The Climate System: an Overview
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Meteorology Climate
Meteorology: Climate • Climate is the third topic in the B-Division Science Olympiad Meteorology Event. • Topics rotate annually so a middle school participant may receive a comprehensive course of instruction in meteorology during this three-year cycle. • Sequence: 1. Climate (2006) 2. Everyday Weather (2007) 3. Severe Storms (2008) Weather versus Climate Weather occurs in the troposphere from day to day and week to week and even year to year. It is the state of the atmosphere at a particular location and moment in time. http://weathereye.kgan.com/cadet/cl imate/climate_vs.html http://apollo.lsc.vsc.edu/classes/me t130/notes/chapter1/wea_clim.html Weather versus Climate Climate is the sum of weather trends over long periods of time (centuries or even thousands of years). http://calspace.ucsd.edu/virtualmuseum/ climatechange1/07_1.shtml Weather versus Climate The nature of weather and climate are determined by many of the same elements. The most important of these are: 1. Temperature. Daily extremes in temperature and average annual temperatures determine weather over the short term; temperature tendencies determine climate over the long term. 2. Precipitation: including type (snow, rain, ground fog, etc.) and amount 3. Global circulation patterns: both oceanic and atmospheric 4. Continentiality: presence or absence of large land masses 5. Astronomical factors: including precession, axial tilt, eccen- tricity of Earth’s orbit, and variable solar output 6. Human impact: including green house gas emissions, ozone layer degradation, and deforestation http://www.ecn.ac.uk/Education/factors_affecting_climate.htm http://www.necci.sr.unh.edu/necci-report/NERAch3.pdf http://www.bbm.me.uk/portsdown/PH_731_Milank.htm Natural Climatic Variability Natural climatic variability refers to naturally occurring factors that affect global temperatures. -
How the Ocean Affects Weather & Climate
Ocean in Motion 6: How does the Ocean Change Weather and Climate? A. Overview 1. The Ocean in Motion -- Weather and Climate In this program we will tie together ideas from previous lectures on ocean circulation. The students will also learn about the similarities and interactions between the atmosphere and the ocean. 2. Contents of Packet Your packet contains the following activities: I. A Sea of Words B. Program Preparation 1. Focus Points OThe oceans and the atmosphere are closely linked 1. the sun heats the atmosphere as well as the oceans 2. water evaporates from the ocean into the atmosphere a. forms clouds and precipitation b. movement of any fluid (gas or liquid) due to heating creates convective currents OWeather and climate are two different things. 1. Winds a. Uneven heating and cooling of the atmosphere creates wind b. Global ocean surface current patterns are similar to global surface wind patterns c. wind patterns are analogous to ocean currents 2. Four seasons OAtmospheric motion 1. weather and air moves from high to low pressure areas 2. the earth's rotation also influences air and weather patterns 3. Atmospheric winds move surface ocean currents. ©1998 Project Oceanography Spring Series Ocean in Motion 1 C. Showtime 1. Broadcast Topics This broadcast will link into discussions on ocean and atmospheric circulation, wind patterns, and how climate and weather are two different things. a. Brief Review We know the modern reason for studying ocean circulation is because it is a major part of our climate. We talked about how the sun provides heat energy to the world, and how the ocean currents circulate because the water temperatures and densities vary. -
Climate Change and Human Health: Risks and Responses
