Central South Pacific Thermocline Water
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A Numerical Study of the Long- and Short-Term Temperature Variability and Thermal Circulation in the North Sea
JANUARY 2003 LUYTEN ET AL. 37 A Numerical Study of the Long- and Short-Term Temperature Variability and Thermal Circulation in the North Sea PATRICK J. LUYTEN Management Unit of the Mathematical Models, Brussels, Belgium JOHN E. JONES AND ROGER PROCTOR Proudman Oceanographic Laboratory, Bidston, United Kingdom (Manuscript received 3 January 2001, in ®nal form 4 April 2002) ABSTRACT A three-dimensional numerical study is presented of the seasonal, semimonthly, and tidal-inertial cycles of temperature and density-driven circulation within the North Sea. The simulations are conducted using realistic forcing data and are compared with the 1989 data of the North Sea Project. Sensitivity experiments are performed to test the physical and numerical impact of the heat ¯ux parameterizations, turbulence scheme, and advective transport. Parameterizations of the surface ¯uxes with the Monin±Obukhov similarity theory provide a relaxation mechanism and can partially explain the previously obtained overestimate of the depth mean temperatures in summer. Temperature strati®cation and thermocline depth are reasonably predicted using a variant of the Mellor±Yamada turbulence closure with limiting conditions for turbulence variables. The results question the common view to adopt a tuned background scheme for internal wave mixing. Two mechanisms are discussed that describe the feedback of the turbulence scheme on the surface forcing and the baroclinic circulation, generated at the tidal mixing fronts. First, an increased vertical mixing increases the depth mean temperature in summer through the surface heat ¯ux, with a restoring mechanism acting during autumn. Second, the magnitude and horizontal shear of the density ¯ow are reduced in response to a higher mixing rate. -
Lesson 8: Currents
Standards Addressed National Science Lesson 8: Currents Education Standards, Grades 9-12 Unifying concepts and Overview processes Physical science Lesson 8 presents the mechanisms that drive surface and deep ocean currents. The process of global ocean Ocean Literacy circulation is presented, emphasizing the importance of Principles this process for climate regulation. In the activity, students The Earth has one big play a game focused on the primary surface current names ocean with many and locations. features Lesson Objectives DCPS, High School Earth Science Students will: ES.4.8. Explain special 1. Define currents and thermohaline circulation properties of water (e.g., high specific and latent heats) and the influence of large bodies 2. Explain what factors drive deep ocean and surface of water and the water cycle currents on heat transport and therefore weather and 3. Identify the primary ocean currents climate ES.1.4. Recognize the use and limitations of models and Lesson Contents theories as scientific representations of reality ES.6.8 Explain the dynamics 1. Teaching Lesson 8 of oceanic currents, including a. Introduction upwelling, density, and deep b. Lecture Notes water currents, the local c. Additional Resources Labrador Current and the Gulf Stream, and their relationship to global 2. Extra Activity Questions circulation within the marine environment and climate 3. Student Handout 4. Mock Bowl Quiz 1 | P a g e Teaching Lesson 8 Lesson 8 Lesson Outline1 I. Introduction Ask students to describe how they think ocean currents work. They might define ocean currents or discuss the drivers of currents (wind and density gradients). Then, ask them to list all the reasons they can think of that currents might be important to humans and organisms that live in the ocean. -
Grade 3 Unit 2 Overview Open Ocean Habitats Introduction
G3 U2 OVR GRADE 3 UNIT 2 OVERVIEW Open Ocean Habitats Introduction The open ocean has always played a vital role in the culture, subsistence, and economic well-being of Hawai‘i’s inhabitants. The Hawaiian Islands lie in the Pacifi c Ocean, a body of water covering more than one-third of the Earth’s surface. In the following four lessons, students learn about open ocean habitats, from the ocean’s lighter surface to the darker bottom fl oor thousands of feet below the surface. Although organisms are scarce in the deep sea, there is a large diversity of organisms in addition to bottom fi sh such as polycheate worms, crustaceans, and bivalve mollusks. They come to realize that few things in the open ocean have adapted to cope with the increased pressure from the weight of the water column at that depth, in complete darkness and frigid temperatures. Students fi nd out, through instruction, presentations, and website research, that the vast open ocean is divided into zones. The pelagic zone consists of the open ocean habitat that begins at the edge of the continental shelf and extends from the surface to the ocean bottom. This zone is further sub-divided into the photic (sunlight) and disphotic (twilight) zones where most ocean organisms live. Below these two sub-zones is the aphotic (darkness) zone. In this unit, students learn about each of the ocean zones, and identify and note animals living in each zone. They also research and keep records of the evolutionary physical features and functions that animals they study have acquired to survive in harsh open ocean habitats. -
