SAN FRANCISCO STATE UNIVERSITY Fall 2014 DEPARTMENT OF EARTH & CLIMATE SCIENCES METEOROLOGY 356. California Weather Events

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1 SAN FRANCISCO STATE UNIVERSITY Fall 2014 DEPARTMENT OF EARTH & CLIMATE SCIENCES METEOROLOGY 356 California Weather Events Section 1: Schedule Number Section 2: Schedule Number Websites: Section 1: http;//tornado.sfsu.edu/geosciences/classes/current/m356/m356_01_f14.html Section 2: http;//tornado.sfsu.edu/geosciences/classes/current/m356/m356_02_f14.html Credit: 3 Semester Units Room/Time: TH604; Section 1: MWF 1110-Noon; Section 2: MWF ) Prerequisites: Upper division standing or consent of instructor. Thumbnail: Investigation of the basic meteorology of normal and abnormal weather events in California. Instructor: John P. Monteverdi, Professor of Meteorology; TH613 Phone/ /FAX: Ext ; montever@sfsu.edu; Office Hours: MWF ; T ; or many hours by appointment A. General Education Requirements and Meteorology 356 Old General Education Program Meteorology 356 fulfills the California Environmental Landscapes requirement of the California Cultures and Environments cluster in Segment III of the General Education program. This course will also be designated a Core Course in the California Studies degree program administered by the Department of History. Students who enrolled at SFSU when the the Old General Education Requirements were in effect can elect to stay with this program. Newly enrolled (transfer) students in the Fall 2014 semester are required to meet the new General Education requirements as outlined in the SFSU Bulletin. 1

2 New General Education Program Meteorology 356 has the following attributes that meet student learning outcomes as required in the General Education Program put into effect in the Fall 2014 Semester: Metr 356 has Student Learning Outcomes that meet the guidelines for: Upper Division Science The following Overlays o Environmental Sustainability o Global Perspectives The following Topical Perspectives o Environmental Interconnections o Life in the San Francisco Bay Area and/or CA B. Meteorological Goals of the Course The general function of any course in the General Education program is to provide students with the information that is a fundamental underpinning for any well-educated individual. The course content covers a number of typical and infrequent weather events that comprise the collection of weather events that make up the Mediterranean Climate. The meteorological and climatological factors that our climate has in common with other such climates in the world will be discussed in the lecture and readings. The inquiry based approach used by the instructor is also designed to involve the students in in-class discussion sessions about how how the weather events typical in the state impact cultural and settlement patterns and how cultural and settlement patterns exacerbate the effects of some extreme weather events that are typical to the state. The course also explores the meteorological and climatological factors that unites the Mediterranean Climate zone in California with other areas that experience the same climate. There are four other regions of the world that experience the Mediterranean Climate. Large populations are found in each of these areas in the Mediterranean, Chile, South Africa and Australia, and each has the same meteorological "stressors". The impact of climate extremes specific to the Mediterranenan Climate will be examined in the in class discussions. For example, how does El Nino impact the meteorology of Chile and the population there? To what extent will Global Warming impact the climates of each of these areas similarly? It is an important purpose of this course that the students attain the ability to recognize fifteen or so of the most frequent California weather patterns. Such pattern recognition will be an invaluable aid not only to those involved in teaching physical science as a 2