Climate change and human health RISKS AND RESPONSES Editors A.J. McMichael The Australian National University, Canberra, Australia D.H. Campbell-Lendrum London School of Hygiene and Tropical Medicine, London, United Kingdom C.F. Corvalán World Health Organization, Geneva, Switzerland K.L. Ebi World Health Organization Regional Office for Europe, European Centre for Environment and Health, Rome, Italy A.K. Githeko Kenya Medical Research Institute, Kisumu, Kenya J.D. Scheraga US Environmental Protection Agency, Washington, DC, USA A. Woodward University of Otago, Wellington, New Zealand WORLD HEALTH ORGANIZATION GENEVA 2003 WHO Library Cataloguing-in-Publication Data Climate change and human health : risks and responses / editors : A. J. McMichael . [et al.] 1.Climate 2.Greenhouse effect 3.Natural disasters 4.Disease transmission 5.Ultraviolet rays—adverse effects 6.Risk assessment I.McMichael, Anthony J. ISBN 92 4 156248 X (NLM classification: WA 30) ©World Health Organization 2003 All rights reserved. Publications of the World Health Organization can be obtained from Marketing and Dis- semination, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications—whether for sale or for noncommercial distribution—should be addressed to Publications, at the above address (fax: +41 22 791 4806; email: [email protected]). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. -
Aristotle University of Thessaloniki School of Geology Department of Meteorology and Climatology
1 ARISTOTLE UNIVERSITY OF THESSALONIKI SCHOOL OF GEOLOGY DEPARTMENT OF METEOROLOGY AND CLIMATOLOGY School of Geology 541 24 – Thessaloniki Greece Tel: 2310-998240 Fax:2310995392 e-mail: [email protected] 25 August 2020 Dear Editor We have submitted our revised manuscript with title “Fast responses on pre- industrial climate from present-day aerosols in a CMIP6 multi-model study” for potential publication in Atmospheric Chemistry and Physics. We considered all the comments of the reviewers and there is a detailed response on their comments point by point (see below). I would like to mention that after uncovering an error in the set- up of the atmosphere-only configuration of UKESM1, the piClim simulations of UKESM1-0-LL were redone and uploaded on ESGF (O'Connor, 2019a,b). Hence all ensemble calculations and Figures were redone using the new UKESM1-0-LL simulations. Furthermore, a new co-author (Konstantinos Tsigaridis), who has contributed in the simulations of GISS-E2-1-G used in this work, was added in the manuscript. Yours sincerely Prodromos Zanis Professor 2 Reply to Reviewer #1 We would like to thank Reviewer #1 for the constructive and helpful comments. Reviewer’s contribution is recognized in the acknowledgments of the revised manuscript. It follows our response point by point. 1) The Reviewer notes: “Section 1: Fast response vs. slow response discussion. I understand the use of these concepts, especially in view of intercomparing models. Imagine you have to talk to a wider audience interested in the “effective response” of climate to aerosol forcing in a naturally coupled climate system. -
Land-Use, Land-Cover Changes and Biodiversity Loss - Helena Freitas
LAND USE, LAND COVER AND SOIL SCIENCES – Vol. I - Land-Use, Land-Cover Changes and Biodiversity Loss - Helena Freitas LAND-USE, LAND-COVER CHANGES AND BIODIVERSITY LOSS Helena Freitas University of Coimbra, Portugal Keywords: land use; habitat fragmentation; biodiversity loss Contents 1. Introduction 2. Primary Causes of Biodiversity Loss 2.1. Habitat Degradation and Destruction 2.2. Habitat Fragmentation 2.3. Global Climate Change 3. Strategies for Biodiversity Conservation 3.1. General 3.2. The European Biodiversity Conservation Strategy 4. Conclusions Glossary Bibliography Biographical Sketch Summary During Earth's history, species extinction has probably been caused by modifications of the physical environment after impacts such as meteorites or volcanic activity. On the contrary, the actual extinction of species is mainly a result of human activities, namely any form of land use that causes the conversion of vast areas to settlement, agriculture, and forestry, resulting in habitat destruction, degradation, and fragmentation, which are among the most important causes of species decline and extinction. The loss of biodiversity is unique among the major anthropogenic changes because it is irreversible. The importance of preserving biodiversity has increased in recent times. The global recognition of the alarming loss of biodiversity and the acceptance of its value resultedUNESCO in the Convention on Biologi – calEOLSS Diversity. In addition, in Europe, the challenge is also the implementation of the European strategy for biodiversity conservation and agricultural policies, though it is increasingly recognized that the strategy is limitedSAMPLE by a lack of basic ecological CHAPTERS information and indicators available to decision makers and end users. We have reached a point where we can save biodiversity only by saving the biosphere. -
