SIT ANYWHERE TODAY: Topic #10 The Global Energy Balance & 2 Sustainability Segments!
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SIT ANYWHERE TODAY: Topic #10 The Global Energy
Balance & 2 Sustainability Segments!
Tuesday Oct 19
ANNOUNCEMENTS
• RQ-5 REMINDER: Cutoff is this THURSDAY Oct 21st, 30-minutes before class begins.
• ASSIGNMENT I-3 is due IN CLASS a week from TODAY (Oct 26th) . The directions are posted in D2L. Please bring your WORKSHEET to class ALREADY STAPLED! (the Written Part of the assignment should be deposited in the Dropbox)
• REMEMBER TO CHECK THE WEEKLY D2L CHECKLIST for what to do each week. NOTE: We’ll be reading more in the Dire Predictions text in upcoming weeks.
• The EXAMS are being graded this week. You should have them back early next week.
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CLICKER UPDATE:
- If get >50% of answers correct, get credit for being here today
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GOAL: Enhanced Understanding Of Global Change Science, How It Operates, & What It Means To Me Personally
The Science of Global Change
How science is done
How it linksto my life
“Hands on”assignments
Sustainability
Segments
Physical Science foundation
(matter& energy, electromagnetism,thermodynamics, laws of motion)
Global Climate Change
processes
What we can know & whatis still uncertain
Past & Present
OBSERVATIONS
Future projections
Personal
awareness
Possible
solutions
I
decide!
GC-Savvy
Consumer
& other
assignments
MODELS
On being a scientist
Buildin
g on
my a
ttaine
d kn
owled
ge
as se
mes
ter
prog
ress
es“Thinking deeply” about course
material as sem
ester progresses
Climate Science Literacy
Und
erst
andi
ng C
limat
e S
cien
ce
E
ssential Principles # 1- 7
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http://green.blogs.nytimes.com/2010/10/18/lake-mead-hits-record-low-level/?hp
GLOBAL CHANGE in the News!
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GLOBAL CHANGE in the News!
http://www.noaanews.noaa.gov/stories2010/20101015_globalstats.html
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Topic # 10THE EARTH’S GLOBAL
ENERGY BALANCEApplying the laws, etc. to understand how processes all work together to create global
weather & climate!!
BOOKMARK pp 49 & 122 in Class Notes now for lecture today
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Look at life as an energy economy game. Each day, ask yourself,
Are my energy expenditures (actions, reactions, thoughts, and feelings) productive or nonproductive?
During the course of my day, have I accumulated more stress or more peace?
~ Doc Childre and Howard Martin
Today’s Quote: A Different Sort of “ENERGY BALANCE”:
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Review: Absorption curve for the “Whole Atmosphere”
UV Visible
Far IRNIR
Outgoing LW
Incoming SW
thru IR atmospheri
c window
thru UV / Vis atmospheric
window
OVERALLBALANCE: Incoming =
Outgoing
Review
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Typical Energy Balance Diagram
From SGC-I Chapter 3, p 50, Fig 3-19
Similar to p 49in Class Notes
mesoscale.agron.iastate.edu/agron206/animations/10_AtmoEbal.html
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Rnet = (Q + q) - a - Lu + Ld = H + LE + G
(one of several ways this equation can be written)
Energy Balance Equation:
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Let’s try to find an easy way to understand and remember all the components of the Earth’s Energy Balance
We’ll use “cartoon symbols” . . .
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“CARTOON” SYMBOLS:
To represent the Earth’s surface:
Go to p 122
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“CARTOON” SYMBOLS:
To represent the atmosphere – composed of both invisible gases, aerosols, dust and other particulate matter:
p 122
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“CARTOON” SYMBOLS:
To represent CLOUDS
p 122
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“CARTOON” SYMBOLS:
To represent SOLAR (shortwave) radiation coming in DIRECTLY.(aka Direct shortwave radiation)
p 122
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Direct SW radiation easily casts well-defined shadows when blocked
Take notes
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“CARTOON” SYMBOLS:
To represent SOLAR (shortwave) radiation coming in as DIFFUSE shortwave radiation, i.e. scattered by gases, clouds, and particles in the atmosphere.
p 122
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Diffuse SW radiation is less likely to cast a well-defined shadow!
Scattered, but still transmitted!
Take notes
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Scattering of visible
light
Different sized dust particles, water droplets, aerosols, (even gas molecules themselves)
review
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“Clear” atmosphere composed primarily of fine particles,
water droplets, gas molecules
“Dirty” (aerosol-laden) atmosphere composed of fine particles, gases, & H2O -- PLUS larger dust particles, aerosols,
pollution, etc.
