HOW CAN ENERGY BE TRANSFERRED? 1. CONDUCTION: 2. CONVECTION: 3. ADVECTION: 4. RADIATION:

HOW CAN ENERGY BE TRANSFERRED?

1. CONDUCTION:

2. CONVECTION:

3. ADVECTION:

4. RADIATION:

CONDUCTION

CONVECTION

ADVECTION

RADIATION

• 1. Be able to list the 4 means of energy transfer, and identify the one which transfers all energy into and out of the Earth’s climate system.

• 2. Be able to describe the means by which energy is transferred in each.

• 3. Be able to reproduce, with explanation, four concept sketches of the energy transfer mechanisms.

Before you leave this section

What controls the quantity and type of energy the Earth System receives?

1. How much?

2. What type?

STEFAN-BOLZMAN

• E=• T =• d =

• Wmax=• T =

Distance (microns)

0 100 200 300 400 500 600 700 800 900 1000

0 5 10 15

t of E

SUN AND EARTH

Surface Energy Wmax

Temp (Wm-2) (μ)

0 50 100 150 200 250 300 350 400

-250 -200 -150 -100 -50 0 50 100

-400 -300 -200 -100 0 100 200

TEMPERATURE SCALES

• 1. Name the laws and understand the physical concepts behind the control that the surface temperature of an object exerts on the quantity and dominant wavelength of Electromagnetic Radiation that it emits.

• 2. Understand why these two properties of Electromagnetic Radiation are related in the opposite fashion to the temperature of the object.

• 3. Be aware of what the term “temperature” of an object actually means in terms of energy and the various scales that we use to measure it.

PLANCK’S LAWSun

Wavelength (microns, )

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0R

Sun and Earth

Wavelength (microns,

0.1 1 10 100

ELECTRO-MAGNETICRADIATIONSPECTRUM

• 1. Graph the types and quantities of radiation being emitted by the Sun and Earth.

• 2. Know the relative ordering of the various components of the Electro-magnetic Radiation spectrum based on wavelength, including the colors of the visible portions of that spectrum.

Sun Earth

SOLAR CONSTANT

• 1. Be able to describe conceptually the derivation of the Solar Constant.

• 2. Know the numerical value of the Solar Constant and be able to provide a verbal definition.

• 3. Explain why the Solar Constant may not actually be a true “constant”, but vary periodically with a frequency of about 11 years

WHAT IS THEZENITH ANGLE AND WHY SHOULD WE CARE?

• 1. Be able to define the zenith angle.• 2. Know what the zenith angle will be at sunrise and sunset

and when it will at its minimum.• 3. Explain how the zenith angle controls the proportion of the

Solar Constant falling on a unit area (square meter) of the Earth’s surface.

Why are some places hot and others cold? Why are some times of the year warmer than others?

A. SPATIAL

B. TEMPORAL1. Annual

2. Seasonal

3. Daily

CAN WE QUANTIFY THE EFFECT OF THE ZENITH ANGLE AND LATITUDE AT NOON?

Equator

Center of Earth

Equator

Center of Earth

Equator

Center of Earth

Equator

Center of Earth

Ten parallel rays representing the solar constant (345Wm-2)

• 1. Be able to sketch the relationship between the latitude of a locations and the zenith angle at noon on March and September 21.

• 2. Be able to explain why the outside of the Earth’s atmosphere at various latitudes will receive varying portions of the solar constant at noon on these days.

• 3. Understand the trigonometric way in which the zenith angle controls the proportion of the solar constant intercepted.

• 4. Understand this trigonometric function sufficiently well to be able to explain why large/small zenith angles are associated with varying proportions of the solar constant.

EARTH'S ORBIT

APHELION ~ PERIHELION

S' = {dave/ d}2 . S

HOW DOES THE EARTH’S ORBIT AROUND THE SUN AFFECT INSOLATION?