The Definition of El Niño
The Definition of El Niño Kevin E. Trenberth National Center for Atmospheric Research,* Boulder, Colorado ABSTRACT A review is given of the meaning of the term “El Niño” and how it has changed in time, so there is no universal single definition. This needs to be recognized for scientific uses, and precision can only be achieved if the particular definition is identified in each use to reduce the possibility of misunderstanding. For quantitative purposes, possible definitions are explored that match the El Niños identified historically after 1950, and it is suggested that an El Niño can be said to occur if 5-month running means of sea surface temperature (SST) anomalies in the Niño 3.4 region (5°N–5°S, 120°–170°W) exceed 0.4°C for 6 months or more. With this definition, El Niños occur 31% of the time and La Niñas (with an equivalent definition) occur 23% of the time. The histogram of Niño 3.4 SST anomalies reveals a bimodal char- acter. An advantage of such a definition is that it allows the beginning, end, duration, and magnitude of each event to be quantified. Most El Niños begin in the northern spring or perhaps summer and peak from November to January in sea surface temperatures. 1. Introduction received into account. A brief review is given of the various uses of the term and attempts to define it. It is The term “El Niño” has evolved in its meaning even more difficult to come up with a satisfactory over the years, leading to confusion in its use. -
Weather and Climate: Changing Human Exposures K
CHAPTER 2 Weather and climate: changing human exposures K. L. Ebi,1 L. O. Mearns,2 B. Nyenzi3 Introduction Research on the potential health effects of weather, climate variability and climate change requires understanding of the exposure of interest. Although often the terms weather and climate are used interchangeably, they actually represent different parts of the same spectrum. Weather is the complex and continuously changing condition of the atmosphere usually considered on a time-scale from minutes to weeks. The atmospheric variables that characterize weather include temperature, precipitation, humidity, pressure, and wind speed and direction. Climate is the average state of the atmosphere, and the associated characteristics of the underlying land or water, in a particular region over a par- ticular time-scale, usually considered over multiple years. Climate variability is the variation around the average climate, including seasonal variations as well as large-scale variations in atmospheric and ocean circulation such as the El Niño/Southern Oscillation (ENSO) or the North Atlantic Oscillation (NAO). Climate change operates over decades or longer time-scales. Research on the health impacts of climate variability and change aims to increase understanding of the potential risks and to identify effective adaptation options. Understanding the potential health consequences of climate change requires the development of empirical knowledge in three areas (1): 1. historical analogue studies to estimate, for specified populations, the risks of climate-sensitive diseases (including understanding the mechanism of effect) and to forecast the potential health effects of comparable exposures either in different geographical regions or in the future; 2. studies seeking early evidence of changes, in either health risk indicators or health status, occurring in response to actual climate change; 3. -
Cryosphere: a Kingdom of Anomalies and Diversity
Atmos. Chem. Phys., 18, 6535–6542, 2018 https://doi.org/10.5194/acp-18-6535-2018 © Author(s) 2018. This work is distributed under the Creative Commons Attribution 4.0 License. Cryosphere: a kingdom of anomalies and diversity Vladimir Melnikov1,2,3, Viktor Gennadinik1, Markku Kulmala1,4, Hanna K. Lappalainen1,4,5, Tuukka Petäjä1,4, and Sergej Zilitinkevich1,4,5,6,7,8 1Institute of Cryology, Tyumen State University, Tyumen, Russia 2Industrial University of Tyumen, Tyumen, Russia 3Earth Cryosphere Institute, Tyumen Scientific Center SB RAS, Tyumen, Russia 4Institute for Atmospheric and Earth System Research (INAR), Physics, Faculty of Science, University of