FIGURE11 An avalanche
FIGURE12 The Halley VI Research Station in Antarctica
9.11 SkillBuilder activity COMMUNICATING Use the lesson diagrams to help you draw and label a supercell storm. Label your diagram with terms like evaporation, condensation and precipitation to explain how storms form.
9.11
Exercise
Learning pathways LEVEL1 1, 2, 7, 8
LEVEL2
LEVEL3
3, 4
5, 6, 9, 10
REMEMBER AND UNDERSTAND 1. Identify three features associated with thunderstorms. a. Massive cloud build-up b. Thunder c. Lack of clouds d. Silence e. Lightning 2. List the changes to the environment and types of damage that might result from thunderstorm activity. a. Next to each type of damage indicate: • Whether the damage is caused predominantly by wind or water • Whether the damage tends to occur in the natural or built environment 3. Study FIGURE7 . Number each step in the table, in order, to illustrate how hailstones are formed. 4. Suggest reasons why people in earlier civilisations assumed weather events were the work of the gods. 5. Explain why thunderstorms can cause so much damage to the natural and human environments. ANALYSE AND APPLY 6. Study FIGURE7 , which shows a supercell storm. Write a paragraph explaining why hailstones can vary so much in size. 7. During which seasons of the year are thunderstorms more likely? Justify your answer. 8. Study FIGURE6 . Identify which hours of the day most severe thunderstorms occur. Justify your answer.
322 Jacaranda Humanities Alive 7 Victorian Curriculum Third Edition
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