Tuesday, Mar. 24, 2015

Selections from The Beatles before class today:   "You Can't Do That", "I Should Have Known Better", "If I Fell", "Tell Me Why", "I'll Cry Instead", "Things We Said Today", and "I'll Be Back".

I hope you had a nice Spring Break.  I spend a large portion of my time catching up on the grading.  Everything in my possession has been graded and was returned in class today together with "midterm" grade summaries.  More about the grade summaries at the end of today's notes.

Everyone should already have completed an experiment or should be currently working on an experiment.  You should check with me if that isn't the case for you.  The Experiment #3 reports and the Expt. #2 revised reports are both due next Tuesday (March 31).  Unless I tell you differently all other outstanding reports are due by Tuesday April 7.  That will give me time to get them graded, return them to you, and give you ample time to revise your report if you want to.


We needed to finish up a few short greenhouse effect-related topics before moving onto something new.

A more realistic picture of energy balance on the earth.

The top part of the figure below is our simplified representation of energy balance.   We tried to keep this as basic as possible so that you can understand how the greenhouse effect works.
 

In the top figure you should recognize the incoming sunlight (green), IR emitted by the ground that passes through the atmosphere (violet), IR radiation emitted by the ground that is absorbed by greenhouse gases in the atmosphere (orange) and IR radiation emitted by the atmosphere (blue). 

The lower part of the figure is pretty complicated.  It would be difficult to start with this figure and find the greenhouse effect in it.  That's why we used a simplified version.  Once you understand the upper figure, you should be able to find and understand the corresponding parts in the lower figure (I've tried to use the same colors for each of the corresponding parts).

Some of the incoming sunlight (51 units in green) reaches the ground and is absorbed.  19 units of sunlight are absorbed by gases in the atmosphere.  The 30 units of reflected sunlight weren't included in the figure.

The ground emits a total of 117 units of IR light.  Only 6 shine through the atmosphere and go into space.  The remaining 111 units are absorbed by greenhouse gases. 

There were 3 things I wanted you to notice in the bottom figure and try to explain.

(1).  How can the ground be emitting more energy (117 units) than it gets from the sun (51 units).  It is able to achieve energy balance because it also gets energy from the atmosphere (96 units).  That's thanks to the greenhouse effect. 

If you're really paying attention you would notice that 117 units emitted doesn't balance 96 + 51 = 147 units absorbed.  The surface is emitting 117 units but an additional 30 units are being carried from the ground to the atmosphere by conduction, convection, and latent heat (at the far left of the figure).  That brings everything into balance (117 + 30 = 147).  Note how much smaller the energy transport by conduction, convection, and latent heat are compared to radiant energy transport.

(2).  Why are the amounts of energy emitted upward (64 units) and downward (96 units) different? 

One reason might be that the lower atmosphere is warmer than the upper atmosphere (warm objects emit more energy than cold objects).  But I think a better explanation is probably that there is more air in the bottom of the atmosphere (the air is denser) than near the top of the atmosphere.  It is the air in the atmosphere that is emitting radiation.  More air =  more emission.

(3).  The ground is receiving more energy from the atmosphere (96 units) than it gets from the sun (51 units)!  Doesn't that seem odd?  I think the main reason for this is that the sun just shines for part of the day.  We receive energy from the atmosphere 24 hours per day, 365 days per year.

The effects of clouds on daytime high and nighttime low temperatures

This can be found on pps 72a & 72b in the ClassNotes (I've included a little more detailed discussion here than was done in class).   Before we go any further ask yourself what you already know about this.  For the last few days it has been getting up into the low 80s during the day and dropping into the low 50s at night.  The skies have been clear. 




If clouds were to appear they would lower the daytime high temperature (form 80 to 75 or 70 F perhaps) and raise the nighttime low (from 50 to maybe 60 F).  Now we need to try to understand why this happens.




Here's the simplified picture of radiative equilibrium again.  You should be able to say something about every arrow in the picture. 

The next two figures compare clear and cloudy days.