An “aerosol-laden” atmosphere scatters the longer (red) wavelengths more readily
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ALSO: The angle at which direct SW radiation is intercepted by a surface makes a
difference!!Radiation is concentrated over a small area & hence is more intense when it comes in perpendicular to the surface
Radiation is spread out over a larger area & hence is less intense per unit area when it comes in at an angle.
From Figure on p 37 in SGC-I, Ch 3
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Q1: which scenario will deliver MORE INTENSE radiation to Point A?
1 = Scenario 1
2 = Scenario 2
A
Scenario 1: NOON at Point A Scenario 2: Late
afternoon at Point A
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Q2 = WHY is the intensity of the SW radiation at Point A not as strong in the late afternoon as it is at noon?
1 = because as the Sun goes down close to sunset time, it gives off less radiation
2 = because the SW radiation is coming in at an angle in the late afternoon, and is not directly overhead (perpendicular) like it is at noon.
3 = because the SW radiation is being transmitted through a thicker atmosphere & hence scattered moreBOTH #2 & #3 are
applicable!
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“CARTOON” SYMBOLS:
To represent SOLAR (shortwave) radiation that is REFLECTED (or scattered) BACK TO SPACE by: atmosphere, clouds, Earth’s surface, etc. p 122
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ALBEDO = reflectivity of a surface “symbol” = a
Represented as: a decimal from 0 to 1.0 or
% from 0 – 100 % (perfect reflectivity)
Hence, amount ABSORBED = (1 – albedo)
New term:
Flip back to p 49
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If a surface’s albedo is LOW absorption by the surface is HIGH => HOTTER surface!
If a surface’s albedo is HIGH, absorption by the surface is LOW COOLER surface
YIKES!
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AVERAGE PLANET EARTH = ~ 0.30
p 49
Low albedo
High albedo
CLOUDS: 0.44 (high, thin clouds) - 0.90 (low, thick clouds)
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Q3: What will happen to incoming SW over the Amazon Rain Forest if parts of it are deforested?
1 = more SW will be absorbed
2 = less SW will be absorbed
Before After
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“CARTOON” SYMBOLS:
To represent TERRESTRIAL (longwave IR) radiation emitted upward by the Earth’s surface or the atmosphere
Return to p 122
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“CARTOON” SYMBOLS:
To represent TERRESTRIAL (longwave IR) re-radiation emitted downward by the Earth’s ATMOSPHERE
p 122
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PUTTING IT TOGETHER:
RNET =
+ - - +
RNET= (Q + q ) - a - Lu + Ld
Can you place + and – signs where they ought to go in the equation?
p 123
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Now we’ll look at the energy pathways in a bit more detail by combining the cartoon symbols in various ways . . .
See top p 49
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First, what if . . .
. . . The Earth didn’t have an atmosphere, and therefore didn’t have a greenhouse effect??
What would the energy pathways in the Earth-Sun system look like?
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Which terms are not involved?
No scattering by atmosphere
No re-radiation of infrared by GHG’s
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p 123
To describe the real Earth-Atmosphere system, more detail is needed in our simple representation . . . . . We’ll use our symbols to build an energy balance “model”
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SW BEAMED DIRECTLY TO EARTH’SSURFACE WHERE IT IS ABSORBED:
p 123
Incoming SW
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SW REFLECTED BACK TO SPACE:
By clouds
By Earth’s surface
p 123
This is determined by the ALBEDO of the clouds or surface
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SW SCATTERED BACK TO SPACE BY ATMOSPHERE:
p 123
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SW SCATTERED DOWN TO EARTH’s SURFACE where it is absorbed
p 123
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SW ABSORBED IN ATMOSPHERE
BY GASES, DUST, etc.
(including Ozone absorbing shortwave
UV)
p 123
Incoming UV SW
absorbed by O3, O2
Incoming Visible SW
absorbed by dust, O3, O2
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SW ABSORBED In ATMOSPHERE BY CLOUDS & H2O vapor:
p 124
(NOTE: clouds are made up of tiny droplets of water surrounded by lots of water vapor)
Absorption curve for water vapor
Incoming Visible & Near IR SW absorbed by water vapor
& clouds
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LW (IR) EMITTED FROM EARTH’S
SURFACE ESCAPING TO
SPACE THROUGH THE “OUTGOING IR
ATMOSPHERIC WINDOW”
p 124
Outgoing LW
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IR EMITTED FROM EARTH’S SURFACE BUT ABSORBED IN THE ATMOSPHERE BY GREENHOUSE GASES (H2O,CO2,
CH4, ETC.)
p 124
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IR EMITTED FROM
ATMOSPHERE ESCAPING TO
SPACE
p 124
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IR EMITTED FROM
ATMOSPHERE AND RADIATED
BACK TO SURFACE
WHERE IT IS ABSORBED
p 124
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All together now:
Can you sketch all the pathways in yourself? p 124
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Compare with simpler model of energy balance with NO atmosphere:
p 125
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Which terms are not involved?
