Small (Volume 25ml)
– Medium (Volume 300ml)
– Large (Volume 1000ml)
– Graph results (Bar works best)

– Use your graph to explain the differences.

25
20
Seconds of flame
15
Series1
10
5
0
1 2 3
Volume in millimeters

 Combustion: A process in which a substance
reacts with oxygen to give heat and light.

 Combustion: A process in which a substance
reacts with oxygen to give heat and light.

• What goes in? What comes out?

• Answer! Gas and Oxygen in  Combustion
Gases released.

 The atmosphere is made of
-
-
-
-
-
-
-
-
-
-

 78% Nitrogen

 21% Oxygen

• Why is the sky blue?

• The sky is blue because…

– Nitrogen and Oxygen are small atoms.

– Red light (long wavelength) from the sun
passes by Nitrogen and Oxygen without
hitting them.

hitting them.
– Blue light (shorter wavelength) hits Nitrogen
and Oxygen and is scattered.

hitting them.
– You see this blue.

hitting them.
– It is a bit more complicated than this but
hopefully you get the idea.

hitting them.
– It is a bit more complicated than this but
hopefully you get the idea.

Shorter wave-lengths
longer wave-lengths

longer wave-lengths

longer wave-lengths

• Which letter represents the blue light that we
see, and which represents the red light?
B
A
• Answer! B represents the smaller wave
length of light scattering off of N2 and O2.
B
A
• Why then, are sunsets red, yellow, and
orange?

• Answer! The sun is not directly overhead
and passes across the atmosphere. The
blue light is scattered out, leaving the
longer reds, oranges, and yellows.

 All other gases 1%
 Argon .7%
 Carbon Dioxide .2%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

 Argon .7%
 Neon
 Helium
 Methane
 Krypton
 Hydrogen
 Xenon

• What are these? When all are identified
we can move on.

we can move on.
N2 Nitrogen Gas

• The sky is blue because Nitrogen gas N2
and Oxygen Gas O2 are almost the same
size (small). This scatters the blue light.

we can move on.
O2 Oxygen
N2 Nitrogen Gas

we can move on.
O2 Oxygen
N2 Nitrogen Gas
CO2 Carbon Dioxide

we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide

we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide
Neon

we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide
Neon
Krypton

we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide
Neon
Krypton
Xenon
we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide
Neon
Krypton
Xenon
CH4 Methane
we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide
Neon
Helium
Krypton
Xenon
CH4 Methane
we can move on.
O2 Oxygen
N2 Nitrogen Gas
Argon
CO2 Carbon Dioxide
Neon
Helium
Krypton
H2 Hydogen
Xenon
CH4 Methane
• Activity! Please create a pie graph in journal
by hand of atmospheres composition.

 Title: Layers of the Atmosphere
 Spread these 5 bullets out over a page. Draw
relevant things after titling layer.-
-
-
-
-
-

• Caution! Notes are going from the top up
and not top down.
• Caution! Notes are going from the top up
and not top down.
-
-
-
-
-

-
-
-
-
- Troposphere

Troposphere: Weather occurs here.

 Stratosphere: Jets fly through, ozone
found here.

 Mesosphere: Meteors burn up here

 Thermosphere: Space shuttle orbits here,
Aurora borealis

 Exosphere: Merges with space, some
satellites can be found here.

• Now draw with a red line the temperatures
of the layers of atmosphere.





• Check out the large variations in temperature
as you move up in atmosphere. Why?

• Caution! Read the next slide from the
bottom up.
– Not from the top down!
• Very hot in space when
sun hits you.
• Gets colder again with

few air molecules as you
go toward space
• Gets warmer in
stratosphere because
sun’s radiation is strong
because not blocked out.
• As you go up Mt. Everest

there is less air particles
so it gets colder.

sun hits you.

go toward space
• Gets warmer in

so it gets colder.

sun hits you.

go toward space
• Gets warmer in

so it gets colder.

sun hits you.

go toward space
• Gets warmer in

so it gets colder.

sun hits you.

go toward space
• Gets warmer in

so it gets colder.

 New Area of Focus: Air Quality and
Pollution

• Atmosphere also contains water vapor
(H2O)
• + trillions of tiny particles
Dust, smoke, pollen, salt, chemicals, etc

 Air Pollution can be…
-
-
-

 Global:
 Ex. Global Warming, Ozone Hole

 Global:

 Global:

 Regional
 Ex. Acid Rain

 Regional
 Ex. Acid Rain

 Regional
 Ex. Acid Rain

 Local
 Ex. Smog, Urban heat

 Local

 Local

• Air Pollution can be natural and man
made.
– What is this a photo of?

• Answer! Picture of sediment pollution on a
coral reef

• Assessment Question! - Please describe a
few types of air pollution, and their
sources.
– You will not be able to copy each one, so just
get the names, and maybe a bit of info.

• Assessment Question! - Please describe a
few types of air pollution, and their
sources.
– You will not be able to copy each one, so just
get the names, and maybe a bit of info.

