We will assign approximately five homework sets. Each student will choose an additional topic and lead a class presentation on that topic. The presentation may be based on a critique of a paper or group of papers, analysis of data, and/or a simple modeling project. The project should be summarized in a brief written report. There will be no exams.
Prerequisite: GPHYS/ATMS 511 and ATMS 501 would be helpful, but are not required. No previous modeling experience needed.
Reading will be from "Paleoclimatolgy" by Crowley and North, "Ice Ages: Solving the Mystery" by Imbrie and Imbrie, handouts, and journal articles.
Lecture C/G/A Topic
1-2 C Introduction to course topics and organization 2-3,5 G Energy balance modeling 4 G&C Lab class on energy balance modeling 6-7 C Basics of sea ice 8 C&G Lab class on sea ice or ice sheet modeling 9-11 G Ice sheet modeling, mountain glaciers and climate 11-12 G Paleoclimate, Alternatives to and refinements of Milankovitch theories 13 C Permafrost and high latitude land surface processes 14 C Coupled modeling 15 A Dave Bailey: Modeling Antarctic Climate 15 C Coupled modeling continued 16 A Lyn Gualtieri: Interpreting data to decipher clues about the ice ages 16 C Coupled modeling continued 17 A Bonnie Light: The optics of sea ice 17 A Ignatius Rigor: The AO and the Odden 18 A Jennifer Kay: The Younger Dryas 18 A Trude Storelvmo: Ice in clouds 19 A Alison Anderse: The climate of Mars 19 A Llyd Wells: Snowball earth 20 C&G Wrap up
The second lab uses a seasonally varying one-dimensional energy balance model based on the work of North and Coakley, 1979, but we added an explicit sea ice model. The screen shot of the model GUI shows the versatility of the model and the lab excersices contains a description of the model.
We recommend reading North and Coakley, 1979: Differences between Seasonal and Mean Annual Energy Balance Model Calculations of Climate and Climate Sensitivity. Journal of the Atmospheric Sciences: Vol. 36, No. 7, pp. 1189-1204, for the January 11 lab class on energy balance modeling (EBM). In particular, pay special attention to Equations 13-18 in section 4. Read sections 5-10 for physical insights and to gain an appreciation for the utility of EBMs. Familiarity with the details of the truncated spectral solutions (mode-solutions) is not necessary. Don't get bogged down in the math, unless you enjoy it.
Another good source of reading about EBMs is chapter 2 of "Dynamics in Atmospheric Physics" by Richard Lindzen.
Last modified: Tue Feb 13 18:19:27 PST 2001