• 1. Be able to identify the dates of the Aphelion and Perihelion.• 2. Know approximate Earth-Sun distances at these times, and

the average Earth-Sun distance.• 3. Understand how to make the appropriate adjustment to

the value of the solar constant based upon actual Earth-Sun distance, and be aware of the potential magnitude of this impact.

Sun on horizon z = 90°

June 21

SUN Sun overhead z = 0°

EquatorCancer

Antarctic

Sun on horizon z = 90°

December 22

Sun overhead z = 0°

Equator

Capricorn

Arctic SUN

Z = >0°= 0 + 23.5 = 23.5°

WHERE IS THE SUN OVERHEAD AT NOON?

23.5°S

BOTTOM LINE

March and September:

Summer (Jun. in N, Dec. in S):

Winter (Dec. in N, Jun. in S):

• 1. Given the latitude of a location and the time of the year, be able to estimate the zenith angle at noon.

• 2. Know at which latitude the sun will be directly overhead at the varying times of year.

• 3. Know the latitudes beyond which the sun is never directly overhead.

• 4. Know the latitudes beyond which there is at least one day of total darkness (and one of light) and the seasons in which these occur.

March 21

December 21 June 21

September 21

Why do the lengths ofDay and Night vary with the seasons?

LatitudeDegrees

June SolsticeHours ofDaylight

March/SeptemberEquinoxHours ofDaylight

December SolsticeHours ofDaylight

90 6 months 12hr 0 hr

66.5 24 hr 12hr 0 hr

50 16 hr 12hr 8 hr

40 15 hr 12hr 9 hr

30 14 hr 12hr 10 hr

20 13 hr 12hr 11 hr

10 12.5hr 12hr 11.5 hr

0 12hr 12hr 12 hr

Equator

Antarctic C.

CancerArctic C.

Capricorn

THE BOTTOM LINE1.

• 1. Be able to sketch the orientation of the Earth’s axis of rotation with respect to the Sun during the course of the Earth’s annual revolution around the Sun, and identify the Circle of Illumination.

• 2. Given key times of year and/or key geographic latitudes be able to estimate the length of daylight.

• 3. Understand the 4 “bottom line” items with regard to controls on the seasonal and spatial variations in the length of daylight.

SEASONAL CHANGES IN INSOLATION WITH LATITUDE

Noon Insolation (Wm-2)Outside of Earth's Atmosphere

0 200 400 600 800 1000 1200 1400

Annual AverageSeasonal Rangein Insolation

Noon Insolation (Wm-2)Outside of Earth's Atmosphere

0 200 400 600 800 1000 1200 1400

Equator

Cancer

Arctic

Capricorn

Antarctic

SEASONAL VARIABILITY INNOON TIME RADIATION

Latitude

-80 -60 -40 -20 0 20 40 60 80

NorthSouth

GEOGRAPHY MATTERS!

Range in Seasonal Insolation (Wm-2)

0 200 400 600 800 1000

Annual Range in Temperatures (°F)

0 10 20 30 40 50 60 70 80

Insolation Continental

Maritime

Seasonal Changes in Daily InsolationIn

J F M A M J J A S O N D

90°N70°N50°N

30°N10°N0°

PUTTING IT ALL TOGETHER

GLOBAL RADIATION REGIMES

• 1. Be able to integrate information concerning spatial and temporal scales of variability of insolation.

• 2. Explain the significance of the Equator, Tropics and Arctic and Antarctic circles in terms of patterns of insolation.

• 3. Sketch the temporal and spatial variability of insolation at the top of the Earth’s atmosphere , and therefore the basic input to the Earth’s climate system.

1.2.3.4.

ALL ATMOSPHERE

TRACE GASES

WHAT MAKES OUR ATMOSPHERE DISTINCT FROM SPACE?

1.2.3.4.

1. Atmospheric Composition.

WHAT MAKES OUR ATMOSPHERE DISTINCT FROM SPACE?