Sunlight is made up of mostly visible and near-IR light.  The fact that clouds are white tells us they reflect visible light.  What about near IR light?  Have a look at the photograph of the tree near the start of the Tue., Mar. 10 notes.  The clouds in both pictures are white, that tells us clouds are good reflectors of both visible and near-IR light.  The effect of this is to reduce the amount of sunlight energy reaching the ground in the right picture.  With less sunlight being absorbed at the ground, the ground won't warm up as much during the day.

It is generally cooler during the day on a cloudy day than on a clear day.

What happens at night.  The first thing we need to do is to remove the two arrows of sunlight.


Note first of all that neither picture is in radiative equilibrium.  The picture on the left shows a clear night.  The ground is losing 3 arrows of energy and getting one back from the atmosphere.  That's a net loss of 2 arrows.  The ground cools rapidly and gets cold during the night.

A cloudy night is shown at right.  Notice the effect of the clouds.  Here's a surprising fact: clouds are good absorbers of far infrared radiation (10 μm wavelength).   If we could see 10 μm far IR light, clouds would appear black, very different from what we are used to (actually it would be more complex than that because clouds also emit IR light, the clouds might also glow).  Because of the clouds none of the IR radiation emitted by the ground passes through the atmosphere into space.  It is all absorbed either by greenhouse gases or by the clouds.  Because the clouds and atmosphere are now absorbing 3 units of radiation they must emit 3 units: we'll draw 1 going upward into space, the other 2 downward to the ground. 

There is still a net loss of energy at the ground on the cloudy night but it's smaller, only 1 arrow.  The ground won't cool as quickly and won't get as cold on a cloudy night as it does on a clear night.  That makes for very pleasant early morning bicycle rides this time of the year. 


A common misconception about the cause of global warming.




Many people know that sunlight contains UV light and that the ozone layer absorbs much of this dangerous type of high energy radiation.  People also know that release of chemicals such as CFCs are destroying stratospheric ozone and letting some of this UV light reach the ground.  That is all correct. 

But then they conclude that it is this additional UV energy reaching the ground that is causing the globe to warm.  This is not correct.  There isn't much UV light in sunlight in the first place (only about 7% of sunlight is UV) and just a portion of that would reach the ground.  The small amount of additional UV light reaching the ground won't be enough to cause global warming.  It will cause cataracts and skin cancer and those kinds of problems but not global warming.

If all 7% of the UV light in sunlight were to reach the ground it probably would cause some warming.  But it probably wouldn't matter because some of the shortest wavelength and most energetic forms of UV light would probably kill us and most other forms of life on earth.  We wouldn't be around long enough to have to worry about climate change.


Enhancement of the greenhouse effect and global warming

Here's the real cause of global warming and the reason for concern (this is also the last time you'll see these energy balance pictures)


The figure (p. 72c in the photocopied Class Notes) on the left shows energy balance on the earth without an atmosphere (or with an atmosphere that doesn't contain greenhouse gases).  The ground achieves energy balance by emitting only 2 units of energy to balance out what it is getting from the sun.  The ground wouldn't need to be very warm to do this, only 0 F.

If you add an atmosphere and greenhouse gases, the atmosphere will begin to absorb some of the outgoing IR radiation.  The atmosphere will also begin to emit IR radiation, upward into space and downward toward the ground.  After a period of adjustment you end up with a new energy balance.  The ground is warmer and is now emitting 3 units of energy even though it is only getting 2 units from the sun.  It can do this because it gets a unit of energy from the atmosphere.  This is what I refer to as the beneficial greenhouse effect.  It makes the earth more habitable by raising the average surface temperature to 60 F.

In the right figure the concentration of greenhouse gases has increased even more (due to human activities).  The earth might find a new energy balance.  In this case the ground would be warmer and could be emitting 4 units of energy, but still only getting 2 units from the sun.  With more greenhouse gases, the atmosphere is now able to absorb 3 units of the IR emitted by the ground.  The atmosphere sends 2 back to the ground and 1 up into space.  A new balance is achieved but the earth's surface is warmer.  How much warmer?  That's the big question.