3 career, but also to those individuals who have a deep interest in their natural environment. C. Specific Student Learning Outcomes for this Course Related to the New General Education Program 1. Student Learning Objectives The specific Student Learning Outcomes (SLO) related to the guidelines listed in Section A above are keyed to certain activities and assignments listed in section E below. Upper Division Science SLOs o apply scientific methods of inquiry and analysis (such as hypothesis testing, systematic and reproducible observations): E1, E2, E3 o articulate how scientific theories and practices come to be accepted, contested, changed, or abandoned by the scientific community; E1, E2; o evaluate the quality of scientific information and claims on the basis of their source; E2, E3; o construct coherent and sound arguments with support from multiple sources: E1, E3; o analyze the connection of scientific research, discoveries and applications to personal, social or ethical issues in the modern world: E3, E4, E5 The following Overlays o Environmental Sustainability SLOs analyze how the well-being of human society is dependent on ecosystems and the materials and services they provide to humanity: E1, E3 identify the most serious environmental problems globally and locally and explain their underlying causes and possible consequences: E1, E3 o Global Perspectives SLOs analyze similarities and differences among human experiences and perspectives in different parts of the world and draw conclusions about the significance and consequences of these similarities and differences: E2, E3, E4, E5. understand how the world's systems are interdependent and how local economic and social patterns have global impact beyond their effects on individual lives: E3, E4, E5. The following Topical Perspectives o Environmental Interconnections SLO 3

4 describe interconnections among humans and other aspects of the natural world, as well as their responsibility to work toward the sustainability of the natural environment, and as a result, increase the health and well-being of human societies; E1, E3 o Life in the San Francisco Bay Area and/or CA SLO identify and analyze aspects of life in the San Francisco Bay Area and/or California that contribute to the region's distinctive character, appreciate the complex set of forces that have shaped opportunities for and challenges to the region's inhabitants, and recognize how they can seize on opportunities to improve the quality of life in the region: E2, E3. 2. General Discussion The science portion of the General Education program is also designed to expose the student to the ways in which scientists do research. The definition of and testing of a hypothesis is fundamental to the advancement of any discipline and is termed the "scientific method". It is the instructor's experience that students generally have a poor conception of what is involved in application of the scientific method in the study of a problem. The present course is designed to help initiate the student to the scientific method by presenting them with the results of a number of varied research efforts into the understanding of California weather patterns. Hopefully, the students will then be able to distinguish between the conclusions of valid scientific research efforts and those of "fringe scientists" even though both may be given equal weight in the media. General Education has an additional goal beyond those listed above. Courses should show that advancement in a particular field has occurred because of interdisciplinary cooperation. In the case of California weather phenomena, oceanographers and geologists can contribute much to our understanding of the local controls on meteorological events. For example, sea-surface temperature patterns have dramatic effects on a number of phenomena spanning many scales, from California's summer fog pattterns to the path, number and strength of winter storms. Flooding and mudslides have as much to do the local geology and geomorphology as they do to excessive rainfall. While a detailed overview of such interrelationships is covered in other courses (Metr 302--The Violent Atmosphere and Ocean), the instructor will stress these interrelationships when they govern the basic California weather types discussed in this course. Finally, since no student has fulfilled the goals of a university education unless he or she can communicate the learned information to others, one of the requirements of Segment III is that students learn to pass on important information in an effective manner, both 4

5 verbally and in written form. The written assignments will each be in the 5-6 page range, and will be completed in the formal style required of submissions to peerreviewed science journals. Students will also be required to submit formatted notes for two of the class lectures to be published on the class website. Together, these writing assignments/notes will total more than 10 pages of writing, as required by the General Education guidelines. D. Logistics of the Course The instructor's main research interest is severe and unusual weather in California. As such I have studied the meteorological controls on diverse weather events in California, from freezes to tornadoes, from drought to flood etc. I believe that the basic controlling factors on the "normal" and "abnormal" weather events which comprise California climate can be understood at a conceptual level. Beyond discussion of the basic weather types, there are a number of global meteorological events which are having important local consequences. Students in this course will be introduced to the role that teleconnections (a cause-effect or effect-effect relationship between events in distant locations) have in determining California weather patterns. The impact of the El Nino phenomenon on California climate is an important example of this. Also, we will be discussing increasing global carbon dioxide levels and California temperature trends as possible corroboration of the so-called "runaway Greenhouse Effect". The instructor's approach will be to examine the research which has led to the identification of the weather patterns discussed above and, in so doing, to expose the students to the fundamentals of the scientific method. No knowledge of meteorology is presupposed by the instructor; a brief introduction to the science and synopsis of the basic controls of weather phenomena will be provided within the structure of the course. One of the important benefits of a course of this sort is that not only will students become more familiar with the controls of California climate, but also will be exposed to the basic reasons for the development of hurricanes, thunderstorms, fog etc. E. Course Assignments and Assessment Tools 1. TWO TAKEHOME WRITING ASSIGNMENTS worth 10% each for a total of 20%. 2. TWO HOMEWORKS worth a total of 10%. 3. CLASS PARTICIPATION 1 worth 10%. 4. TWO TESTS worth 20% each for a total of 40%. 1 Includes discussions in class, impromptu group class exercises 5

