slide1
Download
Skip this Video
Download Presentation
met.sjsu/~jin

Loading in 2 Seconds...

play fullscreen
1 / 62

met.sjsu/~jin - PowerPoint PPT Presentation


  • 159 Views
  • Uploaded on

METR 112 Global Climate Change Professor Menglin Susan Jin San Jose State University, Dept of Meteorology and Climate Science. www.met.sjsu.edu/~jin. January 22, 201 4. Outline of today’s lecture Introduction and Welcome Discussion on the “greensheet” Learning Contract

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' met.sjsu/~jin' - hedwig


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

METR 112 Global Climate Change

Professor Menglin Susan Jin

San Jose State University, Dept of Meteorology and Climate Science

www.met.sjsu.edu/~jin

January 22, 2014

slide2

Outline of today’s lecture

  • Introduction and Welcome
  • Discussion on the “greensheet”
  • Learning Contract
  • First glance on observations of Changing Climate
slide3

For greensheet, class ppt notes

http://www.met.sjsu.edu/~jin/METR112spring2014.htm

NOT any other websites!

slide4

About Professor

A very good scholar www.met.sjsu.edu/~jin

1.

Research projects: funded by NASA, NSF, Department of Defense

On land surface climate change, urbanization, remote sensing

20+ leading author papers on top journals

2. an effective teacher

  • Teaching philosophy: teaching is your responsibility,
  • but a good professor makes things so easy for you
slide5

Goal

METR112 will help you to know the fundamentals of

global climate system,

climate change,

and gain appreciation of the complexities involved with climate change issues

Being educated in Climate Change Issue

slide6

Homework: 20%

Midterm Exam: 20%

Class Participation 5%

Group Project: 20%

Final Exam: 35%

Scale: 90+ A, 80’s B, 70’s C, 60’s D, <60 F

Homework will be assigned on in class

Submitted on time via canvas.

slide7

Content

  • 1. Knowledge on Climate System:
      • Atmosphere Structure
      • Land Surface Properties
      • Land-Ocean-Atmosphere Interaction
      • Global Energy Balance
      • Global Hydrological Cycle
      • C cycle
      • Glacier
      • Aerosols and clouds
      • Ozone
  • 2. Past Climate Change
  • 3. Recent Climate Change
  • 4. Climate Modeling – Its basics and Uncertainty
  • 5. Climate Feedback
  • 6. Urban Climate Change – Land Cover Change and Human Impacts
  • 7. Climate Change and Human Health
  • 8. Remaining Questions on Global Climate Change Research
  • 9. 10 Things You can do to Fight Climate Change
slide8

Lecture Hour:

METR112-01: TTH 10:30 -11:45 AM

METR112-03: TTH 1:30 PM – 2:45 PM

Place: DH515

Office Hour:

12:30 PM -1:20 PM, TH

more (set via email)

Place: MSJ’s Office (DH613)

TA: TBD

TA’s office: TBD

METR112

  • I will meet with you for extra office hour whenever you need.
  • send email for appointment.

I am approachable!!!

slide9

References (not a text book):

(cheap!)

“Understanding Weather & Climate” by

Edward Aguado and James E. Burt (Third Edition)

Video collections: http://www.met.sjsu.edu/metr112-videos/

Useful materials will be assigned on webpage/homework/class

learning contract
Learning Contract
  • Instructor
    • On time and prepared.
    • Answers questions.
    • Approachable and friendly.
    • Fair with assignments and grades.
    • Genuinely concerned about your learning and intellectual development.
learning contract1
Learning Contract
  • Students
    • Make every effort to arrive on time; and if late, enter class quietly.
    • Preserve a good classroom learning environment by

a) refraining from talking when other people are talking

b) turning off cell phones.