Next a new topic: humidity variables

Now a new block of material on humidity and an introduction to humidity variables.  This topic and the terms that we will be learning are probably new and might be confusing.  That's the reason for this introduction.  We will be mainly be interested in 4 variables:



Your task will be to learn the "jobs" of these variables, their units, and what can cause them to change value. 

An In-Class Optional Assignment was handed out in class.  You were supposed to complete and turn in the assignment at the end of class.  If you weren't in class you can download the assignment and turn it in before the start of class on Thursday.

Mixing ratio
The bottom half of the figure below can be found on p. 83 in the ClassNotes.


Mixing ratio tells you how much water vapor is actually in the air.   Mixing ratio has units of grams of water vapor per kilogram of dry air (the amount of water vapor in grams mixed with a kilogram of dry air).  A kilogram of air is about one cubic meter of air (about one cubic yard of air).  Mixing ratio is basically the same idea as teaspoons of sugar mixed in a cup of tea.
The value of the mixing ratio won't change unless you add water vapor to or remove water vapor from the air.  Warming the air won't change the mixing ratio.  Cooling the air won't change the mixing ratio (with one exception - when the air is cooled below its dew point temperature and water vapor starts to condense).  Since the mixing ratio's job is to tell you how much water vapor is in the air, you don't want it to change unless water vapor is actually added to or removed from the air.

Saturation mixing ratio

Saturation mixing ratio is just an upper limit to how much water vapor can be found in air, the air's capacity for water vapor.  It's a property of air and depends on the air's temperature; warm air can potentially hold more water vapor than cold air.  It doesn't say anything about how much water vapor is actually in the air (that's the mixing ratio's job).    This variable has the same units: grams of water vapor per kilogram of dry air.  Saturation mixing ratio values for different air temperatures are listed and graphed on p. 86 in the ClassNotes. 



The sugar dissolved in tea analogy is still helpful.  Just as is the case with water vapor in air, there's a limit to how much sugar can be dissolved in a cup of hot water.  And not only that, the amount depends on temperature: you can dissolve more sugar in hot water than in cold water.

The dependence of saturation mixing ratio on air temperature is illustrated below:


The small specks represent all of the gases in air except for the water vapor.  Each of the open circles represents 1 gram of water vapor that the air could potentially hold.  There are 15 open circles drawn in the 1 kg of 70 F air; each 1 kg of 70 F air could hold up to 15 grams of water vapor.  The 40 F air only has 5 open circles; this cooler air can only hold up to 5 grams of water vapor per kilogram of dry air.  The numbers 15 and 5 came from the table on p. 86.


Now we have gone and actually put some water vapor into the volumes of 70 F and 40 F air (the open circles are colored in).  The same amount, 3 grams of water vapor, has been added to each volume of air.  Three of the open circles have been colored in.  The mixing ratio, r, is 3 g/kg in both cases.

Relative humidity
After looking at the figure above you might be able to figure out what relative humidity is


The relative humidity is the variable most people are familiar with.  It tells you how "full" the air is with water vapor, how close it is to being filled to capacity with water vapor, how close the air is to being "saturated" with water vapor.  RH has units of %.

In the analogy (sketched on the right hand side of p. 83 in the photocopied notes) 4 students wander into Classroom A which has 16 empty seats.  Classroom A is filled to 25% of its capacity.  You can think of 4, the actual number of students, as being analogous to the mixing ratio.  The classroom capacity is analogous to the saturation mixing ratio.  How full the room is is analogous to the relative humidity.

The figure below goes back to the volumes (1 kg each) of 70 F and 40 F air that could potentially hold 15 grams or 5 grams of water vapor.


Both the 70 F and the 40 F air each contain 3 grams of water vapor.  The 70 F air is only filled to 20% of capacity (3 of the 15 open circles is colored in) because this warm air's capacity, the saturation mixing ratio, is large.  The RH in the 40 F is 60% even though it has the same actual amount of water vapor because the 40 F air can't hold as much water vapor and is closer to being saturated. 

Something important to note: RH doesn't really tell you how much water vapor is actually in the air.  The two volumes of air above contain the same amount of water vapor (3 grams per kilogram) but have very different values of relative humidity.  You could just as easily have two volumes of air with the same relative humidity but different actual amounts of water vapor.