1. Density of Gases.

TORRICELLI

• 1. Know the major chemical constituents of the Earth’s atmosphere and the trace gases which will be important in later discussions.

• 2. Understand the vertical distribution of gases in the Earth’s atmosphere.

• 3. Understand the concept of Atmospheric Pressure and how this varies vertically in the atmosphere.

• 4. Know how Atmospheric Pressure is measured.

CHARLES’ LAWTHE GASLAWS

BOYLE’S LAW

“ATM

THE EQUATION OF STATE FOR AN IDEAL GAS.PUTTING IT ALL TOGETHER!

P = R. ρ. T

P =R =ρ =T =

P = R. ρ. T

PRACTICAL APPLICATION

Normal Lapse Rate:

• 1. Name and understand the law relating the temperature of a gas and the volume that the gas occupies (at a fixed pressure).

• 2. Name and understand the law relating the pressure on a gas and the volume that the gas occupies (at a fixed temperature).

• 3. Be able to follow the linkages by which differences in the supply of insolation ultimately impact atmospheric pressures and movements within the atmosphere.

• 4. Know the equation of state for an ideal gas and show how it encompasses both Charles’ and Boyle’s Law.

• 5. Show how this determines the rate at which air cools and warms as it rises and falls respectively.

THERMAL STRUCTURE OFATMOSPHERE

Surface

• 1. Label in the correct vertical sequence, the four thermal layers within the atmosphere, and the boundaries that separate them.

• 2. Identify those zones which display normal and reverse temperature gradients.

• 3. Explain why those reverse gradients exist and the gases that are responsible for them.

• 4. Be able to explain what is believed to cause the “hole in the ozone layer”, and why it might be of environmental concern.

WHERE DOES THE INSOLATION GO TO? – SHORTWAVE RADIATION BUDGET

• 1. Understand what is meant by scattering and its impact upon insolation.

• 2. Identify the means by which energy is absorbed by the atmosphere.

• 3. Understand the concept of albedo.• 4. Delineate the quantities of insolation effected by each

atmospheric process.• 5. Determine the global average percentages of

insolation returned to space, and those stored in the atmosphere and at the Earth’s surface.

Albedo: A Geographic Variable?A

Latitude

1.2.3.

• 1. Have an understanding of the albedo of various naturally occurring surfaces.

• 2. Explain the Pole – Equator differences in albedo.• 3. Explain differences in albedo of the Arctic and Antarctic.• 4. Identify global zones of rainforest and deserts by their

albedo.

1. Sensible Heat Flux.

2. Ground Heat Flux.

3. Latent Heat Flux.

THREE SINKS OF INSOLATION

SOLID(Ice)

LIQUID(Water)

Gas(Water Vapor)

32°F(0°C)

212°F(100°C)

TemperatureTemperature

LATENT HEAT FLUX

LATENT HEAT

Temperature (°C)

-20 -10 0 10 20 30 40 50 60 70 80 90 100110120

SOLID LIQUID VAPOR

Total Energy Used

• 1. Identify the three major sinks to which insolation gets sent in the Earth system, noting the major global ocean-atmosphere features to which these are linked.

• 2. Understand why the same chemical compound (water) can occur in three very different natural states, and what it is about the behavior of that compound which determines the state.

• 3. Understand the concept of Latent Heat and how it is stored/released from water in its three natural states without changing the temperature of the water.

• 4. Know the quantities of energy required/released when water changes states between solid and liquid and liquid and gas – the latent heat of fusion and the latent heat of vaporization.

