Chapter 2. Weather and Climate
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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. -
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. -
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. -
Tornado Safety Q & A
TORNADO SAFETY Q & A The Prosper Fire Department Office of Emergency Management’s highest priority is ensuring the safety of all Prosper residents during a state of emergency. A tornado is one of the most violent storms that can rip through an area, striking quickly with little to no warning at all. Because the aftermath of a tornado can be devastating, preparing ahead of time is the best way to ensure you and your family’s safety. Please read the following questions about tornado safety, answered by Prosper Emergency Management Coordinator Kent Bauer. Q: During s evere weather, what does the Prosper Fire Department do? A: We monitor the weather alerts sent out by the National Weather Service. Because we are not meteorologists, we do not interpret any sort of storms or any sort of warnings. Instead, we pass along the information we receive from the National Weather Service to our residents through social media, storm sirens and Smart911 Rave weather warnings. Q: What does a Tornado Watch mean? A: Tornadoes are possible. Remain alert for approaching storms. Watch the sky and stay tuned to NOAA Weather Radio, commercial radio or television for information. Q: What does a Tornado Warning mean? A: A tornado has been sighted or indicated by weather radar and you need to take shelter immediately. Q: What is the reason for setting off the Outdoor Storm Sirens? A: To alert those who are outdoors that there is a tornado or another major storm event headed Prosper’s way, so seek shelter immediately. I f you are outside and you hear the sirens go off, do not call 9-1-1 to ask questions about the warning. -
HS Science Distance Learning Activities
HS Science (Earth Science/Physics) Distance Learning Activities TULSA PUBLIC SCHOOLS Dear families, These learning packets are filled with grade level activities to keep students engaged in learning at home. We are following the learning routines with language of instruction that students would be engaged in within the classroom setting. We have an amazing diverse language community with over 65 different languages represented across our students and families. If you need assistance in understanding the learning activities or instructions, we recommend using these phone and computer apps listed below. Google Translate • Free language translation app for Android and iPhone • Supports text translations in 103 languages and speech translation (or conversation translations) in 32 languages • Capable of doing camera translation in 38 languages and photo/image translations in 50 languages • Performs translations across apps Microsoft Translator • Free language translation app for iPhone and Android • Supports text translations in 64 languages and speech translation in 21 languages • Supports camera and image translation • Allows translation sharing between apps 3027 SOUTH NEW HAVEN AVENUE | TULSA, OKLAHOMA 74114 918.746.6800 | www.tulsaschools.org TULSA PUBLIC SCHOOLS Queridas familias: Estos paquetes de aprendizaje tienen actividades a nivel de grado para mantener a los estudiantes comprometidos con la educación en casa. Estamos siguiendo las rutinas de aprendizaje con las palabras que se utilizan en el salón de clases. Tenemos una increíble -
Extratropical Cyclones and Anticyclones
© Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION Courtesy of Jeff Schmaltz, the MODIS Rapid Response Team at NASA GSFC/NASA Extratropical Cyclones 10 and Anticyclones CHAPTER OUTLINE INTRODUCTION A TIME AND PLACE OF TRAGEDY A LiFE CYCLE OF GROWTH AND DEATH DAY 1: BIRTH OF AN EXTRATROPICAL CYCLONE ■■ Typical Extratropical Cyclone Paths DaY 2: WiTH THE FI TZ ■■ Portrait of the Cyclone as a Young Adult ■■ Cyclones and Fronts: On the Ground ■■ Cyclones and Fronts: In the Sky ■■ Back with the Fitz: A Fateful Course Correction ■■ Cyclones and Jet Streams 298 9781284027372_CH10_0298.indd 298 8/10/13 5:00 PM © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION Introduction 299 DaY 3: THE MaTURE CYCLONE ■■ Bittersweet Badge of Adulthood: The Occlusion Process ■■ Hurricane West Wind ■■ One of the Worst . ■■ “Nosedive” DaY 4 (AND BEYOND): DEATH ■■ The Cyclone ■■ The Fitzgerald ■■ The Sailors THE EXTRATROPICAL ANTICYCLONE HIGH PRESSURE, HiGH HEAT: THE DEADLY EUROPEAN HEAT WaVE OF 2003 PUTTING IT ALL TOGETHER ■■ Summary ■■ Key Terms ■■ Review Questions ■■ Observation Activities AFTER COMPLETING THIS CHAPTER, YOU SHOULD BE ABLE TO: • Describe the different life-cycle stages in the Norwegian model of the extratropical cyclone, identifying the stages when the cyclone possesses cold, warm, and occluded fronts and life-threatening conditions • Explain the relationship between a surface cyclone and winds at the jet-stream level and how the two interact to intensify the cyclone • Differentiate between extratropical cyclones and anticyclones in terms of their birthplaces, life cycles, relationships to air masses and jet-stream winds, threats to life and property, and their appearance on satellite images INTRODUCTION What do you see in the diagram to the right: a vase or two faces? This classic psychology experiment exploits our amazing ability to recognize visual patterns. -
Geographical Influences on Climate Teacher Guide