    • Be courteous to other students and the instructor.
    • Aware that learning is primarily their responsibility.
    • Aware of universities policy on academic integrity and pledge to abide by them at all times.
    • Have read and understand what plagiarism is and know how to cite sources properly.
academic integrity
Academic Integrity
  • Integrity of university, its courses and degrees relies on academic standards.
  • Cheating:
    • Copying from another’s test, cheatsheet etc.
    • Sitting an exam by, or as, a surrogate.
    • Submitting work for another
  • Plagiarism:
    • Representing the work of another as one’s own (without giving appropriate credit)
plagiarism
Plagiarism
  • Judicial Affairs

http://sa.sjsu.edu/judicial_affairs/index.html

  • Look at the Student Code of Conduct
  • Read through SJSU library site on Plagiarism

http://www.sjlibrary.org/services/literacy/info_comp/plagiarism.htm

  • http://turnitin.com/
greensheet see handout
GreenSheet (see handout)
  • Homework mustonline turnin (canvas)
  • Class Participation
  • Research Project
  • Final grade
july 21 2012 beijing
July 21, 2012, Beijing

the heaviest rainfall in 61 years fell on the Chinese capital city of Beijing on July 21, 2012. The state news agency Xinhua at first said that 37 people had been killed by floods during and after the downpour, but today (July 26, 2012) the official death toll was raised to 77

slide18
Extreme to 200mm

Affect 1.9million people, 10 billons $ damage

slide21

A car moves on the rain-inundated road

in the Daxing District of Beijing, capital of China, July 21, 2012.

mechanisms for extreme rainfall over bj why beijing why now
Mechanisms for extreme rainfall over BJ: Why Beijing? Why Now?

Urban landscape enhance rainfall via three processes:

Aerosol-cloud interactions

UHI

Canyon effect

Knowledge abut climate sysetm and climate change is needed

two main points in this figure
Two main points in this figure
  • Globalmean surface temperatures have increased 0.5-1.0°C since the late 19th century
  • The 20th century\'s 10 warmest years all occurred in the last 15 years of the century

Note: 1. why is global mean?

2. what is surface air temperature? (see next few slides)

slide26

Temperature is measured

by

therometer

Thermoeter is required by WMO (see next slide)

slide27

World Meteorological Organization (WMO) http://www.wmo.int/pages/index_en.html

Weather station

http://www.nationmaster.com/encyclopedia/Image:Translational-motion.gif

slide29

Observed temperature changes

Warming

due to El Niño

1992-93

Cooling due to

Mt. Pinatubo

Cooling

due to La Niño

slide30

Globalmean surface temperatures have increased 0.5-1.0°C since the late 19th century

  • The 20th century\'s 10 warmest years all occurred in the last 15 years of the century

Why does this matter? (important!)

  • Such an increase continues. The best scientific estimate is that
  • global mean temperature will increase between 1.4 and 5.8 degrees C
  • over the next century as a result of increases in atmospheric CO2and
  • other greenhouse gases. This kind of increase in global temperature
  • would cause significant rise in average sea-level (0.09-0.88 meters),
  • and other severe consequences
  • Mean increase means that many regions increases much higher, and these regions
  • have problems in terms of extreme heat, drought, flood.
slide32

1979

2003

important point of this slide
Important point of this slide
  • Although global mean surface has been warming up, for each region the change can be different! (can be no change, warming, or cooling)

Class activity: find out your grandpa’s hometown and see how

the temperature is changed there?

antarctic ice shelves
Antarctic Ice Shelves
  • Most common Ice Shelf: Giant floating platform of ice formed from glaciers located along coastlines
  • 50-600 meters thick
  • Can last for thousands of years
  • 10 major ice shelves in Antarctica
then and now
Then and Now
  • Temperature rises have also led to the expansion of species ranges in Antarctica.
  • “Long term monitoring of continental Antarctic terrestrial vegetation is crucial for accurate measurement and predictions of vegetation dynamics in response to future temperature regimes around the world”
video antarctic wilkins ice shelf collapse
Video: Antarctic Wilkins Ice Shelf Collapse
  • http://www.youtube.com/watch?v=poKX6OnehTc
slide39

The “Keeling curve,” a long-term record of atmospheric CO2

concentration measured at the Mauna Loa Observatory (Keeling et al.).

Although the annual oscillations represent natural, seasonal variations,

the long-term increase means that concentrations are higher than

they have been in 400,000 years.

Graphic courtesy of NASA’s Earth Observatory.

slide41

CO2 Unit

atmospheric concentrations of CO2 in units of parts per million by volume (ppmv).

