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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 =
WEIN
• Wmax=• T =
Distance (microns)
0 100 200 300 400 500 600 700 800 900 1000
0
Time
0 5 10 15
Dis
plac
emen
t of E
lect
rons
0
SUN AND EARTH
Surface Energy Wmax
Temp (Wm-2) (μ)
Sun
Earth
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.
Before you leave this section
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
adi
atio
n (W
m-2
0
500
1000
1500
2000
2500
0
500
1000
1500
2000
2500
Sun and Earth
Wavelength (microns,
0.1 1 10 100
0.1 1 10 100
Ra
dia
tion
(Wm
-2
10
30
50
70
90
0
20
40
60
80
100
10
30
50
70
90
0
20
40
60
80
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.
Before you leave this section
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
Before you leave this section
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.
Before you leave this section
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?
SUN
Equator
Center of Earth
N
S
CAN WE QUANTIFY THE EFFECT OF THE ZENITH ANGLE AND LATITUDE AT NOON?
SUN
Equator
Center of Earth
N
S
CAN WE QUANTIFY THE EFFECT OF THE ZENITH ANGLE AND LATITUDE AT NOON?
SUN
Equator
Center of Earth
N
S
CAN WE QUANTIFY THE EFFECT OF THE ZENITH ANGLE AND LATITUDE AT NOON?
SUN
Equator
Center of Earth
N
S
SUN
Ten parallel rays representing the solar constant (345Wm-2)
SUN
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.
Before you leave this section
SE
E
EARTH'S ORBIT
EARTH'S ORBIT
APHELION ~ PERIHELION
S' = {dave/ d}2 . S
d
HOW DOES THE EARTH’S ORBIT AROUND THE SUN AFFECT INSOLATION?
BYLTS
• 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.
Before you leave this section
N
s
Sun on horizon z = 90°
Sun on horizon z = 90°
June 21
SUN Sun overhead z = 0°
EquatorCancer
Antarctic
S
U
N
N
s
Sun on horizon z = 90°
Sun on horizon z = 90°
December 22
Sun overhead z = 0°
Equator
Capricorn
Arctic SUN
S
U
N
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.
Before you leave this section
SUN
March 21
December 21 June 21
September 21
Why do the lengths ofDay and Night vary with the seasons?
LatitudeDegrees
North
June SolsticeHours ofDaylight
March/SeptemberEquinoxHours ofDaylight
December SolsticeHours ofDaylight
90 6 months 12hr 0 hr
80 4 months 12hr 0 hr
70 2 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
N
s
N
s
Equator
Antarctic C.
CancerArctic C.
Capricorn
N
s
THE BOTTOM LINE1.
2.
3.
4.
• 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.
Before you leave this section
SEASONAL CHANGES IN INSOLATION WITH LATITUDE
Noon Insolation (Wm-2)Outside of Earth's Atmosphere
0 200 400 600 800 1000 1200 1400
0 200 400 600 800 1000 1200 1400
-80
-60
-40
-20
0
20
40
60
80
Annual AverageSeasonal Rangein Insolation
Noon Insolation (Wm-2)Outside of Earth's Atmosphere
0 200 400 600 800 1000 1200 1400
0 200 400 600 800 1000 1200 1400
Latit
ude
-80
-60
-40
-20
0
20
40
60
80
-80
-60
-40
-20
0
20
40
60
80
Equator
Cancer
Arctic
Capricorn
Antarctic
SEASONAL VARIABILITY INNOON TIME RADIATION
Latitude
-80 -60 -40 -20 0 20 40 60 80
Diff
eren
ce in
Sol
ar E
nerg
y at
Noo
nB
etw
een
Sea
sons
.(W
m-2
)
0
200
400
600
800
1000
1200
NorthSouth
Equ
ator
Tro
pic
of C
ance
r
Arc
tic C
ircle
Tro
pic
of C
apric
orn
Ant
arct
ic C
ircle
GEOGRAPHY MATTERS!
Range in Seasonal Insolation (Wm-2)
0 200 400 600 800 1000
Latit
ude
-80
-60
-40
-20
0
20
40
60
80
-80
-60
-40
-20
0
20
40
60
80
Annual Range in Temperatures (°F)
0 10 20 30 40 50 60 70 80
Insolation Continental
Maritime
Seasonal Changes in Daily InsolationIn
sola
tion
(MJ
m-2
day
-1)
0
10
20
30
40
50
0
10
20
30
40
50
J F M A M J J A S O N D
Equ
inox
Equ
inox
Sol
stic
e
Sol
stic
e
90°N70°N50°N
30°N10°N0°
0°
10°N
30°N
50°N
70°N
90°N
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.