Geographical Influences on Climate Teacher Guide Lesson Overview: Students will compare the climatograms for different locations around the United States to observe patterns in temperature and precipitation. They will describe geographical features near those locations, and compare graphs to find patterns in the effect of mountains, oceans, elevation, latitude, etc. on temperature and precipitation. Then, students will research temperature and precipitation patterns at various locations around the world using the MY NASA DATA Live Access Server and other sources, and use the information to create their own climatogram. Expected time to complete lesson: One 45 minute period to compare given climatograms, one to two 45 minute periods to research another location and create their own climatogram. To lessen the time needed, you can provide students data rather than having them find it themselves (to focus on graphing and analysis), or give them the template to create a climatogram (to focus on the analysis and description), or give them the assignment for homework. See GPM Geographical Influences on Climate – Climatogram Template and Data for these options. Learning Objectives: - Students will brainstorm geographic features, consider how they might affect temperature and precipitation, and discuss the difference between weather and climate. - Students will examine data about a location and calculate averages to compare with other locations to determine the effect of geographic features on temperature and precipitation. - Students will research the climate patterns of a location and create a climatogram and description of what factors affect the climate at that location. National Standards: ESS2.D: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. -
Articles from Bon, Inorganic Aerosol and Sea Salt
Atmos. Chem. Phys., 18, 6585–6599, 2018 https://doi.org/10.5194/acp-18-6585-2018 © Author(s) 2018. This work is distributed under the Creative Commons Attribution 3.0 License. Meteorological controls on atmospheric particulate pollution during hazard reduction burns Giovanni Di Virgilio1, Melissa Anne Hart1,2, and Ningbo Jiang3 1Climate Change Research Centre, University of New South Wales, Sydney, 2052, Australia 2Australian Research Council Centre of Excellence for Climate System Science, University of New South Wales, Sydney, 2052, Australia 3New South Wales Office of Environment and Heritage, Sydney, 2000, Australia Correspondence: Giovanni Di Virgilio ([email protected]) Received: 22 May 2017 – Discussion started: 28 September 2017 Revised: 22 January 2018 – Accepted: 21 March 2018 – Published: 8 May 2018 Abstract. Internationally, severe wildfires are an escalating build-up of PM2:5. These findings indicate that air pollution problem likely to worsen given projected changes to climate. impacts may be reduced by altering the timing of HRBs by Hazard reduction burns (HRBs) are used to suppress wild- conducting them later in the morning (by a matter of hours). fire occurrences, but they generate considerable emissions Our findings support location-specific forecasts of the air of atmospheric fine particulate matter, which depend upon quality impacts of HRBs in Sydney and similar regions else- prevailing atmospheric conditions, and can degrade air qual- where. ity. Our objectives are to improve understanding of the re- lationships between meteorological conditions and air qual- ity during HRBs in Sydney, Australia. We identify the pri- mary meteorological covariates linked to high PM2:5 pollu- 1 Introduction tion (particulates < 2.5 µm in diameter) and quantify differ- ences in their behaviours between HRB days when PM2:5 re- Many regions experience regular wildfires with the poten- mained low versus HRB days when PM2:5 was high. -
Quantifying the Impact of Synoptic Weather Types and Patterns On
1 Quantifying the impact of synoptic weather types and patterns 2 on energy fluxes of a marginal snowpack 3 Andrew Schwartz1, Hamish McGowan1, Alison Theobald2, Nik Callow3 4 1Atmospheric Observations Research Group, University of Queensland, Brisbane, 4072, Australia 5 2Department of Environment and Science, Queensland Government, Brisbane, 4000, Australia 6 3School of Agriculture and Environment, University of Western Australia, Perth, 6009, Australia 7 8 Correspondence to: Andrew J. Schwartz ([email protected]) 9 10 Abstract. 11 Synoptic weather patterns are investigated for their impact on energy fluxes driving melt of a marginal snowpack 12 in the Snowy Mountains, southeast Australia. K-means clustering applied to ECMWF ERA-Interim data identified 13 common synoptic types and patterns that were then associated with in-situ snowpack energy flux measurements. 14 The analysis showed that the largest contribution of energy to the snowpack occurred immediately prior to the 15 passage of cold fronts through increased sensible heat flux as a result of warm air advection (WAA) ahead of the 16 front. Shortwave radiation was found to be the dominant control on positive energy fluxes when individual 17 synoptic weather types were examined. As a result, cloud cover related to each synoptic type was shown to be 18 highly influential on the energy fluxes to the snowpack through its reduction of shortwave radiation and 19 reflection/emission of longwave fluxes. As single-site energy balance measurements of the snowpack were used 20 for this study, caution should be exercised before applying the results to the broader Australian Alps region. 21 However, this research is an important step towards understanding changes in surface energy flux as a result of 22 shifts to the global atmospheric circulation as anthropogenic climate change continues to impact marginal winter 23 snowpacks. -