GREENHOUSE EFFECT

CHANGES IN GREEHOUSE GASES DURING INDUSTRIALIZATION

Fossil Fuel ConsumptionCement Production

Fossil FuelsRice ProductionAnimal HusbandryBiomas BurningLandfills

Adipic and Nitric Acid Production for Agriculture andIndustry

RefrigerantsSpray PropellantsFoam Blowing

10 years 100 years 50-100 yrsUnknown

SOURCE

RESIDENCETIME

Carbon Dioxide

Methane

Nitrous Oxide

1850 1997 1850 1997

Chlorofluorocarbons

rillio

CFC - 11

CFC - 12

1850 1997 1850 1997 1850 1997

GREENHOUSEHEATING (Wm-2)50 1.7 1.3 0.06-0.12

EARTH WITH GREENHOUSEATMOSPHERE

EARTH WITHOUTATMOSPHERE

SUNWhat Would Temperaturesbe Without GreenhouseGases?

DO OTHER PLANETS HAVE GREENHOUSE EFFECTS?Just how smart are we in this class?

Planet SolarConstant,

PlanetaryAlbedo,

EffectiveRadiating

TemperatureK

ObservedSurface

TemperatureK

GreenhouseWarming

Mars 147 15 217(-56°C, -94°F)

220 (-53°C, -87°F)

3 (7°F)

Earth 345 31 255 (-18°C, - 9°F

288 (15°C, 66°F)

33 (73°F

Venus 653 75 232 (-41°C, -60°F)

700 (427°C, 929°F)

468 (989°F)

• 1. Understand how greenhouse gases permit shortwave radiation to enter, but prevent long wave radiation from leaving, the atmosphere.

• 2. Be aware the increases in some greenhouses in the atmosphere and the potential they may have for increasing the amount of energy stored in the Earth’s system, partly manifested by global temperatures.

• 3. Be able to show the extent of the “Greenhouse Effect” naturally on Earth.

Atmosphere

Surface

LONGWAVE RADIATION BUDGET

• 1. Understand how energy is lost from the surface of the Earth to the atmosphere.

• 2. Be able to explain why the atmosphere itself emits longwave radiation back to the surface of the Earth and to space.

• 3. Explain why a change in the quantity of greenhouse gases (natural or anthropogenic) in the atmosphere will impact the quantities of direct outgoing longwave radiation and the temperature of the atmosphere before a new equilibrium between incoming and outgoing radiation to the Earth system can be established.

~35°0° 90°Latitude

NORTHERN HEMISPHERE MERIDIONAL RADIATION BALANCE AND TRANSFER

• 1. Describe and explain the meridional (latitudinal) distribution of annual insolation.

• 2. Describe and explain the meridional (latitudinal) distribution of annual outgoing longwave radiation.

• 3. Define global zones of surplus and deficit energy balance, and the approximate location of the boundary between the two.

• 4. Derive the distribution of cumulative net poleward (meridional) transfer of energy across the surface of the globe required to balance out surplus and deficits.

NorthPole

SouthPole

P = R. ρ. T

How is EnergyMoved?

NorthPole

SouthPole

Sir Edmund forgotThe rotation of the

45-60°N

45-60°S

45-60°N

45-60°S

SURFACEPRESSURES

• 1. Describe the dominant three dimensional pattern of air circulation within the Earth’s atmosphere.

• 2. Locate and account for the dominant patterns of surface atmospheric pressure belts on the globe.

• 3. Identify the global pattern of surface pressure gradients down which the surface winds of the world will flow.

0° 40077km 1670 km.hr-1

10° 39548km 1648 km.hr-1

20° 37771km 1574 km.hr-1

30° 34797km 1450 km.hr-1

40° 30819km 1284 km.hr-1

50° 25876km 1078 km.hr-1

60° 20121km 838 km.hr-1

70° 13749km 573 km.hr-1

80° 6990km 291 km.hr-1

Lat. Circum. Velocity

All latitudes rotate with the same ANGULAR VELOCITY (360°/24hrs)15°.hr-1.

However LINEAR VELOCITIES change with latitude.