• Natural Sources of pollution

– Forest Decay CO2

– Volcanoes – SO4

– Nitrogen Decay NO4

– Methane Decay CH4

– Methane Decay CH4
• Note – Natural Sources more than double
human sources

• Sulfur oxides especially sulfur dioxide are
emitted from burning of coal and oil.

• Burning Coal (to create electricity) also
emits CO2 (Carbon Dioxide a greenhouse
gas)

• Carbon dioxide (CO2), a greenhouse gas
emitted from combustion.

• Nitrogen oxides especially nitrogen dioxide
are emitted from high temperature
combustion.

• Nitrogen oxides especially nitrogen dioxide
are emitted from high temperature
combustion. AKA - Smog

• Smog over Beijing

• Carbon monoxide is colorless, odorless,
non-irritating but very poisonous gas.

non-irritating but very poisonous gas. It is
a product by incomplete combustion of
fuel such as natural gas, coal or wood.

Vehicular exhaust is a major source of
carbon monoxide.

Vehicular exhaust is a major source of
carbon monoxide.

 To avoid carbon monoxide poisoning, Do
not…
-
-
-
-

 Run a car in a closed garage.

 Burn charcoal indoors or in a tent.

 Run a generator inside.

 Burn anything without ventilation.

• Fire and Carbon Monoxide Alarm.
– Cost about 15 dollars.

• Volatile Organic Compounds (VOC’s),
such as hydrocarbon fuel vapors and
solvents.

solvents.

solvents.

• No open burning laws in some states allow
people to burn waste with high levels of
VOC’s

• Burning household waste releases VOC’s

• Fireworks contain toxic metals, such as
lead, cadmium and copper.

• Class Poll!
Town members donating No celebratory fireworks,
several thousand dollars but having local band
for fireworks celebration play patriotic tunes
on July 4th which pollutes Historians talking about
local area for the reason The American
of celebration. Revolution.
_____ ______

• Chlorofluorocarbons (CFCs), harmful to
the ozone layer emitted from products
currently banned from use.

• Ammonia (NH3) emitted from agricultural
processes.

• Odors, such as from garbage, sewage,
and industrial processes

• Odors, such as from garbage, sewage,
and industrial processes

• Radioactive pollutants produced by
nuclear explosions, war explosives, and
natural processes such as the radioactive
decay of radon.
– Note, gases below are water vapor, Plant would to
have a meltdown to release radioactive pollutants.

decay of radon.
– Note, gases below are water vapor.

decay of radon.
– Note, gases below are water vapor. The Plant would
have to have a meltdown to release radioactive
pollutants.

• Radioactive Fallout: Chernobly Disaster

• Note – Don’t freak out! Meltdown would be
very rare. But knowing evacuation routes
and the dangers of nuclear fallout from a
radioactive cloud is important.

• Ground level ozone (O3) formed from NOx
and VOCs.

• Particulate matter (PM), measured as
smoke and dust.

smoke and dust.

smoke and dust.
– PM10 is the fraction of suspended particles
10 micrometers in diameter and smaller that
will enter the nasal cavity.

smoke and dust.
– PM2.5 has a maximum particle size of 2.5 µm
and will enter the bronchies and lungs.

smoke and dust.
– PM2.5 has a maximum particle size of 2.5 µm
and will enter the bronchies and lungs.

• Activity! – Particulate matter in our building
– Science Room
– Teachers Room
– Gym Closet
– Cafeteria
– Janitor’s Room
– Outside
– Office
– Control

• Procedure

• Procedure
– Need six plastic bags.

• Procedure
– Create 1 centimeter circles on filter paper.

• Procedure
– Put in bag.

• Procedure
– Put in bag.
– Remove filter from bag, use elastic to place
on vacuum, run vacuum for 1 minute.

• Procedure
– Put in bag.
– Label and place filter back in bag.

• Procedure
– Put in bag.
– Analyze number of particulates in circle.

• Procedure
– Put in bag.
– Graph results, post warnings if necessary.

• Procedure
– Put in bag.
– Graph results, post warnings if necessary.

• Please observe the slides that collected
Particulate Matter (PM) from the building.



• Please rate each area
on a 1-5 Scale of PM
• 1 – Same as control
• 2 – Low PM
• 3 – Medium PM
• 4 – High PM
• 5 – Very High PM

• Control 1

• Control 2

• Control 3

• Control Office

• Control Teachers Room

• Control Janitor’s Room

• Control Outside

• Control Science Room

• Control Cafeteria

• Control Gym Closet

• N = 1 Is not enough data to accurately say
anything. Let’s do this 200 hundred more
times and see if we get the same results.

• N = 1 Is not enough data to accurately say
anything. Let’s do this 200 hundred more
times and see if we get the same results.
I think it
would be
wise to
retest the
gym
closet
• Please write a short paragraph /
evaluation of the schools air quality
• Some considerations in statement
– Was the level of PM high or low?
– What places should we test again?
– Do the results surprise you?
– Why do you think the results are what they
are?
– Can we base anything on such a small
number of samples.

