Chapter 2. Weather and Climate

Total Page:16

File Type:pdf, Size:1020Kb

Chapter 2. Weather and Climate Chapter 2. Weather and Climate The Structure of the Atmosphere While the Earth’s atmosphere extends upward for hundreds of kilometers until it merges with interplane- Surrounding the Earth is a gaseous envelope or tary space, more than half of the atmosphere’s total atmosphere, held in place by the planet’s gravitational mass is below an altitude of only about 6 kilometers attraction. The Earth’s (3.75 miles) above the surface (Figure 2-1). The atmosphere is a complex lowest region of the atmosphere, the troposphere, dynamical, physical, and extends from the surface to an altitude that varies from chemical system. Dyna- 10 to 15 kilometers (km) (6.2 to 9.3 miles (mi.)), mic processes cover a depending on latitude and season. The top of the large range of scales from troposphere is called the tropopause. The regions of the microscopic-scale the atmosphere above the troposphere are the dynamics of evaporation, stratosphere (from between 10 and 15 to 40 km condensation, cloud (between 6.2-9.3 and 25 mi.)), the mesosphere (40 to formation and precipi- 80 km (25 to 50 mi.)), the thermosphere (80 to 500 km tation, to small-scale, (50 to 310 mi.)) and the exosphere (begins at about localized vertical and 500 km (310 mi.)). The exosphere merges with horizontal wind motions, interplanetary space. The ionosphere is the region of to medium-scale atmosphere between 40 and 300 km (25 and 185 mi.). cyclones, anticyclones, It is the region of positively-charged atoms and hurricanes, typhoons, molecules and negatively-charged electrons. tornadoes, thunderstorms, fronts, etc., to the large- scale general circulation of the atmosphere. Physical processes in the atmosphere include the transfer of incoming solar radiation through the atmosphere to the surface, the heating of the surface, the emission of outgoing infrared radiation, the absorption of infrared radiation by atmospheric gases, the evaporation of water, the condensation of atmos- pheric water vapor into clouds, and precipitation. Chemical processes include the transformation and production of atmospheric gases, such as atmospheric ozone, via chemical reactions involving many dozens of gases in the atmosphere. Figure 2-1. Regions of the atmosphere. Meteorology Activities for Grades 5-9 5 NP-2006-08-97-LaRC The Chemical Composition Instruments to Measure Weather of the Atmosphere Weather is the instantaneous or current state of the The Earth’s atmosphere is a complex mixture of atmosphere and is measurable in terms of tempera- gases: nitrogen (N2) (about 78% by volume), oxygen ture, atmospheric pressure, humidity, wind speed and (O2) (about 21% by volume) and argon (Ar) (about direction, cloudiness and precipitation. Climate is the 0.9% by volume) with small and varying amounts of state of the atmosphere over long time periods, such water vapor (H2O) (0 to 4% by volume) and still as over years, decades, centuries or greater. In gen- smaller amounts of carbon dioxide (CO2), methane eral, the weather that impacts the surface of the Earth (CH4), nitrous oxide (N2O), ozone (O3) and dozens of and those that live on the surface takes place in the other gases at still smaller concentrations. The chemi- troposphere. Weather parameters are measured with cal composition of the atmosphere is given in Table different instruments. Atmospheric temperature is 2-1. The protection afforded by the atmosphere is measured with a thermometer. very important for life on Earth. The atmosphere shields the Earth’s surface and its myriad forms of Atmospheric pressure is a measure of the force life from biologically damaging high-energy cosmic exerted by the mass of atmosphere on the surface at radiation. In addition, ozone, found mostly in the a given location. The average pressure of the atmo- stratosphere, absorbs ultraviolet radiation from the sphere at mean sea level is about 1 kg per square cm, Sun, shielding the Earth’s surface from this bio- which is equivalent to about 14.7 pounds per square logically damaging radiation. inch or a pressure of 1013.25 millibars (mb), and which is also referred to as 1 atmosphere. Atmo- Table 2-1. Chemical Composition spheric pressure is measured with a barometer. of the Earth’s Atmosphere Gas Concentration* Humidity is a general term that refers to the water Nitrogen (N2) 78.084% vapor content of the air. Absolute humidity is the Oxygen (O2) 20.946% actual amount of water vapor per volume of air. Argon (Ar) 0.934% Relative humidity is the percentage of water vapor in the atmosphere compared with the maximum Carbon Dioxide (CO2) 0.037% † amount of water vapor that the atmosphere could Water Vapor (H2O) 0.01 to 4% contain at that temperature. The dew point of a given Neon (Ne) 18.2 ppmv parcel of air is the temperature to which the parcel Helium (He) 5.0 ppmv must be cooled, at constant pressure, for the water Methane (CH4) 1.8 ppmv vapor