World Ocean Thermocline Weakening and Isothermal Layer Warming
applied sciences Article World Ocean Thermocline Weakening and Isothermal Layer Warming Peter C. Chu * and Chenwu Fan Naval Ocean Analysis and Prediction Laboratory, Department of Oceanography, Naval Postgraduate School, Monterey, CA 93943, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-831-656-3688 Received: 30 September 2020; Accepted: 13 November 2020; Published: 19 November 2020 Abstract: This paper identifies world thermocline weakening and provides an improved estimate of upper ocean warming through replacement of the upper layer with the fixed depth range by the isothermal layer, because the upper ocean isothermal layer (as a whole) exchanges heat with the atmosphere and the deep layer. Thermocline gradient, heat flux across the air–ocean interface, and horizontal heat advection determine the heat stored in the isothermal layer. Among the three processes, the effect of the thermocline gradient clearly shows up when we use the isothermal layer heat content, but it is otherwise when we use the heat content with the fixed depth ranges such as 0–300 m, 0–400 m, 0–700 m, 0–750 m, and 0–2000 m. A strong thermocline gradient exhibits the downward heat transfer from the isothermal layer (non-polar regions), makes the isothermal layer thin, and causes less heat to be stored in it. On the other hand, a weak thermocline gradient makes the isothermal layer thick, and causes more heat to be stored in it. In addition, the uncertainty in estimating upper ocean heat content and warming trends using uncertain fixed depth ranges (0–300 m, 0–400 m, 0–700 m, 0–750 m, or 0–2000 m) will be eliminated by using the isothermal layer. -
Earth Science Ocean Currents May 12, 2020
High School Science Virtual Learning Earth Science Ocean Currents May 12, 2020 High School Earth Science Lesson: May 12, 2020 Objective/Learning Target: Students will understand major ocean currents and how they impact Earth. Let’s Get Started: 1. What is the difference between weather and climate? 2. What is an ocean? Let’s Get Started: Answer Key 1. Weather is local & short term, climate is regional and long term 2. The ocean is a huge body of saltwater that covers about 71 percent of the Earth's surface Lesson Activity: Directions: 1. Read through the Following slides. 2. Answer the questions on your own paper. MAJOR OCEAN CURRENTS Terms 1. Coriolis Effect movement of wind and water to the right or left that is caused by Earth’s rotation 2. upwelling vertical movement of water toward the ocean’s surface 3. surface current is an ocean current that moves water horizontally and does not reach a depth of more than 400m. 4. gyre is when major surface currents form a circular system. MAJOR OCEAN CURRENTS A current is a large volume of water flowing in a certain direction. CAUSES OF OCEAN CURRENTS 1. One cause of an ocean current is friction between wind and the ocean surface. ○ Earth’s prevailing winds influence the formation and direction of surface currents. ○ Ex: tides, waves 2. In addition to the wind, the direction surface currents flow depends on the Coriolis effect. ○ The Coriolis effect results from Earth’s rotation. It influences the direction of flow of Earth’s water and air. 3. -
Ocean Vocabulary
Mrs. Hansgen's 7th Grade Science Name Date Ocean Vocabulary wave period breaker El Nino neap tides Coriolis effect swelling whitecap tidal range trough high tide tsunami deep current crest spring tides low tide surf surface current storm surge wavelength upwelling Matching Match each definition with a word. 1. Lowest point of a wave 2. a white, foaming wave with a very steep crest that breaks in the open ocean before the wave gets close to the shore 3. A curving of a moving object from a straight path due to the Earth's rotation. 4. An ocean current formed when steady winds blow over the surface of the ocean. 5. rolling waves that move in a steady procession across the ocean 6. when the ocean tide reaches the highest point on the shoreline 7. An abnormal climate event that occurs every 2 to 7 years in the Pacific Ocean, causing changes in winds, currents, and weather patterns, that can lead to dramatic changes. 8. a wave that forms when a large volume of ocean water is suddenly moved up or down 9. The distance between two adjacent wave crests or wave troughs 10. tides with minimum daily tidal range that occur during the first and third quarters of the moon 11. Highest point of a wave 12. a process in which cold, nutrient-rich water from the deep ocean rises to the surface and replaces warm surface water 13. ocean tide at its lowest point on the shore 14. the area between the breaker zone and the shore 15. -
Shear Dispersion in the Thermocline and the Saline Intrusion$