Helsinki, Helsinki, Finland 5Finnish Meteorological Institute, Helsinki, Finland 6Faculty of Radio-Physics, University of Nizhny Novgorod, Nizhny Novgorod, Russia 7Faculty of Geography, University of Moscow, Moscow, Russia 8Institute of Geography, Russian Academy of Sciences, Moscow, Russia Correspondence: Hanna K. Lappalainen (hanna.k.lappalainen@helsinki.fi) Received: 17 November 2017 – Discussion started: 12 January 2018 Revised: 20 March 2018 – Accepted: 26 March 2018 – Published: 8 May 2018 Abstract. The cryosphere of the Earth overlaps with the 1 Introduction atmosphere, hydrosphere and lithosphere over vast areas ◦ with temperatures below 0 C and pronounced H2O phase changes. In spite of its strong variability in space and time, Nowadays the Earth system is facing the so-called “Grand the cryosphere plays the role of a global thermostat, keeping Challenges”. The rapidly growing population needs fresh air the thermal regime on the Earth within rather narrow limits, and water, more food and more energy. Thus humankind suf- affording continuation of the conditions needed for the main- fers from climate change, deterioration of the air, water and tenance of life. -
Soaring Weather
Chapter 16 SOARING WEATHER While horse racing may be the "Sport of Kings," of the craft depends on the weather and the skill soaring may be considered the "King of Sports." of the pilot. Forward thrust comes from gliding Soaring bears the relationship to flying that sailing downward relative to the air the same as thrust bears to power boating. Soaring has made notable is developed in a power-off glide by a conven contributions to meteorology. For example, soar tional aircraft. Therefore, to gain or maintain ing pilots have probed thunderstorms and moun altitude, the soaring pilot must rely on upward tain waves with findings that have made flying motion of the air. safer for all pilots. However, soaring is primarily To a sailplane pilot, "lift" means the rate of recreational. climb he can achieve in an up-current, while "sink" A sailplane must have auxiliary power to be denotes his rate of descent in a downdraft or in come airborne such as a winch, a ground tow, or neutral air. "Zero sink" means that upward cur a tow by a powered aircraft. Once the sailcraft is rents are just strong enough to enable him to hold airborne and the tow cable released, performance altitude but not to climb. Sailplanes are highly 171 r efficient machines; a sink rate of a mere 2 feet per second. There is no point in trying to soar until second provides an airspeed of about 40 knots, and weather conditions favor vertical speeds greater a sink rate of 6 feet per second gives an airspeed than the minimum sink rate of the aircraft. -
Geography and Atmospheric Science 1
Geography and Atmospheric Science 1 Undergraduate Research Center is another great resource. The center Geography and aids undergraduates interested in doing research, offers funding opportunities, and provides step-by-step workshops which provide Atmospheric Science students the skills necessary to explore, investigate, and excel. Atmospheric Science labs include a Meteorology and Climate Hub Geography as an academic discipline studies the spatial dimensions of, (MACH) with state-of-the-art AWIPS II software used by the National and links between, culture, society, and environmental processes. The Weather Service and computer lab and collaborative space dedicated study of Atmospheric Science involves weather and climate and how to students doing research. Students also get hands-on experience, those affect human activity and life on earth. At the University of Kansas, from forecasting and providing reports to university radio (KJHK 90.7 our department's programs work to understand human activity and the FM) and television (KUJH-TV) to research project opportunities through physical world. our department and the University of Kansas Undergraduate Research Center. Why study geography? . Because people, places, and environments interact and evolve in a changing world. From conservation to soil science to the power of Undergraduate Programs geographic information science data and more, the study of geography at the University of Kansas prepares future leaders. The study of geography Geography encompasses landscape and physical features of the planet and human activity, the environment and resources, migration, and more. Our Geography integrates information from a variety of sources to study program (http://geog.ku.edu/degrees/) has a unique cross-disciplinary the nature of culture areas, the emergence of physical and human nature with pathway options (http://geog.ku.edu/geography-pathways/) landscapes, and problems of interaction between people and the and diverse faculty (http://geog.ku.edu/faculty/) who are passionate about environment. -