component to condense. Humidity is measured Krypton (Kr) 1.1 ppmv with a psychrometer. Hydrogen (H2) 0.5 ppmv Nitrous Oxide (N2O) 0.5 ppmv Wind speed is measured with a 4-cup anemometer Xenon (Xe) 0.09 ppmv and wind direction is measured with a weather vane. † Ozone (O3) 0.0 to 0.07 ppmv Winds are named after the direction from which they flow. For example, the northeast trade winds flow in Nitrogen Dioxide (NO2) 0.02 ppmv a southward direction from the northeast. The amount *Concentration units: % or parts per million by volume (ppmv) (1 ppmv = 0.0001%). of cloud cover is estimated either visually or photo- †Highly variable. graphically. The amount of precipitation is measured The mean molecular mass of dry air is 28.97 atomic mass with a rain gauge. units or Daltons. Meteorology Activities for Grades 5-9 6 NP-2006-08-97-LaRC Solar Radiation, the Greenhouse Effect and the Temperature of the Earth To a large extent, the temperature of the Earth’s surface is determined by the amount of radiation received from the Sun. Most of the incoming radiation from the Sun is in the form of visible radiation. The atmosphere is mostly transparent to incoming solar radiation, i.e., this radiation is not absorbed by gases in the atmosphere, with the notable exception of solar ultraviolet radiation, which is absorbed by ozone mostly located in the stratosphere. However, some of Figure 2-2. Transfer of incoming solar radiation the incoming solar radiation is reflected back to space through the atmosphere. by clouds (Figure 2-2), by ice and snow at the poles, and by desert areas. The surface of the Earth is heated of greenhouse gases in the atmosphere has led to by the absorption of incoming solar radiation and national and international concern about global reaches a mean global temperature of about –18 °C warming and its accompanying environmental (0 °F). Once heated to the mean temperature, the Earth consequences. emits radiation in the form of “long-wavelength,” or infrared, radiation back to space. Unlike incoming The Intergovernmental Panel on Climate Change solar radiation, which is not strongly absorbed by (IPCC) released its Fourth Assessment Report in atmospheric gases and passes through the atmosphere February 2007 with the following conclusions: to the surface, outgoing infrared radiation is strongly absorbed by several different atmospheric gases, • Warming of the climate system is unequivocal. including carbon dioxide, water vapor, methane, nitrous oxide and ozone. • Most of the observed increase in globally averaged temperatures since the mid-20th Immediately after being absorbed by these atmo- century is very likely due to the observed spheric gases, the infrared radiation is quickly re- increase in anthropogenic greenhouse gas emitted or released back to the atmosphere in both concentrations. the upward and downward directions. The downward component of the re-emitted infrared radiation strikes • Hotter temperatures and rises in sea level the surface and causes additional heating, increasing “would continue for centuries” no matter the mean temperature of the Earth to about 15 °C how much humans control their pollution. (59 °F). This additional heating is called the “green- house effect” and the gases that absorb and then re- • The probability that this is caused by natural emit infrared gases are called “greenhouse gases.” climatic processes alone is less than 5%. Measurements show that atmospheric concentrations of greenhouse gases—carbon dioxide, methane and • World temperatures could rise from anywhere nitrous oxide —are increasing with time most between 1.1 and 6.4 °C (1.98 to 11.52 °F) with probably due to human activities. Atmospheric a corresponding sea level rise of 18 to 59 concentrations of water vapor will increase as the centimeters (cm) (7 to 23 inches (in.)) during temperature of the atmosphere increases. The buildup the 21st century. Meteorology Activities for Grades 5-9 7 NP-2006-08-97-LaRC Solar Heating and Atmospheric Motion Weather is a very complex phenomenon and is con- trolled by many factors and processes, such as the heating of the Earth’s surface and atmosphere by in- coming solar radiation. Incoming solar radiation is absorbed by the Earth’s surface, which in turn warms Figure 2-3. Rising air masses and low-pressure areas the lower atmosphere. Because warmer air is less are usually associated with clouds and stormy condi- dense than cooler air, the heated air will begin to rise tions, while descending air and high-pressure areas at through the atmosphere. The rising air creates a low- the surface usually mean fair weather conditions. pressure area at the surface. The background, or ambient, temperature of the atmosphere decreases areas. Regions of descending or falling air cause high- with altitude (Table 2-2) as the distance from the pressure areas at the surface, and, in general, bring Sun-heated surface increases.
Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]