aimnova.
DashboardMy LearningPaper MasteryStudy Plan

Aimnova site navigation

Stay in the loop

Get the latest study resources and updates

New features, study tips and exam insights — straight to your inbox.

IB Diploma

  • IB Past Papers
  • IB Study Notes
  • IB Question Bank
  • IB Mock Exams
  • IB Revision

IB Subjects

  • IB Math AA
  • IB Math AI
  • IB Economics
  • IB Business Management
  • IB Physics
  • IB Biology
  • View all IB subjects→

IB Past Papers

  • IB Math AA HL Past Papers
  • IB Math AA SL Past Papers
  • IB Math AI HL Past Papers
  • IB Math AI SL Past Papers
  • IB Economics HL Past Papers
  • IB Economics SL Past Papers
  • IB ESS Past Papers
  • View all past papers→

Study Resources

  • Study Notes
  • Question Bank
  • Mock Exams
  • Flashcards
  • Revision Guide
  • Exam Skills
  • Command Terms
  • Grade Calculator
  • Exam Timetable 2026

Aimnova

  • Features
  • Pricing
  • For Teachers
  • For Schools
  • For Parents
  • About Us
  • Blog
  • Contact
aimnova.

AI-powered study platform for smarter revision, past-paper analysis and examiner-style feedback.

TermsPrivacyCookies·© 2026 Aimnova. All rights reserved.4d879c2

Aimnova is not affiliated with or endorsed by the International Baccalaureate Organization (IB).

NotesESSTopic 2.4The tricellular model
Back to ESS Topics
2.4.57 min read

The tricellular model

IB Environmental Systems and Societies • Unit 2

Exam preparation

Practice the questions examiners actually ask

Our question bank mirrors real IB exam papers. Practice under timed conditions and track your progress across topics.

Start Practicing

Contents

  • Uneven heating and latitude
  • Rising air, sinking air
  • The three cells
  • From cells to biomes
  • Where the model needs help
  • Exam-style question
The Sun heats the Earth unevenly: The Sun is the main source of energy for the climate, but it heats the equator far more than the poles. The atmosphere moves to even this out, and that movement shapes the climate of every latitude.

The points to remember

  • Latitude is the angle north or south of the equator, measured from the Earth's centre, in degrees.
  • The Earth is a sphere and tilted, so sunlight strikes each latitude at a different angle.
  • Near the equator the sun is high: its energy falls on a small area, so it is hot.
  • Near the poles the same energy is spread over a large area and crosses more air: cold.
  • Day length also changes with latitude and season.
  • The equator has a surplus of heat, the poles a deficit: moving air carries heat poleward and evens out the extremes.
Diagram of parallel sunlight hitting a globe: at the equator a band of sunlight falls on a small area; near the pole the same band spreads over a much larger area
Same energy, bigger area, colder ground.

Real example: Singapore, at 1°N, averages about 27 °C in every month. Tromso in Norway, at 70°N, averages about 3 °C over the year and has no sunrise for about seven weeks in winter.

Remember it as: High sun, hot ground; low sun, cold ground.

Free preview

This is the free notes preview

You're reading the free notes. Aimnova Pro unlocks the full study experience — and you can try it with your first topic free to keep:

  • FlashcardsLock in vocabulary and key terms with spaced repetition.
  • Practice questionsAnswer exam-style questions and get instant AI marking.
  • Mock exams & past-paper vaultSit full mocks and see exactly how examiners award marks.
  • Personalised study planA daily plan built around your exam date and weak areas.
Start Studying Free Full access to Aimnova Pro · cancel anytime

Uneven heating makes air move up and down. Where air rises, it rains; where air sinks, it is dry. This one idea explains most of the world's rain belts and deserts.

Rising air, sinking air

  • Warm air is less dense, so it rises (convection); cool air is denser and sinks.
  • Rising air leaves low pressure at the ground.
  • As it rises it cools; its water vapour condenses into clouds; once saturated, it rains.
  • Sinking air gives high pressure; it warms as it sinks, so clouds evaporate and it is dry.
  • Near the equator the sun is overhead and the trade winds meet: the ITCZ, a belt of heavy rain.

Rising air

  • Low pressure
  • Cools, water vapour condenses
  • Clouds and heavy rain

Sinking air

  • High pressure
  • Warms, clouds evaporate
  • Clear skies, dry

Real example: in Singapore, the morning sun heats the ground, warm moist air rises, and tall cumulonimbus clouds build up by the afternoon. It gets about 2,500 mm of rain a year.

Say the whole chain: Rises, cools, condenses, clouds, rain. Each step is a point; 'rising air causes rain' on its own skips them.

Feeling unprepared for exams?

Get a clear study plan, practice with real questions, and know exactly where you stand before exam day. No more guessing.

Get Exam Ready FreeYour first topic is free to keep • No credit card required

The tricellular model links the rising and sinking air into three loops in each hemisphere: the Hadley, Ferrel and polar cells.