Severe Thunderstorms and Tornadoes Toolkit
SEVERE THUNDERSTORMS AND TORNADOES TOOLKIT A planning guide for public health and emergency response professionals WISCONSIN CLIMATE AND HEALTH PROGRAM Bureau of Environmental and Occupational Health dhs.wisconsin.gov/climate | SEPTEMBER 2016 | [email protected] State of Wisconsin | Department of Health Services | Division of Public Health | P-01037 (Rev. 09/2016) 1 CONTENTS Introduction Definitions Guides Guide 1: Tornado Categories Guide 2: Recognizing Tornadoes Guide 3: Planning for Severe Storms Guide 4: Staying Safe in a Tornado Guide 5: Staying Safe in a Thunderstorm Guide 6: Lightning Safety Guide 7: After a Severe Storm or Tornado Guide 8: Straight-Line Winds Safety Guide 9: Talking Points Guide 10: Message Maps Appendices Appendix A: References Appendix B: Additional Resources ACKNOWLEDGEMENTS The Wisconsin Severe Thunderstorms and Tornadoes Toolkit was made possible through funding from cooperative agreement 5UE1/EH001043-02 from the Centers for Disease Control and Prevention (CDC) and the commitment of many individuals at the Wisconsin Department of Health Services (DHS), Bureau of Environmental and Occupational Health (BEOH), who contributed their valuable time and knowledge to its development. Special thanks to: Jeffrey Phillips, RS, Director of the Bureau of Environmental and Occupational Health, DHS Megan Christenson, MS,MPH, Epidemiologist, DHS Stephanie Krueger, Public Health Associate, CDC/ DHS Margaret Thelen, BRACE LTE Angelina Hansen, BRACE LTE For more information, please contact: Colleen Moran, MS, MPH Climate and Health Program Manager Bureau of Environmental and Occupational Health 1 W. Wilson St., Room 150 Madison, WI 53703 [email protected] 608-266-6761 2 INTRODUCTION Purpose The purpose of the Wisconsin Severe Thunderstorms and Tornadoes Toolkit is to provide information to local governments, health departments, and citizens in Wisconsin about preparing for and responding to severe storm events, including tornadoes. -
Global Warming Climate Records
ATM S 111: Global Warming Climate Records Jennifer Fletcher Day 24: July 26 2010 Reading For today: “Keeping Track” (Climate Records) pp. 171-192 For tomorrow/Wednesday: “The Long View” (Paleoclimate) pp. 193-226. The Instrumental Record from NASA Global temperature since 1880 Ten warmest years: 2001-2009 and 1998 (biggest El Niño ever) Separation into Northern/ Southern Hemispheres N. Hem. has warmed more (1o C vs 0.8o C globally) S. Hem. has warmed more steadily though Cooling in the record from 1940-1975 essentially only in the N. Hem. record (this is likely due to aerosol cooling) Temperature estimates from other groups CRUTEM3 (RG calls this UEA) NCDC (RG calls this NOAA) GISS (RG calls this NASA) yet another group Surface air temperature over land Thermometer between 1.25-2 m (4-6.5 ft) above ground White colored to reflect away direct sunlight Slats to ensure fresh air circulation “Stevenson screen”: invented by Robert Louis Stevenson’s dad Thomas Yearly average Central England temperature record (since 1659) Temperatures over Land Only NASA separates their analysis into land station data only (not including ship measurements) Warming in the station data record is larger than in the full record (1.1o C as opposed to 0.8o C) Sea surface temperature measurements Standard bucket Canvas bucket Insulated bucket (~1891) (pre WWII) (now) “Bucket” temperature: older style subject to evaporative cooling Starting around WWII: many temperature measurements taken from condenser intake pipe instead of from buckets. Typically 0.5 C warmer -
Lesson 5: How Are Air Quality Data Communicated to the Public?
Lesson 5: How Are Air Quality Data Communicated to the Public? Grade Level: 7-12 | PASS Skills: Process Standard (1:3), 3, (4:2-5, 8)/ Standard 1:3, 2:2a, 5:10 (High School) Objectives: Students will be able to access and use air quality tools to interpret air quality data. Materials: Computers with internet access, Monitoring Site Data Student Worksheet (.pdf) Pre‐requisite Knowledge: Unit recognition and unit conversion practice will be beneficial to students when completing the accompanying activity. Students must be able to calculate averages. Activity: Students will use the Air Quality Division web site to record monitoring data, make calculations, and interpret/represent data using a variety of tools. Data interpretation and mathematical skills will be employed in this activity. Implementation Tips: Allow the students to research the following website for specific information regarding the AQI (http://airnow.gov/index.cfm?action=aqibasics.aqi). Discuss the color scale and category descriptors that are represented by ranges of AQI scores. Demonstrate to students how they can check the AQI for major cities in Oklahoma (OKC, Lawton, and Tulsa) using the Air Quality web site (http://www.deq.state.ok.us/aqdnew/AQIndex/AQI.htm) and the AIRNow website (http://www.airnow.gov/index.cfm?action=airnow.main) by clicking on the state from the map. The same color coding that is used for the AQI is also used on the map featured on AIRNow, making it easier for the public to check the air quality in their area. Notes to Teacher: Teachers are encouraged to sign up to receive air quality health advisories to notify their students on the days when the air quality is poor, especially for those students who fall in the category of sensitive groups.