6 5. ONE FINAL (Comprehensive) worth 20% of the grade Please Note: Ordinarily, there will be no MAKE-UP quizzes or exams, and late assignments will not be accepted. If there is a compelling reason you must miss an exam or assignment, you MUST contact me beforehand to arrange for a make-up date or extension Textbooks (Note: Two copies of each on 2-h reserve with no overnight): Gilliam, Harold, 2002: The Weather of the San Francisco Bay Region. UC Press. ISBN , 106 pp. Williams, J., 1992: The Weather Book. USA Today. ISBN , 212 pp. Keen, Richard A., 2005: Skywatch: The Western Weather Guide. Fulcrum. 158 pp.* *Book is out of print, but widely available: Important Dates and Tentative Exam Schedule Last Day to Drop Monday 8 September Homework 1: Dist: Monday 15 September Due: Monday 22 September Exam #1 Monday 29 September Writing Assignment #1: Dist: Monday 6 October Due: Monday 20 October C/NC Deadline Monday 20 October Homework 2: Dist: Wednesday 22 October Due: Wednesday 29 October Writing Assignment #2: Dist: Wednesday 12 November Due: Monday 1 December Exam #2 Friday 21 November Fall Break Monday-Friday November Section 1 Final Exam Wednesday 17 Dec Section 2 Final Exam Friday 19 Dec

7 Tentative Course Outline Meteorology Introduction a. Course description, constraints, and requirements b. Sources of information c. Inquiry-based learning d. Principles of scientific inquiry and methodology 2. Basics of Meteorology and Map Interpretation 3. Description of California's Climate and the Mediterranean Climate Around the World: Normals 4. Variability of California's Climate a. Definitions b. Non-meteorological evidence c. Trends in California's temperature and precipitation record 5. Drought and Flood as Normal Features of the California Climate 6. Controls on California Climate a. Global-scale controls--the General Circulation b. Continental-scale controls--monsoonal circulations c. Local controls--topography etc. 7. Global Teleconnections and California Climate Variability 8. Past Indicators of California Climate Change 9. Summer and Fall California Weather Types a. Summer Phenomena (i) Large-scale meteorological setting (ii) Advection Fog (iii) Inversions and Air Pollution (iv) Arizona Monsoon and warm season rainfall in California (v) Hurricanes and warm season rainfall in California b. Fall Phenomena (i) Large-scale meteorological setting (ii) Santa Ana, Diablo, Mono and Sundowner Winds (iii) Fire 10. Dynamic Controls on Climate in the Middle Latitudes a. Jet Streams b. Extratropical disturbances c. Winter and Spring California Weather Types (i) Large-scale meteorological setting (ii) Freezes and frosts (iii) Middle-latitude (normal) Wave Cyclone Type (iv) Atmospheric Rivers and "Unusual" Storm Types 7

8 (v) Severe thunderstorms and tornadoes 11. El Niño and La Niña 12. Research-based Probabilistic Scenarios for California Climate During 21 st Century 8

SAN FRANCISCO STATE UNIVERSITY Fall 2014 DEPARTMENT OF EARTH & CLIMATE SCIENCES METEOROLOGY 302

SAN FRANCISCO STATE UNIVERSITY Fall 2014 DEPARTMENT OF EARTH & CLIMATE SCIENCES METEOROLOGY 302 Extreme Weather in a Warming World (formerly The Violent Atmosphere and Ocean ) Section 2: Schedule Number