What is the RH good for if it doesn't tell you how much moisture is in the air?  When the RH reaches 100% dew, fog, and clouds form.  RH tells you whether clouds or fog are about to form or not.

Dew point temperature


The dew point temperature has two jobs.  First it gives you an idea of the actual amount of water vapor in the air.  In this respect it is just like the mixing ratio.  If the dew point temperature is low the air doesn't contain much water vapor.  If it is high the air contains more water vapor.  This is something we learned early in the semester.

The dew point is a temperature and has units of   oF or oC
Second the dew point tells you how much you must cool the air in order to raise the RH to 100% (at which point a cloud, or dew or frost, or fog would form).  This idea of cooling the air until the RH increases to 100% is important and is something we will use a lot.


 If we cool the 70 F air or the 40 F air to 30 F we would find that the saturation mixing ratio would decrease to 3 grams/kilogram.  Since the air actually contains 3 g/kg, the RH of the 30 F air would become 100%.  The 30 F air would be saturated, it would be filled to capacity with water vapor.  30 F is the dew point temperature for 70 F air that contains 3 grams of water vapor per kilogram of dry air.  It is also the dew point temperature for 40 F air that contains 3 grams of water vapor per kilogram of dry air.  Because both volumes of air had the same amount of water vapor, they both also have the same dew point temperature.
Now back to the student/classroom analogy.



The 4 students move into classrooms of smaller and smaller capacity.  The decreasing capacity of the  classrooms is analogous to the decrease in saturation mixing ratio that occurs when you cool air.  Eventually the students move into a classroom that they just fill to capacity. This is analogous to cooling the air to the dew point.

We're going to work 4 example problems.  I was going to do the first of them today but we were running short on time.  So we finished up with a quick look at an example grade like the one you should have received in class today.


Grade summary example

Doe_J
quiz1 -59.0 (190.0 pts possible) 68.9%
quiz2 -48.0 (150.0 pts possible) 68.0%
1.1 EC points (1.8 pts possible)
writing scores: 34.0 (expt/book report) + 14.0 (1S1P pts)
writing percentage grade estimate: 87.3%
average (no quiz scores dropped): 72.2 + 1.1 = 73.4%
average (lowest quiz score dropped): 73.5% + 1.1 = 74.7


The first two items (green) are your scores on the quizzes.

This is followed by the number of extra credit (EC) points (purple) you've earned so far.  If you've done all the Optional Assignments (and selected the extra credit points option on the two recent surface weather map analysis and upper level charts assignments) you could have earned up to 1.8 pts so far.  There will be at least 3 pts possible by the end of the semester.  You can also see whether they enter into your overall grade.

Your writing score (red) is next.  This is made up of your experiment report grade (up to 40 pts) and the number of 1S1P pts you've earned so far (this should be 45 pts by the end of the semester).  Many of you haven't done an experiment or have turned in a report that hasn't yet been graded.  In these cases your grade summary shows a 0 but the computation of your writing percentage grade assumes an average score.  This is just to show you how the writing grade can help your overall average.

Finally two overall averages are computed:
(i) the first doesn't drop any quiz scores.  This is the score that must be 90.0 or above at the end of the semester in order to be exempt from the Final Exam.
(ii) the lowest quiz score when computing the 2nd average.

These grade estimates attempt to predict the grade you will end up with at the end of the semester if you keep on doing as you have done so far.  A student that ends up with a 74.7% average on the last day of classes will have to take the Final Exam.  The student would need to score 52% on the Final to keep the C grade that they currently have.  They would need to score 88% on the Final Exam to raise their overall average to a B. 

If you're happy with your overall average, you need to keep up the quality of work you have done so far.

If your score is lower than you'd like there is still plenty of time for improvement.  Improved scores on the remaining two quizzes can change  
your overall average dramatically.  Also be sure to turn in an experiment report and earn 45 1S1P pts (the max. no. allowed).  The writing
percentage grade has the same weight as a quiz and there is no reason it shouldn't be near or even above 100%.

Finally be sure to check that all of the information on your grade summary is correct.