Natural variability of the climate system and detection of the greenhouse effect

T. M. L. Wigley; S. C. B. Raper

doi:10.1038/344324a0

The Greenhouse Effect, Stratospheric Ozone, Marine Productivity, and Global Hydrology: Feedbacks in the Global Climate System

Greenhouse Effect, Sea Level and Drought ◽

10.1007/978-94-009-0701-0_1 ◽

1990 ◽

pp. 3-20 ◽

Cited By ~ 1

Author(s):

Michael R. Rampino ◽

Robert Etkins

Keyword(s):

Greenhouse Effect ◽

Global Climate ◽

Stratospheric Ozone ◽

Climate System ◽

Marine Productivity ◽

Global Hydrology

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Climate Signal Detection Times and Constraints on Climate Benchmark Accuracy Requirements

Journal of Climate ◽

10.1175/2007jcli1946.1 ◽

2008 ◽

Vol 21 (4) ◽

pp. 841-846 ◽

Cited By ~ 58

Author(s):

Stephen S. Leroy ◽

James G. Anderson ◽

George Ohring

Keyword(s):

Measurement Uncertainty ◽

Interannual Variability ◽

Natural Variability ◽

Climate System ◽

Simple Linear Regression ◽

Climate Trends ◽

Climate Signal ◽

Naturally Occurring ◽

Long Term Trends

Abstract Long-term trends in the climate system are always partly obscured by naturally occurring interannual variability. All else being equal, the larger the natural variability, the less precisely one can estimate a trend in a time series of data. Measurement uncertainty, though, also obscures long-term trends. The way in which measurement uncertainty and natural interannual variability interact in inhibiting the detection of climate trends using simple linear regression is derived and the manner in which the interaction between the two can be used to formulate accuracy requirements for satellite climate benchmark missions is shown. It is found that measurement uncertainty increases detection times, but only when considered in direct proportion to natural variability. It is also found that detection times depend critically on the correlation time of natural variability and satellite lifetime. As a consequence, requirements on satellite climate benchmark accuracy and mission lifetime must be directly related to the natural variability of the climate system and its associated correlation times.

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Student Cognition in the Context of a Climate System: Global Warming and Greenhouse Effect

Momentum Physics Education Journal ◽

10.21067/mpej.v3i2.3739 ◽

2019 ◽

pp. 69-77

Author(s):

Rifati Dina Handayani ◽

Pramudya DA Putra

Keyword(s):

Global Warming ◽

Greenhouse Effect ◽

Forest Fires ◽

Qualitative Data ◽

Environmental Issues ◽

Climate System ◽

Industrial Air Pollution ◽

Education Needs ◽

And Behavior ◽

Attitudes And Behavior

Education needs to emphasize more attention to environmental issues. The school is an active place to provide actual knowledge, skills, attitudes, and behavior towards environmental issues such as global warming dan the greenhouse effect. This study aimed to investigate seventh-grade students' cognition in the context of a climate system. This study was descriptive, involving the collection of qualitative data. These qualitative data were then analyzed for their content inductively to identify concepts and patterns of student responses. This study indicated that students believed that global warming caused by six factors involving the greenhouse effect, depletion of the ozone layer, fossil fuel usage, forest fires, use of chemicals, and industrial air pollution. Also, they convinced six segments of the global warming impacts: ocean, soil, air, plants and animals, humans, and weather and season changes. The student thought about the climate system was substantially linear, where the contribution of human activities caused global warming that finally have an impact on humans themselves.

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Approaching of May maximum surface air temperature to characteristic summer season for Baghdad city

Przegląd Naukowy Inżynieria i Kształtowanie Środowiska ◽

10.22630/pniks.2021.30.3.34 ◽

2021 ◽

Vol 30 (3) ◽

pp. 400-410

Author(s):

Sara Muter ◽

Ahmed Hassan ◽

Jasim Kadhum

Keyword(s):

Surface Air Temperature ◽

Natural Variability ◽

Summer Season ◽

Climate System ◽

Positive Phase ◽

Negative Phase ◽

Maximum Temperature ◽

Variance Change ◽

Maximum Temperatures ◽

Second Period

Seasonal variability is the complex non-linear response of the physical climate system. There are two types of natural variability: those external and internal to the climate system. In any given season, natural variability may cause the climate to be different than its long-term average. This study examines with the seasonal variation of the maximum temperatures during the summer season. In addition, the maximum temperatures in May become close to the characteristics of the summer season. The monthly data for maximum temperature of May, June and July were used from Iraqi Meteorological Organization and Seismology (IMOS) for 47 years from 1970 to 2017 for Baghdad city. This period was long enough to estimate the range of approaching maximum temperature (Tmax) May to summer. Results revealed a significant Tmax for Baghdad during the second period (1992–2017) and ‎shown similar behavior of Tmax in May to June and July; on the contrary that first period (1970–1991). In second period, two phases have been found out, positive phase and negative phase. The positive phase were happened in 1995, 1999, and 2006, and the negative phase was four cases (1992, 2004, 2013, and 2016), while a few cases recorded in first period. The amplitudes of monthly variability had same distance of leaner correlation especially in 1999 and 2013 that represent coherent wave with summer seasons. The variance difference for Tmax between May and June approximately was 2°C for second study’s period, while exceed this range in first period. This variance change to 7.5°C when found difference between July and May.

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The Perceptions of Pre-Service Science Teachers and Science Teachers about Climate Change

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v6i2.9490 ◽

2017 ◽

Vol 6 (2) ◽

pp. 292 ◽

Cited By ~ 2

Author(s):

M. Meilinda ◽

N. Y. Rustaman ◽

B. Tjasyono

Keyword(s):

Climate Change ◽

Global Warming ◽

Science Teachers ◽

Greenhouse Effect ◽

Environmental Sustainability ◽

Global Climate ◽

Climate System ◽

Service Science ◽

Global Cooling ◽

The Impact

The global climate phenomenon in the context of climate change is the impact of both the dynamic complex climate system and human behaviors that affect environmental sustainability. Human is an important component that should be considered in science teaching that is believed to improve human attitudes towards the environmental sustainability. The research aims to investigate the perceptions of pre-service science teachers and science teachers in South Sumatra who teach climate change and global warming. The data were collected from 17 science teachers and 53 pre-service science teachers from April to August 2016. The instruments were 17 modified questions which were developed from Pruneau’s framework. There are three linear perceptions regarding climate change. First, greenhouse effect causes global warming and global warming causes climate change. Second, ozone leakage causes global warming and global warming causes acid rain. Third, greenhouse effect causes ozone leakage and ozone leakage causes global warming; then it causes climate change and other climatic phenomena. Both pre-service science teachers and science teachers argue that climate change is caused by global warming. Actually, climate change is not only global warming but also global cooling. Those phenomena occur because of interactions among climate system components. They do not believe that education is able to change human attitudes in saving environmental sustainability from global climate change disasters. They believe that media give stronger effects than teachers in shaping those perceptions. Factually, most of wrong perceptions come from media.

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