The three cells

  • Hadley cell (0-30°): air rises at the equator, flows poleward high up, sinks at 30°.
  • It returns to the equator along the ground as the trade winds.
  • Polar cell (60-90°): cold, dense air sinks at the pole and flows to 60° as the polar easterlies.
  • At 60° it meets warmer air and rises.
  • Ferrel cell (30-60°): turns the opposite way, driven by the other two: westerlies at the surface.
  • Together the cells carry heat from the tropics towards the poles.
Cross-section from the equator to the North Pole with three circulation cells. Hadley cell: air rises at the equator, moves poleward high up and sinks at 30 degrees north. Ferrel cell: turns the other way, with westerlies at the surface. Polar cell: air sinks at the pole and rises at 60 degrees. Rising air brings rain; sinking air is dry. Below, the biome belts from tropical rainforest to ice.
Rising air at 0° and 60°, sinking air at 30° and 90°.
Remember it as: Up at 0, down at 30, up at 60, down at 90.

Real example: in 1492 Columbus sailed south to the Canary Islands to pick up the steady north-east trade winds, the surface flow of the Hadley cell, which carried his ships across the Atlantic.

Annotating the cells: Draw an arrow on every side of every loop: up at 0° and 60°, down at 30° and 90°. The Ferrel cell turns the other way from its neighbours.

The cells decide where it is wet or dry, and the heat they carry decides where it is warm or cold. Rain and temperature decide the soil and which plants grow, and how fast: the biome, its structure and its productivity.

From cells to biomes

  • 0-10°: rising air, low pressure, rain all year: tropical rainforest, the highest NPP.
  • 10-20°: rain only when the rain belt moves over in summer: savanna.
  • About 30°: sinking air, high pressure, very dry: hot deserts with low NPP.
  • 40-60°: westerlies bring moisture from the oceans: temperate forest and grassland.
  • Near 60°: rising air brings rain and snow: boreal forest.
  • Polar: sinking, cold, dry air: tundra and ice, very low NPP.
Table: Kisangani, DR Congo, 0.5 degrees north, rising air, about 1,750 mm, tropical rainforest; Kano, Nigeria, 12 degrees north, rain belt in summer, about 870 mm, savanna; In Salah, Algeria, 27 degrees north, sinking air, about 15 mm, hot desert
Rainforest, savanna and desert follow the Hadley cell.

Real example: travel north through Africa along 20°E. At Kisangani, under rising air, the rainforest is tall, layered and very productive. Past Kano the rain lasts only a few months: savanna. At In Salah, under sinking air, the Sahara gets about 15 mm a year and plants are scattered.

Link every biome to the climate: Naming a biome is not enough: say why, with its temperature or precipitation. 'Sinking air at 30° gives high pressure and very little rain, so hot deserts form.'

Memorize terms 3x faster

Smart flashcards show you cards right before you forget them. Perfect for definitions and key concepts.

Try Flashcards FreeYour first topic is free to keep • No credit card required

Like every model, the tricellular model leaves things out. Real rain belts bend around mountains, coasts and seasons, so some biomes sit where the simple model would not put them.

Where the model needs help

  • The model is simplified: real winds, land and sea bend the neat belts.
  • Prevailing winds bring rain from the sea: temperate rainforest grows on windward coasts and mountains.
  • Behind high mountains lies a dry rain shadow: deserts and steppe far from 30°.
  • The rain belt moves north and south with the seasons, giving the savanna its wet and dry seasons.
  • Altitude and distance from the sea also change temperature and rain.

Real example: the Gobi desert lies at about 43°N, far from the 30° belt. The Himalaya and the Tibetan Plateau block moist air, leaving it in a rain shadow, and it is far from any sea.

Use it as a strength or a limit: In an 'outline the role of the atmosphere' question, prevailing winds and rain shadows each earn a point of their own, beyond the three cells.
How this comes up: Paper 2, Section A: explain how the tricellular model influences the structure of biomes [4].
IB-style questionExplain[4 marks]

Tropical rainforest, hot desert and tundra lie in belts at different latitudes.

Explain how the tricellular model of atmospheric circulation influences the distribution of these biomes.

Model answer plan

See the mark-by-mark plan — for / against / judgement, with marking guidance — in study mode.

Claim your free topic

IB Exam Questions on The tricellular model

Practice with IB-style questions filtered to Topic 2.4.5. Get instant AI feedback on every answer.

Practice Topic 2.4.5 QuestionsBrowse All ESS Topics

How The tricellular model Appears in IB Exams

Examiners use specific command terms when asking about this topic. Here's what to expect:

Define

Give the precise meaning of key terms related to The tricellular model.

AO1
Describe

Give a detailed account of processes or features in The tricellular model.

AO2
Explain

Give reasons WHY — cause and effect within The tricellular model.

AO3
Evaluate

Weigh strengths AND limitations of approaches in The tricellular model.

AO3
Discuss

Present arguments FOR and AGAINST with a balanced conclusion.

AO3

See the full IB Command Terms guide →

Related ESS Topics

Continue learning with these related topics from the same unit:

2.1.1The biosphere
2.1.2Organisms and species
2.1.3Classification
2.1.4Identification of organisms
View all ESS topics

Practice with flashcards

Spaced repetition flashcards for The tricellular model

Improve your exam technique

Command terms, paper structure, and mark-scheme tips for ESS

Previous
2.4.4Groups of biomes
Next
Oceans and the distribution of heat2.4.6

10 questions to test your understanding

Reading is just the start. Students who tested themselves scored 82% on average — try IB-style questions with AI feedback.

Start FreeView All ESS Topics