Sea-Level Rise for the Coasts of California, Oregon, and Washington: Past, Present, and Future
Sea-Level Rise for the Coasts of California, Oregon, and Washington: Past, Present, and Future As more and more states are incorporating projections of sea-level rise into coastal planning efforts, the states of California, Oregon, and Washington asked the National Research Council to project sea-level rise along their coasts for the years 2030, 2050, and 2100, taking into account the many factors that affect sea-level rise on a local scale. The projections show a sharp distinction at Cape Mendocino in northern California. South of that point, sea-level rise is expected to be very close to global projections; north of that point, sea-level rise is projected to be less than global projections because seismic strain is pushing the land upward. ny significant sea-level In compliance with a rise will pose enor- 2008 executive order, mous risks to the California state agencies have A been incorporating projec- valuable infrastructure, devel- opment, and wetlands that line tions of sea-level rise into much of the 1,600 mile shore- their coastal planning. This line of California, Oregon, and study provides the first Washington. For example, in comprehensive regional San Francisco Bay, two inter- projections of the changes in national airports, the ports of sea level expected in San Francisco and Oakland, a California, Oregon, and naval air station, freeways, Washington. housing developments, and sports stadiums have been Global Sea-Level Rise built on fill that raised the land Following a few thousand level only a few feet above the years of relative stability, highest tides. The San Francisco International Airport (center) global sea level has been Sea-level change is linked and surrounding areas will begin to flood with as rising since the late 19th or to changes in the Earth’s little as 40 cm (16 inches) of sea-level rise, a early 20th century, when climate. -
Earth System Climatology (ESS200A)
EarthEarth SystemSystem ClimatologyClimatology (ESS200A)(ESS200A) Course Time Lectures: Tu, Th 9:00-10:20 Discussion: 3315 Croul Hall Text Book The Earth System, 2nd Edition, Kump, Kasting, and Crane, Prentice-Hall Global Physical Climatology, Hartmann; Academic Press Meteorology Today, 7th Edition, Ahrens, Brooks Cool. Grade Homework (40%), Final (60%) Homework Issued and due every Thursday ESS200A Prof. Jin-Yi Yu ESS200A Prof. Jin-Yi Yu CourseCourse DescriptionDescription A general description of the Earth climate system and its subcomponents: the atmosphere, ocean, land surface, ice, and solid earth. ESS200A Prof. Jin-Yi Yu SyllabusSyllabus Week 1 - Global Energy Balance Week 3-4: Ocean Planetary Energy Balance Basic Structure and Dynamics Greenhouse Effect Surface Ocean Circulation: Wind-Driven Atmospheric Composition and Structure Deep Ocean Circulation: Density-Driven Role of Cloud Week 4: Land Surface and Cryosphere Week 2 - Atmospheric General Circulation Land Surface Properties (Soil and Vegetation) Hydrostatic Balance Surface Energy and Water Balance General Circulation in the Troposphere Sea Ice and Land Ice General Circulation in the Stratosphere Climate Roles of Land Surface and Ice Jetstreams Regional Circulation Systems Week 5 – Climate Change and Variation Week 2-3 - Weather Past Climate Change Air Masses and Fronts Short-term Climate variation (ENSO, NAO) Mid-Latitude Cyclones Ozone Hole Tropical Hurricane *** FINAL (October 27, Thursday) *** ESS200A Prof. Jin-Yi Yu GlobalGlobal EnergyEnergy CycleCycle Planetary energy balance Energy absorbed by Earth = Energy emitted by Earth Role of the atmosphere Greenhouse effect Role of oceans Polarward energy transport Role of land surface not significant due to its low heat capacity (from Climate Change 1995) ESS200A Prof.