Introduction to Climatology
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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. -
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. -
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. -
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. -
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. -
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. -
A Climatology of Tropical Cyclone Size in the Western North Pacific Using an Alternative Metric Thomas B
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2017 A Climatology of Tropical Cyclone Size in the Western North Pacific Using an Alternative Metric Thomas B. (Thomas Brian) McKenzie III Follow this and additional works at the DigiNole: FSU's Digital Repository. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES A CLIMATOLOGY OF TROPICAL CYCLONE SIZE IN THE WESTERN NORTH PACIFIC USING AN ALTERNATIVE METRIC By THOMAS B. MCKENZIE III A Thesis submitted to the Department of Earth, Ocean and Atmospheric Science in partial fulfillment of the requirements for the degree of Master of Science 2017 Copyright © 2017 Thomas B. McKenzie III. All Rights Reserved. Thomas B. McKenzie III defended this thesis on March 23, 2017. The members of the supervisory committee were: Robert E. Hart Professor Directing Thesis Vasubandhu Misra Committee Member Jeffrey M. Chagnon Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the thesis has been approved in accordance with university requirements. ii To Mom and Dad, for all that you’ve done for me. iii ACKNOWLEDGMENTS I extend my sincere appreciation to Dr. Robert E. Hart for his mentorship and guidance as my graduate advisor, as well as for initially enlisting me as his graduate student. It was a true honor working under his supervision. I would also like to thank my committee members, Dr. Vasubandhu Misra and Dr. Jeffrey L. Chagnon, for their collaboration and as representatives of the thesis process. Additionally, I thank the Civilian Institution Programs at the Air Force Institute of Technology for the opportunity to earn my Master of Science degree at Florida State University, and to the USAF’s 17th Operational Weather Squadron at Joint Base Pearl Harbor-Hickam, HI for sponsoring my graduate program and providing helpful feedback on the research. -
The Climatological Revolution of the Eighteenth Century (Until 2016) Franz Mauelshagen Over the Last Decade Or So, the History O
The Climatological Revolution of the Eighteenth Century (until 2016) Franz Mauelshagen Over the last decade or so, the history of meteorology and climatology has developed rapidly, pushed, to some degree, by the question of anthropogenic global warming and its scientific foundations. Naturally, much of this research focuses on the nineteenth and twentieth centuries, while the early days of climatology around 1800 are still somewhat obscure. Reviewing the literature reveals that, up to this point, studies in the history of climate ideas and climate science before 1800 have focused exclusively on meteorology, turning the history of climatology into a by-product of technological progress in meteorological measurement (instruments, their standardization and homogenization) and data collection from about 1700 onwards. This approach has taken for granted that “climate” has always been a meteorological category—an assumption that does not withstand the test. In the context of Antique geography, from which the idea emerged, “climate” referred to a new method of determining the location of a certain place on the globe; the term’s invention parallels the invention of geography, in which context it continued to have little to do with meteorology or the atmosphere. Apparently, the traditional geographic definition of “climate” remained stable well into the eighteenth century. This raises the question of why “climate” finally emerged from its niche in geography to represent the abstract and complex “statistics of weather.” The answer will come from a thorough study of the early modern geographic tradition, particularly the development of physical geography from Varenius to Humboldt, which will change the narrative as well as the chronology of the emergence of climatology as a scientific discipline. -
Weather and Climate Science 4-H-1024-W