Before you leave this section
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.
Before you leave this section
CHARLES’ LAWTHE GASLAWS
BOYLE’S LAW
“ATM
OSP
HER
ICEN
GIN
E”
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.
Before you leave this section
TR
UE
SC
ALE
(kilo
me
ters
)
0
100
200
300
400
Mile
s
0
50
100
150
200
250
300
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.
Before you leave this section
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.
Before you leave this section
Albedo: A Geographic Variable?A
lbed
o (%
)
0
20
40
60
80
100
0
20
40
60
80
100
Fre
sh S
now
Thi
ck S
trat
us C
loud
s
Bar
e S
andy
Soi
l
Des
ert
Dry
Ste
ppe
Mea
dow
Tun
dra
Dec
iduo
us F
ores
t
Gre
en F
ield
Cro
ps
Con
ifero
us F
ores
t
Bar
e D
ark
Soi
l
Oce
an
Latitude
Alb
edo
(%)
0
20
40
60
80
0
20
40
60
80
80-9
0°N
70-8
0°N
60-7
0°N
50-6
0°N
40-5
0°N
30-4
0°N
20-3
0°N
10-2
0°N
0-10
°N
0-10
°S10
-20°
S
20-3
0°S
30-4
0°S
40-5
0°S
50-6
0°S
60-7
0°S
70-8
0°S
80-9
0°S
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.
Before you leave this section
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)
32°F(0°C)
212°F(100°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
Cal
orie
s U
sed
0
100
200
300
400
500
600
700
800
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.
Before you leave this section
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
Par
ts P
er M
illio
n (p
pm)
0
100
200
300
Methane
Par
ts P
er B
illio
n (p
pb)
0
500
1000
1500
Nitrous Oxide
Par
ts P
er B
illio
n (p
pb)
0
100
200
300
1850 1997 1850 1997
Chlorofluorocarbons
Par
ts P
er T
rillio
n (p
pt)
0
100
200
300
400
500
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,
Wm-2
PlanetaryAlbedo,
%
EffectiveRadiating
TemperatureK
ObservedSurface
TemperatureK
GreenhouseWarming
K
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.
Before you leave this section
Space
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.
Before you leave this section
~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.
Before you leave this section
NorthPole
SouthPole
Trop
opau
se 2
1
2
P = R. ρ. T
How is EnergyMoved?
NorthPole
SouthPole
Trop
opau
se
Sir Edmund forgotThe rotation of the
Earth
Trop
opau
se
0°
30°S
30°N
45-60°N
45-60°S
WINDS
Trop
opau
se
0°
30°S
30°N
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.
Before you leave this section
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
1.
2.
4000
2000
3000
1000
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
t = 0
TimeD
istan
ceTime
Chan
ge in
Velo
city +
-0
VelocityDistance per unit time
AccelerationChange in Velocity
per unit time
CORIOLIS GOES TRUCKING IN A FIXEDFRAME OF REFERENCE, 104!
t = 0
1
2
3
4
5
6
7
8
1 2 3 4 5 6 7 8
Time
Dist
ance
Time
Chan
ge in
Velo
city +
VelocityDistance per unit time
AccelerationChange in Velocity
per unit time
CORIOLIS (CB) IN A MOVINGFRAME OF REFERENCE!
t = 0
1
2
3
4
1 2 3 4 5 6 7 8
TimeD
istan
ceTime
Chan
ge in
Velo
city +
VelocityDistance per unit time
AccelerationChange in Velocity
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.
Before you leave this section
LOW LOW LOW
LOW LOW
LOW LOW
HIGH HIGH HIGH
HIGH HIGH HIGH
HIGH
HIGH
~0°
~30°S
~30°N
~45-60°S
~45-60°N
~90°S
~90°NPolar
Polar
Ferrel
Ferrel
Hadley
Hadley
GLOBAL SURFACE WIND DIRECTIONS
LOW LOW LOW
LOW LOW
LOW LOW
HIGH HIGH HIGH
HIGH HIGH HIGH
HIGH
HIGH
~0°
~30°S
~30°N
~45-60°S
~45-60°N
~90°S
~90°NPolar
Polar
Ferrel
Ferrel
Hadley
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).
Before you leave this section
CYCLONE (LOWN) ANTI-CYCLONE N
ORT
HER
NSO
UTH
ERN
1) Pressure Gradient 2) Coriolis Effect
L
L
H
H
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.