Continental Shelf Research ] (]]]]) ]]]–]]] Contents lists available at SciVerse ScienceDirect Continental Shelf Research journal homepage: www.elsevier.com/locate/csr Research papers Shear dispersion in the thermocline and the saline intrusion$ Hsien-Wang Ou a,n, Xiaorui Guan b, Dake Chen c,d a Division of Ocean and Climate Physics, Lamont-Doherty Earth Observatory, Columbia University, 61 Rt. 9W, Palisades, NY 10964, United States b Consultancy Division, Fugro GEOS, 6100 Hillcroft, Houston, TX 77081, United States c Lamont-Doherty Earth Observatory, Columbia University, United States d State Key Laboratory of Satellite Ocean Environment Dynamics, Hangzhou, China article info abstract Article history: Over the mid-Atlantic shelf of the North America, there is a pronounced shoreward intrusion of the Received 11 March 2011 saltier slope water along the seasonal thermocline, whose genesis remains unexplained. Taking note of Received in revised form the observed broad-band baroclinic motion, we postulate that it may propel the saline intrusion via the 15 March 2012 shear dispersion. Through an analytical model, we first examine the shear-induced isopycnal diffusivity Accepted 19 March 2012 (‘‘shear diffusivity’’ for short) associated with the monochromatic forcing, which underscores its varied even anti-diffusive short-term behavior and the ineffectiveness of the internal tides in driving the shear Keywords: dispersion. We then derive the spectral representation of the long-term ‘‘canonical’’ shear diffusivity, Saline intrusion which is found to be the baroclinic power band-passed by a diffusivity window in the log-frequency Shear dispersion space. Since the baroclinic power spectrum typically plateaus in the low-frequency band spanned by Lateral diffusion the diffusivity window, canonical shear diffusivity is simply 1/8 of this low-frequency plateau — Isopycnal diffusivity Tracer dispersion independent of the uncertain diapycnal diffusivity. -
OCEANS ´09 IEEE Bremen
11-14 May Bremen Germany Final Program OCEANS ´09 IEEE Bremen Balancing technology with future needs May 11th – 14th 2009 in Bremen, Germany Contents Welcome from the General Chair 2 Welcome 3 Useful Adresses & Phone Numbers 4 Conference Information 6 Social Events 9 Tourism Information 10 Plenary Session 12 Tutorials 15 Technical Program 24 Student Poster Program 54 Exhibitor Booth List 57 Exhibitor Profiles 63 Exhibit Floor Plan 94 Congress Center Bremen 96 OCEANS ´09 IEEE Bremen 1 Welcome from the General Chair WELCOME FROM THE GENERAL CHAIR In the Earth system the ocean plays an important role through its intensive interactions with the atmosphere, cryo- sphere, lithosphere, and biosphere. Energy and material are continually exchanged at the interfaces between water and air, ice, rocks, and sediments. In addition to the physical and chemical processes, biological processes play a significant role. Vast areas of the ocean remain unexplored. Investigation of the surface ocean is carried out by satellites. All other observations and measurements have to be carried out in-situ using research vessels and spe- cial instruments. Ocean observation requires the use of special technologies such as remotely operated vehicles (ROVs), autonomous underwater vehicles (AUVs), towed camera systems etc. Seismic methods provide the foundation for mapping the bottom topography and sedimentary structures. We cordially welcome you to the international OCEANS ’09 conference and exhibition, to the world’s leading conference and exhibition in ocean science, engineering, technology and management. OCEANS conferences have become one of the largest professional meetings and expositions devoted to ocean sciences, technology, policy, engineering and education. -
Ocean Wind and Current Retrievals Based on Satellite SAR Measurements in Conjunction with Buoy and HF Radar Data
remote sensing Article Ocean Wind and Current Retrievals Based on Satellite SAR Measurements in Conjunction with Buoy and HF Radar Data He Fang 1, Tao Xie 1,* ID , William Perrie 2, Li Zhao 1, Jingsong Yang 3 and Yijun He 1 ID 1 School of Marine Sciences, Nanjing University of Information Science and Technology, Nanjing 210044, Jiangsu, China; [email protected] (H.F.); [email protected] (L.Z.); [email protected] (Y.H.) 2 Fisheries & Oceans Canada, Bedford Institute of Oceanography, Dartmouth, NS B2Y 4A2, Canada; [email protected] 3 State Key Laboratory of Satellite Ocean Environment Dynamics, Second Institute of Oceanography, State Oceanic Administration, Hangzhou 310012, Zhejiang, China; [email protected] * Correspondence: [email protected]; Tel.: +86-255-869-5697 Received: 22 September 2017; Accepted: 13 December 2017; Published: 15 December 2017 Abstract: A total of 168 fully polarimetric synthetic-aperture radar (SAR) images are selected together with the buoy measurements of ocean surface wind fields and high-frequency radar measurements of ocean surface currents. Our objective is to investigate the effect of the ocean currents on the retrieved SAR ocean surface wind fields. The results show that, compared to SAR wind fields that are retrieved without taking into account the ocean currents, the accuracy of the winds obtained when ocean currents are taken into account is increased by 0.2–0.3 m/s; the accuracy of the wind direction is improved by 3–4◦. Based on these results, a semi-empirical formula for the errors in the winds and the ocean currents is derived. -