4-H-1024-W LEVEL 2 WEATHER AND CLIMATE SCIENCE 4-H-1024-W CONTENTS Air Pressure Carbon Footprints Cloud Formation Cloud Types Cold Fronts Earth’s Rotation Global Winds The Greenhouse Effect Humidity Hurricanes Making Weather Instruments Mini-Tornado Out of the Dust Seasons Using Weather Instruments to Collect Data NGSS indicates the Next Generation Science Standards for each activity. See www. nextgenscience.org/next-generation-science- standards for more information. Reference in this publication to any specific commercial product, process, or service, or the use of any trade, firm, or corporation name See Purdue Extension’s Education Store, is for general informational purposes only and does not constitute an www.edustore.purdue.edu, for additional endorsement, recommendation, or certification of any kind by Purdue Extension. Persons using such products assume responsibility for their resources on many of the topics covered in the use in accordance with current directions of the manufacturer. 4-H manuals. PURDUE EXTENSION 4-H-1024-W GLOBAL WINDS How do the sun’s energy and earth’s rotation combine to create global wind patterns? While we may experience winds blowing GLOBAL WINDS INFORMATION from any direction on any given day, the Air that moves across the surface of earth is called weather systems in the Midwest usually wind. The sun heats the earth’s surface, which warms travel from west to east. People in Indiana can look the air above it. Areas near the equator receive the at Illinois weather to get an idea of what to expect most direct sunlight and warming. The North and the next day. -
GEOG 321: Climatology
Geography 321: Climatology Spring 2018, 4:00-5:20p, Monday and Wednesday, 220 Chapman (CRN 32334) Instructor: Patrick J. Bartlein, 154 Condon Hall, x6-4967, [email protected], OH: Th 2:00-3:30p. GTF: TBA Overview: The climate system is a set of environmental systems including the atmosphere, ocean, and biosphere, that are coupled to one another and vary over time and space, and climatology is the study of that system. This course covers the basics of energy and moisture in the climate system, atmospheric circulation processes and patterns, and the spatial and temporal variations of climate, including those produced by human action. The course will also trace the development of our understanding of the physical basis of climatology, the development of conceptual and numerical models of climate, and how complex systems like the Earth’s climate system are studied. Text: No textbook; .pdfs and URLs will be posted on Canvas, including links to current assessments of climate variations. We will also use entries from the Encyclopedia of Atmospheric Sciences (2nd Ed), available electronically from the UO Library [link]. Prerequisites: Geog 141 (or similar preparation, with consent of instructor) Web Pages: Course web page: http://canvas.uoregon.edu/ Weather and climate page: http://geog.uoregon.edu/weather/ Supplemental materials page, syllabus, etc.: http://geog.uoregon.edu/bartlein/courses/geog321/ Grading: 100 pts. total. Two examinations (20 pts each, weeks 5 and 10), four quizzes (5 pts each), plus completion of ten exercises that involve the analysis of information from the Internet that illustrates the day-to-day and seasonal variations of weather and climate (4 pts each, 40 pts total for the exercises). -
Ocean Depth Affects Local Climate
Ocean Depth Affects Local Climate t is well known that topography of the land surface The bathymetric effect of the seas does not stop with affects weather and climate. For example, the Pacific causing variations in the sea surface temperature (SST). ICoast of South America is desert, while Amazonia on New measurements with the QuikSCAT and TRMM satel- the other side of the Andes is rich in rainfall and hosts lites reveal remarkable spatial co-variations in wind speed the largest rain forest of the world. On the global scale, and SST. High winds and increased cloudiness are found the Tibetan Plateau is a controlling element in Northern over the bathymetric-induced warm tongues. One such Hemisphere climate. Even the tall mountains of the tiny band of ocean-atmosphere co-variation meanders through Hawaiian Islands have been shown to exert far-reaching the Yellow Sea between China and Korea, following a deep effects on the Pacific Ocean and atmosphere. channel for 1000 km (Figure 3b). The mechanism for this The influence of the shape of the ocean bottom on ocean effect on the winds is thought to be the convectively climate, however, has been studied less widely. To many, it induced vertical mixing in the atmosphere over the warm may even sound absurd that submerged bottom topography tongue, similar to that over the Kuroshio (see p. 3). can change winds and clouds. A team of scientists at the The Kuroshio is steered northeastward along the IPRC (S.-P. Xie, J. Hafner, and H. Xu), the Jet Propulsion shelf break, where there is another bathymetric effect Laboratory (W.T.