CORIOLIS EFFECT

Earth Rotating inanti-clockwise direction

Lat. Circum. Velocity

Earth Rotating inanti-clockwise direction

VIEWED FROM ABOVE NORTH POLE

Trees are fixed frame of reference

Merry-go-round is moving frame of reference

CORIOLIS EFFECTFerrel’s Law

01000 2000 3000 4000

10°N, San José

20°N, Guantanamo

30°N, Gainesville

40°N, Philadelphia

50°N, Southampton

60°N, Reykjavik70°N90°N 80°N

CORIOLIS AS GEOGRAPHIC VARIABLERate of Change of Linear Velocity of Rotation

0°, Quito, Equator

• 1.

• 2.

CORIOLIS AS GEOGRAPHIC VARIABLE

ceTime

city +

VelocityDistance per unit time

AccelerationChange in Velocity

per unit time

CORIOLIS GOES TRUCKING IN A FIXEDFRAME OF REFERENCE, 104!

1 2 3 4 5 6 7 8

city +

per unit time

CORIOLIS (CB) IN A MOVINGFRAME OF REFERENCE!

1 2 3 4 5 6 7 8

ceTime

city +

per unit time

CORIOLIS PUTS THE PEDAL TO THE METALIN A MOVING FRAME OF REFERENCE!

Coriolis Effect proportional to:-2Ω . V. Sin (φ).

where:Ω =V =Φ =

CORIOLIS EFFECTQuantitative Expression

• 1. Know Ferrel’s Law and the apparent direction in which moving objects are deflected from their intended paths in each hemisphere.

• 2. Understand how (and why) the Coriolis effect varies as a function of latitude.

• 3. Understand the relationship between the Coriolis effect

and the linear velocity of the moving object.

LOW LOW LOW

LOW LOW

HIGH HIGH HIGH

~30°S

~30°N

~45-60°S

~45-60°N

~90°S

~90°NPolar

Ferrel

Hadley

GLOBAL SURFACE WIND DIRECTIONS

LOW LOW LOW

LOW LOW

HIGH HIGH HIGH

~30°S

~30°N

~45-60°S

~45-60°N

~90°S

~90°NPolar

Ferrel

Hadley

PLUS BONUS CORIOLIS!

• 1. Be able to construct a diagram of global surface pressures and winds.

• 2. Be able to designate the correct name to each set of planetary surface winds.

• 3. Be able to explain why the degree of deflection from the pressure gradient force is greater in some regions of the world than others (and hence the slight variation in nomenclature procedure).

CYCLONE (LOWN) ANTI-CYCLONE N

1) Pressure Gradient 2) Coriolis Effect

CYCLONIC AND ANTICYCLONIC FLOWSTrust me I am a Doctor!

• 1. Be able to construct predicted air flows around low pressure (cyclones) and high pressure cells (anticyclones) in either hemisphere based simply upon considerations of pressure gradient and Coriolis effect.

•Differences in Specific Heat.

•Differences in Latent Heat Flux.

•Differences in the Penetration of Radiation.

•Differences in Mixing.

DIFFERENCES IN OCEANIC ANDCONTINENTAL THERMAL PROPERTIES

SPECIFIC HEAT

LATENT HEAT

Oceans Continents

PENETRATION OF RADIATION

Oceans Continents

Temperature Temperature

CONTINENTOCEAN

MIXING

• 1. Be able to explain the concept of Specific Heat and why Oceans and Continents possess such different values.

• 2. Be able to explain why the partitioning of insolation over continents and oceans is different and the impact that this is likely to have on temperatures.

• 3. Discuss the impact that varying depths to which insolation can penetrate soil/rock and water will impact the surface temperatures of both global surfaces.

• 4. Explain the various mechanisms of mixing of surface ocean waters which may act to redistribute energy away from the ocean surface.

CAN WE BRING THIS ALL TOGETHERTO EXPLAIN PATTERNS OF GLOBAL

CLIMATE?