Productivity and Sustainable Management of the Humboldt Current Large Marine Ecosystem Under Climate Change
Environmental Development 17 (2016) 126–144 Contents lists available at ScienceDirect Environmental Development journal homepage: www.elsevier.com/locate/envdev Productivity and Sustainable Management of the Humboldt Current Large Marine Ecosystem under climate change Dimitri Gutiérrez a,c,n, Michael Akester b,n, Laura Naranjo b a Dirección General de Investigaciones en Oceanografía y Cambio Climático, Instituto del Mar del Perú, IMARPE, Peru b Global Environment Facility (GEF)-UNDP Humboldt Current LME Project, Chile-Peru c Universidad Peruana Cayetano Heredia, Programa de Maestría en Ciencias del Mar, Lima, Peru article info abstract Article history: The Humboldt Current Large Marine Ecosystem (HCLME) covers 95% of the southeast Received 14 September 2015 Pacific seaboard of which the area of influence from the Humboldt Current and associated Received in revised form upwelling areas in the Humboldt Current System (HCS) stretches from around 4° to 40° 4 November 2015 south. Global warming will likely affect marine circulation and land-atmosphere-ocean Accepted 5 November 2015 exchanges at the regional level, affecting the productivity and biodiversity patterns along the HCLME. The expected decrease of upwelling productivity in the HCS could be am- Keywords: plified by worldwide trends of oxygen depletion and lower pH. In addition, higher fre- Humboldt-current quency of extreme climatic events, such as El Niño in a warmer ocean, might augment the Coastal-upwelling risks for the recruitment success of anchovy and other short-lived fish resources, espe- Productivity cially in the Northern HCLME. A range of non-climatic anthropogenic stressors also Fisheries Climate-change combines to reduce productivity and biomass yields. -
6 Ocean Currents 5 Gyres Curriculum
Lesson Six: Surface Ocean Currents Which factors in the earth system create gyres? Why does pollution collect in the gyres? Objective: Develop a model that shows how patterns in atmospheric and ocean currents create gyres, and explain why plastic pollution collects in them. Introduction: Gyres are circular, wind-driven ocean currents. Look at this map of the five main subtropical gyres, where the colors illustrate enormous areas of floating waste. These are places in the ocean that accumulate floating debris—in particular, plastic pollution. How do you think ocean gyres form? What patterns do you notice in terms of where the gyres are located in the ocean? The Earth is a system: a group of parts (or components) that all work together. The components of a system have different structures and functions, but if you take a component away, the system is affected. The system of the Earth is made up of four main subsystems: hydrosphere (water), atmosphere (air), geosphere (land), and biosphere (organisms). The ocean is part of our planet’s hydrosphere, but it is also its own system. Which components of the Earth system do you think create gyres, and why would pollution collect in them? Activity 1 Gyre Model: How do you think patterns in ocean currents create gyres and cause pollution to collect in the gyres? Use labels and arrows to answer this question. Keep your diagram very basic; we will explore this question more in depth as we go through each part of the lesson and you will be able to revise it. www.5gyres.org 2 Activity 2 How Do Gyres Form? A gyre is a circulating system of ocean boundary currents powered by the uneven heating of air masses and the shape of the Earth’s coastlines. -
HOLT Earth Science
HOLT Earth Science Directed Reading Name Class Date Skills Worksheet Directed Reading Section: What Is Earth Science? 1. For thousands of years, people have looked at the world and wondered what shaped it. 2. How did cultures throughout history attempt to explain events such as vol- cano eruptions, earthquakes, and eclipses? 3. How does modern science attempt to understand Earth and its changing landscape? THE SCIENTIFIC STUDY OF EARTH ______ 4. Scientists in China began keeping records of earthquakes as early as a. 200 BCE. b. 480 BCE. c. 780 BCE. d. 1780 BCE. ______ 5. What kind of catalog did the ancient Greeks compile? a. a catalog of rocks and minerals b. a catalog of stars in the universe c. a catalog of gods and goddesses d. a catalog of fashion ______ 6. What did the Maya track in ancient times? a. the tides b. the movement of people and animals c. changes in rocks and minerals d. the movements of the sun, moon, and planets ______ 7. Based on their observations, the Maya created a. jewelry. b. calendars. c. books. d. pyramids. Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt Earth Science 7 Introduction to Earth Science Name Class Date Directed Reading continued ______ 8. For a long time, scientific discoveries were limited to a. observations of phenomena that could be made with the help of scientific instruments. b. observations of phenomena that could not be seen, only imagined. c. myths and legends surrounding phenomena. d. observations of phenomena that could be seen with the unaided eye.