Each ppmv represents 2.13 X1015 grams, or 2.13 petagrams of carbon (PgC)

in the atmosphere

Atmospheric CO2 concentrations rose from 288 ppmv in 1850 to 369.5 ppmv in 2000,

for an increase of 81.5 ppmv, or 174 PgC. In other words, about 40% (174/441.5)

of the additional carbon has remained in the atmosphere,

while the remaining 60% has been transferred to the oceans and terrestrial biosphere.

http://www.esrl.noaa.gov/gmd/ccgg/trends/

slide45

Table 1: Composition of the Atmosphere

Percentage

by Volume

Gas

Nitrogen 78.08

Oxygen 20.95

Argon 0.93

Trace Gases

Carbon dioxide 0.038

Methane 0.00017

Ozone 0.000004

Chlorofluorocarbons 0.00000002

Water vapor Highly variable

(0-4%)

greenhouse gases
Greenhouse Gases
  • Carbon Dioxide
  • Methane
  • Nitrous Oxide
  • CFCs (Chlorofluorocarbons)
  • Others

Water vapor is one greenhouse house gas (GHG)

In fact, it is the most abundant GHG

slide47

The early Greeks considered "air" to be one of four elementary

substances; along with earth, fire, and water,

air was viewed as a fundamental component of the universe.

By the early 1800s, however, scientists such as John Dalton recognized

that the atmosphere was in fact composed of several chemically distinct gases,

which he was able to separate and determine the relative amounts of within

the lower atmosphere. He was easily able to discern the major components

of the atmosphere: nitrogen, oxygen, and a small amount of something incombustible,

later shown to be argon. The development of the spectrometer in the 1920s

allowed scientists to find gases that existed in much smaller concentrations in the

atmosphere, such as ozone and carbon dioxide. The concentrations of these gases,

while small, varied widely from place to place. In fact, atmospheric gases

are often divided up into the major, constant components and the highly

variable components, as listed below:

slide48

Although both nitrogen and oxygen are essential to human life on the planet,

they have little effect on weather and other atmospheric processes.

The variable components, which make up far less than 1 percent of the atmosphere, have a much greater influence on both short-term weather and long-term climate. For example, variations in water vapor in the atmosphere are familiar to us as relative humidity.

Water vapor (H2O), CO2, CH4, N2O, and SO2all have an important property:

they absorb heat emitted by the earth and thus warm the atmosphere,

creating what we call the "greenhouse effect." Without these so-called

greenhouse gases, the surface of the earth would be about 30 degrees

Celsius cooler - too cold for life to exist as we know it.

Global warming, on the other hand, is a separate process that can be caused by increased amounts of greenhouse gases in the atmosphere.

slide49

The Greenhouse Effect (Important concept)

www.eecs.umich.edu/mathscience/funexperiments/agesubject/lessons/images/diagrampage.html

slide50

Greenhouse gases (important!)

CO2

CH4

N2O (Nitrous Oxiode, so called “laughing gas”)

CFC

O3

H2O

by the early 21st century,

N2O had become nearly as important a greenhouse gas as methane.

Their best guess was 0.7°C for N2O, and 0.3°C for methane. Wang et al. (1976).

slide51

atmosphere is not uniform

  • temperature decreased with altitude

division of the atmosphere into

layers based on their thermal properties.

Troposphere: surface to12~18Km

all weather occurs

temperature decreases with

-6.5° C/kilometer (average!)

Stratosphere: 18-50km

temperature increase due to

ultraviolet (UV) absorption

by Ozone (O3)

Mesosphere

50-80km

Thermosphere

The outermost layer of the atmosphere,

where gas molecules split apart into ions.

http://www.visionlearning.com/library/module_viewer.php?mid=107

anthropogenic methane sources
Anthropogenic Methane Sources
  • Leakage from natural gas pipelines and coal mines
  • Emissions from cattle
  • Emissions from rice paddies
anthropogenic sources of nitrous oxide
Anthropogenic Sources of Nitrous Oxide
  • Agriculture
  • Bacteria in Soils
  • Nitrogen fertilizers
sources of cfcs
Sources of CFCs
  • Leakage from old air conditioners and refrigerators
  • Production of CFCs was banned in 1987 because of stratospheric ozone destruction
    • CFC concentrations appear to now be decreasing
    • There are no natural sources of CFCs
slide61

World Population 6,446,131,400

Human activities

change environment

class participation name
Class Participation Name_________

1. What is the surface temperature change from 1990 – 2000? Is it consistent with the change of greenhouse gases?

2. What are greenhouse gases? What is greenhouse effect?

ad