Our tool kit:

45° -60°N

45° -60°S

SURPLUS/DEFICIT

45° -60°N

45° -60°S

SURFACEPRESSUREBELTS

45° -60°N

45° -60°S

OCEAN\CONTINENTCONTRAST

45° -60°N

45° -60°S

OCEAN\CONTINENTCONTRAST

45° -60°N

45° -60°S

PRESSURECELLS

Pressure Gradient

45° -60°N

45° -60°S

SURFACEWINDS

45° -60°N

45° -60°S

LOWHIGH

SURFACEOCEANCURRENTS

REALITY

THE SOUTHERN OCEANS

45° -60°S

• 1. Be able to combine the elements of the class thus far to define annual average pressure belts and cells over the major ocean basins and continents of the world using a simple two-continent, one ocean models.

• 2. Through the use of sketches be able to define the location and nature of major ocean currents (cold and warm) using the same simple model .

• 3. Identify the major global exceptions to these generalizations, and be able to explain why and how they differ.

45° -60°N

90°NJune 21BorealSummer

23.5°N

23.5°S

45° -60°N

90°NJune 21BorealSummer

23.5°N

23.5°S

45° -60°N

90°NDec. 21Borealwinter

23.5°N

23.5°S

45° -60°N

90°NDec. 21BorealWnter

23.5°N

23.5°S

GLOBAL SURFACE PRESSURES JULY 2010

GLOBAL SURFACE PRESSURES JANUARY 2010

• 1. With the aid of the simple concept sketches, describe and explain the physical reasoning for the shifts in boreal pressure belts and wind directions in the northern hemisphere summer.

• 2. With the aid of the simple concept sketches, describe and explain the physical reasoning for the shifts in boreal pressure belts and wind directions in the northern hemisphere winter.

SINKS OF INSOLATION REVISITED

• 1.

• 2.

• 3.

ENERGY TRANSFER REVISITED

• 1.

• 2.

• 3.

TRANSFER OF LATENT HEAT

HOW TO EXTRACT LATENT HEAT FROM WATER VAPOR.

Temperature (°C), Tc

-40 -30 -20 -10 0 10 20 30 40

-40 -20 0 20 40 60 80 100

Temperature (°F)

HOT FLORIDA AND AIR CONDITIONER!

-40 -30 -20 -10 0 10 20 30 40

-40 -20 0 20 40 60 80 100

Temperature (°F)

ENGLAND!

-40 -30 -20 -10 0 10 20 30 40

-40 -20 0 20 40 60 80 100

Temperature (°F)

TOO COLD TO SNOW?

-40 -30 -20 -10 0 10 20 30 40

-40 -20 0 20 40 60 80 100

Temperature (°F)

-40 -30 -20 -10 0 10 20 30 40

-40 -20 0 20 40 60 80 100

Temperature (°F)

PUT ON THE FURNACE!

GLOBAL AIR CONDITIONERS???

45-60°N

45-60°S

LOW LOW LOW

HIGH HIGH HIGH

LOW LOW

INTER-TROPICAL CONVERGENCE ZONE

45-60°N

45-60°S

LOW LOW LOW

HIGH HIGH HIGH

LOW LOW

GLOBAL FURNACES???

45-60°N

45-60°S

LOW LOW LOW

HIGH HIGH HIGH

LOW LOW

45-60°N

45-60°S

LOW LOW LOW

HIGH HIGH HIGH

LOW LOW

MORE GLOBAL AIR CONDITIONERS???

CENTRAL AIR(Heating and Cooling)!!

Ocean Continent

FLORIDAGulf of Mexico North Atlantic

CALIFORNIANorth Pacific

With the aid of the simple concept sketches, be able to describe and explain the physical reasoning for the following:

• 1. The distribution of global precipitation, specifically the equatorial and mid-latitude precipitation belts.

• 2. The role of topography in modifying global precipitation patterns.

• 3. The distribution of global deserts.• 4. The role of surface ocean currents in modifying the global

distribution of precipitation and deserts.

HOW CAN ENERGY BE TRANSFERRED? 1. CONDUCTION: 2. CONVECTION: 3. ADVECTION: 4. RADIATION:

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