NOTE: Technically, the SUN does give off incoming longwave infrared radiation (in addition to shortwave UV, visible, etc.) – but if we view the incoming LW symbol above as TERRESTRIAL radiation that has been absorbed and RE-RADIATED BACK TO EARTH by the GHG’s in the atmosphere, this simplification is correct.
No scattering by atmosphere
No re-radiation of infrared by GHG’s
p 125
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H
Back to p 49
10023 8
18
48
3
Earth’s average albedo: 23 + 8 = 31
114
102
95
GHE
48 912
12 + 48 + 9 = 69
Outgoing IR
7 22
G + H + LE0 + 7 + 22 = 29 = Rnet
= 0
48 - 114 + 95 = 29
START HERE
H20 = 15 O3 +others = 3
3
20
8
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GLOBAL ENERGY BALANCE & PATHWAYS:
http://earthguide.ucsd.edu/earthguide/diagrams/energybalance/index.html
SHORTWAVE & LONGWAVE ENERGY FLOW & BUDGET:http://mesoscale.agron.iastate.edu/agron206/animations/10_AtmoEbal.html
Two Energy Balance Animations showing energy flow pathways
& “units” of energy that eventually balance out:
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ZOMBIE BREAK !
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HBODocumentary
( 2006 )
A new“SUSTAINABILITY SEGMENT”
FILM
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BACK TO THE
BALANCE!
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NET RADIATION = In – Out =
p 50 top
Whatever is leftover
If some energy is “left over,” it can be used to DRIVE WEATHER &
CLIMATE through HEAT TRANSFER processes or it can STORED by the
Earth (in the ground or ocean).
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The RIGHT side of the ENERGY BALANCE
EQUATION . . .
FINAL PART OF TOPIC #10:
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Left side of equation
Right side of equation
R net = “net” left over energy can be used to DRIVE WEATHER & CLIMATE through HEAT TRANSFER processes or it can STORED by the Earth (in the ground or ocean).
p 50 top
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Review of: THERMODYNAMICS & HEAT TRANSFER
Conduction = passage of thermal energy through a body without large‑scale movement of matter within the body. Most effective in SOLIDS.
Convection = passage of thermal energy through a fluid (liquid or gas) by means of large‑scale movements of material within the fluid, as in a convection cell. Most effective in GASES & LIQUIDS.
Radiation = the transfer of thermal energy by electromagnetic radiation. The only one of the three mechanisms of heat transfer that does not require atoms or molecules to facilitate the transfer process, i.e., does not even need MATTER as a medium to transfer energy! p 51
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of p 61
CONDUCTIONJiggling molecule jiggling molecule
transfer of heat (kinetic energy at molecular scale)
CONVECTION
Mass of warm air or liquid heats, expands, rises
RADIATIONPhoton /wave transport:
even through a void!
review
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H = SENSED (via thermometer) ENERGY
(LE released, hence it can be sensed as H)
LE = LATENT (hidden) ENERGY(LE stored)
HEAT TRANSFER & STORAGE DURING PHASE CHANGES: LE & H
Review p 51
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Link to the Left Side of Equation:
Radiation = the transfer of heat by electromagnetic radiation.
It doesn’t need MATTER to transfer energy! (sun earth, earth atmosphere, atmosphere earth, earth space)
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Link to the Right Side of Equation:
p 51
Conduction & convection plus energy stored & released during phase changes (latent energy => sensible heat, etc.)
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Back to p 50
G
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SHORTWAVE & LONGWAVE ENERGY FLOW & BUDGET:
Encore: Energy Balance Animation
showing energy flow pathways & “units” of energy that eventually balance out:
http://mesoscale.agron.iastate.edu/agron206/animations/10_AtmoEbal.html
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AMAZON RAIN FOREST
SONORAN DESERT
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Will the % of net radiation in LE form be HIGHER or LOWER
in the Desert, when compared to a Rainforest?
FOREST
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What if humans put in canals (CAP), lakes, & artificial water bodies in a desert?
Central Arizona Project (CAP) Canal
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How would the % of LE in the Desert change?
What if humans put in canals (CAP), lakes, & artificial water bodies in a desert?
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How does DEFORESTATION change the local energy balance???
Less
More cooler temperatures?
More warmer temperatures?