Before you leave this section
•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
Dep
th
Dep
th
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.
Before you leave this section
CAN WE BRING THIS ALL TOGETHERTO EXPLAIN PATTERNS OF GLOBAL
CLIMATE?
Our tool kit:
1
2
3
4
5
6
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
SURPLUS/DEFICIT
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
SURFACEPRESSUREBELTS
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
OCEAN\CONTINENTCONTRAST
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
OCEAN\CONTINENTCONTRAST
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
PRESSURECELLS
Pressure Gradient
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
SURFACEWINDS
0°
30°S
30°N
45° -60°N
45° -60°S
90°N
90°S
HIGH
HIGH
LOW
LOW
HIGH
HIGH
LOWHIGH
SURFACEOCEANCURRENTS
REALITY
THE SOUTHERN OCEANS
0°
30°S
45° -60°S
90°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.
Before you leave this section
0°
30°S
30°N
45° -60°N
90°NJune 21BorealSummer
23.5°N
23.5°S
0°
30°S
30°N
45° -60°N
90°NJune 21BorealSummer
23.5°N
23.5°S
0°
30°S
30°N
45° -60°N
90°NDec. 21Borealwinter
23.5°N
23.5°S
0°
30°S
30°N
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.
Before you leave this section
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
Sat
urat
ion
Vap
or P
ress
ure
(k.P
a)
0
1
2
3
4
5
-40 -20 0 20 40 60 80 100
Temperature (°F)
50
40
30
20
10
0
Max
imum
Spe
cific
Hum
idity
(g.
Kg
-1)
HOT FLORIDA AND AIR CONDITIONER!
Temperature (°C), Tc
-40 -30 -20 -10 0 10 20 30 40
Sat
urat
ion
Vap
or P
ress
ure
(k.P
a)
0
1
2
3
4
5
-40 -20 0 20 40 60 80 100
Temperature (°F)
50
40
30
20
10
0
Max
imum
Spe
cific
Hum
idity
(g.
Kg
-1)
ENGLAND!
Temperature (°C), Tc
-40 -30 -20 -10 0 10 20 30 40
Sat
urat
ion
Vap
or P
ress
ure
(k.P
a)
0
1
2
3
4
5
-40 -20 0 20 40 60 80 100
Temperature (°F)
50
40
30
20
10
0
Max
imum
Spe
cific
Hum
idity
(g.
Kg
-1)
TOO COLD TO SNOW?
Temperature (°C), Tc
-40 -30 -20 -10 0 10 20 30 40
Sat
urat
ion
Vap
or P
ress
ure
(k.P
a)
0
1
2
3
4
5
-40 -20 0 20 40 60 80 100
Temperature (°F)
50
40
30
20
10
0
Max
imum
Spe
cific
Hum
idity
(g.
Kg
-1)
Temperature (°C), Tc
-40 -30 -20 -10 0 10 20 30 40
Sat
urat
ion
Vap
or P
ress
ure
(k.P
a)
0
1
2
3
4
5
-40 -20 0 20 40 60 80 100
Temperature (°F)
50
40
30
20
10
0
Max
imum
Spe
cific
Hum
idity
(g.
Kg
-1)
PUT ON THE FURNACE!
GLOBAL AIR CONDITIONERS???
Q.
A.
Trop
opau
se
0°
30°S
30°N
45-60°N
45-60°S
LOW LOW LOW
HIGH HIGH HIGH
HIGH HIGH HIGH
LOW LOW
LOW LOW
HIGH
HIGH
INTER-TROPICAL CONVERGENCE ZONE
Trop
opau
se
0°
30°S
30°N
45-60°N
45-60°S
LOW LOW LOW
HIGH HIGH HIGH
HIGH HIGH HIGH
LOW LOW
LOW LOW
HIGH
HIGH
GLOBAL FURNACES???
Q.
A.
Trop
opau
se
0°
30°S
30°N
45-60°N
45-60°S
LOW LOW LOW
HIGH HIGH HIGH
HIGH HIGH HIGH
LOW LOW
LOW LOW
HIGH
HIGH
Trop
opau
se
0°
30°S
30°N
45-60°N
45-60°S
LOW LOW LOW
HIGH HIGH HIGH
HIGH HIGH HIGH
LOW LOW
LOW LOW
HIGH
HIGH
MORE GLOBAL AIR CONDITIONERS???
Q.
A.
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.
Before you leave this section