Final Exam Study Guide

The final exam is COMPREHENSIVE, meaning you will be tested on material covered throughout the quarter.  However, the emphasis will be on the material since the last midterm.

The format will include both multiple choice and short answer, and possibly also other formats like fill-in-the blank.

We have included the study guides from the first two midterms.
 

Overview and Systems.

explain how the main components of the Earth system influence each other,and give an example.

understand the concept of feedbacks and the difference between and positive and negative feedback, and how they contribute to the stability of a system.

Radiation and the greenhouse effect.

Be able to name the key factors influencing a planet's effective radiating temperature, and know how they relate qualitatively (e.g., if the albedo goes up, then Te goes ___).  Relate these to the surface temperatures of Earth, Mars, and Venus.

Understand quantitatively the inverse-square law: if a planet is twice (or half) as far from the sun as is Earth, its solar flux is __ times as much

*** Be able to describe the greenhouse effect (including the importance of the radiative properties of various gases, solar vs. IR) and distinguish it from anthropogenic global warming.

*** Name and explain at least one major feedback loop influencing Earth's climate.
 

Atmospheric and oceanic circulation.

Understand the concept of global energy balance and the role of the poleward heat transport in driving atmospheric circulation.

Remember the maximum lapse rate (9.8 C/km) and be able to explain why air rising in a cloud has a smaller lapse rate.  Explain how and why convection transports heat upward.

*** Be able to explain how the major atmospheric circulation features arise and how they influence the distribution of precipitation: trade winds, ITCZ, subtropical anticyclones, midlatitude surface westerlies and storm tracks.

Understand the contribution of various factors to major climate zones in the U.S.  Why does the west coast have dry summers?  Why do continental interiors have such a large seasonal variation in temperature?
 

The carbon cycle

Be able to
- list the major carbon reservoirs in the earth system
- define and give an example of residence time in a reservoir
- describe and differentiate between the short and long term organic carbon cycles, the inorganic carbon cycle and the carbonate silicate cycle
- define and describe the role of processes such as photosynthesis, weathering, limestone formation, and the burning of fossil fuels in moving carbon between the major reservoirs;
- describe the biological pump and how it operates
 

The history of climate

- contrast the composition of the earth's early (pre-life) atmosphere with the present composition of the atmosphere.
- summarize our current understanding of the events that led to the buildup of oxygen in the earth's atmosphere, including the oxidation of iron and other metals in the earth's crust; cite some of the evidence in support of this view
- list and briefly describe the more important external influences on the earth's climate over its 4.6 billion year history and for each one, know roughly the range of time scales on which it operates
- be prepared to cite specific examples of the roles of how solar variability, plate tectonics, the biosphere, and the ocean circulation are believed to have contributed to or influenced climate variability.
- list and briefly describe the more important climate feedbacks; to know whether each one are believed to be positive or negative and why.  You won't be responsible for the 'hypotheses' in the Feedbacks section in Chapter 11
- summarize what sediment cores ice cores tell us about the history of the ice ages
- summarize the major elements of the Milankovitch theory of the ice ages
- describe the feedbacks between the atmosphere and the equatorial Pacific ocean that give rise to El Nino
- describe how El Nino affects the climate of the Pacific Northwest

Be able to define the following terms and relate it to climate and/or atmospheric composition:

- K-T mass extinction, Pleistocene, Holocene, Younger Dryas, Medieval Warm Period, Little Ice Age
- ice age, glacial, interglacial
- eccentricity, obliquity, precession
- photosynthesis, respiration, oxidation, weathering
- biosphere, biomass primary productivity
- organic carbon vs. inorganic carbon

The Ozone Hole

What process produces stratospheric ozone?
Why is life on earth dependent on the stratospheric ozone layer?
Describe what the 'ozone hole' is and where and in what season it occurs.
Why does the ozone hole occur primarily in the Southern Hemisphere?  What changes are occurring that could lead to a northern hemisphere ozone hole?
Describe the catalytic reaction in which free chlorine destroys ozone.
What conditions are required to activate this catalytic reaction?
What action have the nations of the world taken to ensure the future health of the ozone layer?

Global climate change

List the important greenhouse gases in the earth's atmosphere
What gas accounts for most of the existing greenhouse effect in the earth's atmosphere (Hint: it's not CO2)?  Why isn't it usually included in lists of greenhouse gases?

By how much has atmospheric CO2 increased since the pre-industrial era?  Know the answer both in parts per million and percent.  By how much is it expected to increase by the end of the 21st century? By how much will it ultimately increase if all known reserves of fossil fuels are consumed?  How much (in %) has methane increased?

Describe the evidence that greenhouse gases are already having an effect on the earth's climate.  Describe the evidence cited by global warming skeptics to argue that there is no detectable climatic effect of increasing greenhouse gases.  Describe some distortions promulgated by environmental groups.

By how much is the mean temperature at the earth's surface expected to warm by the end of the 21st century (give the IPCC range)?  What are the two types of uncertainty used in this calculation?  What other types of climate changes are likely to occur?

What group of nations stands to lose the most from a warming climate?
Why?  What sorts of changes would harm them?
What group of nations stands to gain the most? Why? what changes would benefit them?

Professor Miles in his lecture on 3/13 said that the Kyoto protocol was modeled on the Montreal protocol, which eliminated CFCs, but he also said it was the wrong way to go.  What approach did he prefer?

What is the connection between energy use and climate change?  What are some non-fossil sources of energy?  Why do they currently occupy only a tiny part of the current energy supply?  When might renewables account for half the energy supply?  (See graph shown in class on 3/12, online)
 

Just out of curiosity, we will ask you, in an anonymous ungraded questionnaire to be handed in separately on the day of the final,

(a) how convinced are you that humans have already begun changing the climate (0-100%)
(b) how convinced are you that the Earth's average temperature will be at least 1.5F warmer by 2100
(c) assuming your economic future is above average, how much would you be willing to pay ($/month) to reduce the rate of climate change?