• Clean Air Act (1970) created federal and
state regulations to limit emissions from
both stationary (industrial) sources and
mobile sources.

• Activity! Role Play
• Main Roles

• Main Roles
– Farley (Reporter)

• Main Roles
– Newspaper Chief

• Main Roles
– Newspaper Chief
– Female Scientist

• Main Roles
– Newspaper Chief
– Global George (Earth)

• Main Roles
– Newspaper Chief
– Global George (Earth)
– Doctor Guy

• Smaller Roles

• Smaller Roles
– Refrigerator Inventor

• Smaller Roles
– Computer Processor Guy

• Smaller Roles
– Computer Processor Guy
– Automobile Air Conditioner Service Person

Chief then Farley to start

Chief then Farley

Chief
Chief
Chief and Farley
Farley
Farley
Female Scientist
Female Scientist and then Farley
Female Scientist and then Farley
Female Scientist
Farley
Female Scientist
Female Scientist
Female Scientist
Farley then Female Scientist
Female Scientist then George
Global George
Global George
Global George
Farley
Doctor then Farley
Doctor
Farley
Refrigerator Inventor
Computer Guy
Auto Guy
Chief
Farley
Farley
Farley and then Chief
THE END
• Actors and Actresses please line up and
take a bow.

 Ozone Layer
-
-
-
-

 Layers of atmosphere

 Gas made of 3 oxygen atoms (O3)



 Absorbs 99% of suns harmful UVB rays

 Chloroflurocarbons, (CFC’s) made by
humans in aerosols destroy Ozone

 Humans have created a hole in the ozone
layer.

• Hole is concentrated at poles, but pockets can
be found globally.
– Why should you care?
• Remember: Avoid UV Exposure by…
– Don’t use tanning beds.
– Don’t sun bathe.
– Avoid sun during peek hours.
– Seek Shade.
– Wear large hats.
– Protect skin with clothing.
– Use sunscreen or….

– Seek Shade.

– Seek Shade.

– Seek Shade.

– Seek Shade.

– Seek Shade.

– Seek Shade.

– Seek Shade.

– Seek Shade.
– And use sunscreen or….

• Check your body often for signs of skin
cancer.
– Remember your ABCDE’s Skin Cancer. If you
have a mole that has these than it should be
looked at by a doctor.

• Check your body often for signs of skin
cancer.
– Remember your ABCDE’s Skin Cancer. If
you have a mole that has these than it should
be looked at by a doctor.

• A – Asymmetry: Spots on your skin are not
circles, they are very irregular shaped.

• B – Border: Moles may have a blurry or
dark jagged edge.

• C – Color: A mole that has differences in
color, with some dark and some light.

• D – Diameter: Any mole larger than a
pencil eraser should be looked at by a
doctor.

• E – Elevation: The mole is raised above
the surface of the skin.

• Which of the pictures below is a normal
freckle, and which is something you would
want to have checked? –Why?

• Dangerous looking mole because is A-
Asymmetrical, and C-Color changes


• Dangerous looking mole because A-
Asymmetrical, C-Color, and D-Diameter.


• Very Dangerous looking mole because of
E-Elevation, and D-Diamter.

• Highest rates of skin cancer in US

• Why do NH, VT, and the Northwest, have
more skin cancer than sunny states?

• Many people are fair skinned among other
factors.
• Many people are fair skinned among other
factors.
• Assessment Question?
– What are some ways to avoid skin cancer.

 Way’s to avoid skin cancer!
-
-
-
-
-

 Don’t sunbathe. The sun is radiation

• Your body after 30 years of sun bathing

 Tanning also increases your risk

 Avoid the sun, especially between 10-4PM

 Seek shade

 Wear a shirt (thicker and darker)

 Wear sunglasses

 Wear a hat, the bigger the better

 Lastly, wear sunscreen, SPF 30 or more

• Be especially wary fair skinned people

• Be especially wary fair skinned people
– Who out there is fair skinned?

• The good news…Montreal Protocol (1987)

– Global agreement to phase of CFC’s

– Global agreement to phase of CFC’s
– Bad News – Not followed by every country.

• Try Again! Try and identify the picture
beneath the squares.
– Raise your hand when you think you know.
You only get one guess.

“Grandma, I
think you
should wear
some
sunscreen.”
• Activity! Weather and Climate Review
Game I

End Weather
and Climate
Unit Part II/V
• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and
The River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit,
The Life Topics Unit, The Plant Unit, The Taxonomy and Classification
Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology:
Abiotic Factors, The Evolution and Natural Selection Unit and coming
soon The Anatomy and Physiology Unit.




Weather and Climate Unit Part I/VI For Educators - Download Powerpoint at Www. Science Powerpoint

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Weather and Climate Unit Part I/VI For Educators - Download Powerpoint at Www. Science Powerpoint

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Copyright:

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Weather and

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Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

This Unit belongs to Ryan Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

2nd H20, CO2 and SO2 From Volcanoes

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

Current N2, O2, from Nitrogen fixing +

Copyright © 2010 Ryan P. Murphy

Current N2, O2, from Nitrogen fixing +