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G-3 ASSIGNMENT (5 pts)
Applying the Energy Balance Terms
Your task is to decide which component or components working together are most directly related to or responsible for the observed phenomenon.
p 53
# 13 - #15: Right side of equation
# 1 – #12 : Left side of equation
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1. blue skies
2. Sunglasses while skiing
3. Bright even though cloudy
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4. More intense solar radiation (tan /skin damage, etc.)
at noon vs. dawn or dusk
Solar rays perpendicular to body
Solar rays perpendicular to body
NOON
DAWN or DUSK
Sun just above
horizon
Sun directly
overhead
5. The Greenhouse Effect
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A B C
EARTH
SUN
EARTH
SUN
EARTH
SUN
B is better than the others . . . But only the circled part represents the GH
Effect!! . . .
To illustrate the GREENHOUSE EFFECT:
Greenhouse effect
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6. Red sunsets
7. Infrared cameras / “night vision”
8. “Tennis whites” tradition
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9. Shadow on sunny day
10. Rainbow
11. Black streaks
12. Parking on blacktop
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13. Hot air balloon
14. Pigs cooling off in the mud
15. Evaporative coolers work best in the desert
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TIME TO WRAP UP FOR TODAY!
G-3 ASSIGNMENT (5 pts) (cont.)
Applying the Energy Balance Terms
Your task is to decide which component or components working together are most directly related to or responsible for the observed phenomenon.
p 53
Don’t forget to SIGN IN with the #’s you wrote up!
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THE ANSWERS
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2. 3.
4. Noon: more dusk: more
1. gases of atmosphere scatter shorter blue wavelengths
5. + together = the Greenhouse Effect
The LEFT side of the equation:
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6. (dust, thicker atmosphere scatters longer red/orange wavelengths)
7. radiates day & night; camera senses IR
8.
9. leads to distinct shadows, while diffuse SW radiation does not
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10. All visible wavelengths scattered & transmitted in a colored spectrum by raindrops
11. Attempt to increase absorption & reduce into eyes; reduces glare
12. More is absorbed, leads to more which can then warm up car
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13. Hot air (less dense than surrounding cool air) rises in a convection current & lifts balloon
H
14. Wet mud evaporates from pig & cools him: Heat from pig’s body is conducted into soil:
LEG
LE H
15. June is dryer, hence air can hold more water vapor, more evaporation occurs, hence more energy goes into instead of
The RIGHT Side of the Equation:
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BE SURE TO REVIEW THE CLASS FOLLOW-UP IF YOU WANT TO GO OVER THESE
ANSWERS AGAIN . . . . .
See you on Thursday
Don’t forget RQ-5!
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SOME APPLICATIONS OF THE ENERGY BALANCE IN DIFFERENT
PARTS OF THE GLOBE:
http://www.earthweek.com/
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GLOBAL CHANGE in the News!
Warmer-than-average conditions dominated the world’s land areas. The most prominent warmth was in western Alaska, most of the contiguous United States, eastern Canada, Greenland, the Middle East, eastern and central Europe, western and far eastern Russia and northeastern Asia. Cooler-than-average regions included much of Australia, western Canada, parts of the northern United States, parts of western and central Europe, and central Russia.
This year also marked the 14th consecutive September with below-average Arctic sea ice extent.
Antarctic sea ice reached its annual maximum in September. September 2010 was the third largest sea ice extent on record (2.3 percent above average), behind 2006 (largest) and 2007 (second largest).
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http://psc.apl.washington.edu/ArcticSeaiceVolume/IceVolume.php
http://nsidc.org/data/seaice_index/index.html
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This summer marks the fourth consecutive year--and fourth time in recorded history--that the fabled passage has opened for navigation. Over the past four days, warm temperatures and southerly winds over Siberia have also led to intermittent opening of the Northeast Passage, the shipping route along the north coast of Russia through the Arctic Ocean. It is now possible to completely circumnavigate the Arctic Ocean in ice-free waters, and this will probably be the case for at least a month. This year marks the third consecutive year--and the third time in recorded history--that both the Northwest Passage and Northeast Passage have melted free, according to the National Snow and Ice Data Center. The Northeast Passage opened for the first time in recorded history in 2005, and the Northwest Passage in 2007. It now appears that the opening of one or both of these northern passages is the new norm, and business interests are taking note--commercial shipping in the Arctic is on the increase, and there is increasing interest in oil drilling. The great polar explorers of past centuries would be astounded at how the Arctic has changed in the 21st century.
http://www.wunderground.com/blog/JeffMasters/comment.html?entrynum=1589
http://nsidc.org/seaice/characteristics/difference.html
Antarctic vs Arctic . . .
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http://climateprogress.org/2010/08/28/arctic-sea-ice-volume-northwest-passage-david-barber-antarctic-sea-ice/