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JOHN CABOT UNIVERSITY
COURSE CODE: "NS 202"
COURSE NAME: "Global Warming"
SEMESTER & YEAR:
Spring 2024
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SYLLABUS
INSTRUCTOR:
Margaret Kneller
EMAIL: [email protected]
HOURS:
MW 8:30 AM 9:45 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
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COURSE DESCRIPTION:
The class will examine the chemical, biological, physical, and geological processes involved in that climate change, already evident in the 20th century, and predicted for the 21st century. The human impact upon the “greenhouse effect” is explained, the merits of the scientific theory are examined in light of available evidence to date. Climate changes apparent at the century time-scale, and longer, are introduced; the physical forcings responsible for these changes are presented. The international treaties (the UNFCCC and Kyoto Protocol) that address anthropogenic greenhouse gas emissions are introduced, along with local to regional initiatives developed by the private and public sectors.
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SUMMARY OF COURSE CONTENT:
Lectures and Discussion will address the following:
Greenhouse Effect, Global Warming, and Climate Change…what do they mean?
What are the Primary Controls, or Forcings, of Earth’s Temperature?
What is the Temperature on Earth?
What is the Carbon Atom?
Basic Chemical Equations with Carbon.
What are the Greenhouse Gases?
The Global Carbon Cycle.
What are “normal” precipitation patterns?
What key role are Aerosols playing?
Doesn’t the earth’s climate always change?
What are the predictions for climate change in the 21st century?
What are “impacts?”
How do Human Activities produce greenhouse gases?
What is a Greenhouse Gas Inventory?
How much greenhouse gas do I produce?
Which international treaties address greenhouse gases?
What is currently “being done” to reduce greenhouse gas emissions?
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LEARNING OUTCOMES:
The class provides the non-science oriented student with a basic scientific understanding of climate change and the greenhouse effect. The student is also introduced to some of the policy instruments being developed, to address climate change.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| CLIMATE CHANGE 2023 Synthesis Report Summary for Policymakers | The Core Writing Team, H Lee, J Romero (Editors) | Intergovernmental Panel on Climate Change | 978-1-009-32583-7 | | doi: 10.59327/IPCC/AR6-9789291691647.001 | Ebook | | |
| Introduction to Environmental Science: 2nd Edition" (2018). Biological Sciences Open Textbooks. 4 | Zehnder, Caralyn; Manoylov, Kalina; Mutiti, Samuel; Mutiti, Christine; VandeVoort, Allison; and Bennett, Donna | University System of Georgia | GALI-LEO-USG-EDU | | Available at https://oer.galileo.usg.edu/biology-textbooks/4/ . We use Chapters 4-6. | Ebook | | |
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| See the Schedule for Article and Chapter titles | Various Govt, Academic authors, including IPCC | Government, Academic institutions | xxx xxxxxxxxxx | | Some Required readings are online documents and they are listed in the Schedule: Articles, Book Chapters, etc., The online sources are in the public domain. |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| 4 short Assignments and/or Research Papers (one with in-class Presentation). | Students will compose 4 short papers/assignments, on an assigned topic related to climate change or greenhouse gases. The use of up-to-date reference materials, from original sources, is required. Correctly citing sources is important, the bibliography is important. The Results of your research will be presented in 1 to 2 pages of text (up to 1000 words approximately), followed by the bibliography. TurnitIn may be used. Also, your assignments will be uploaded to Moodle, in a format that I can download (pdf or docx). LATE Papers: if you miss the due date, then you risk that I will not grade your paper. | 30% (7.5% times 4) |
| Final | The Final will be based upon definitions, short answers, and descriptions of graphs and figures | 30% |
| Participation and Attendance | Classroom discussion related to material presented. | 10% |
| Midterm | The Midterm will be based upon definitions, short answers, and descriptions of graphs and figures. | 30% |
-ASSESSMENT CRITERIA:
AWork of this quality shows an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and a respect for evaluating data. There is clear evidence of full comprehension of the readings.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Class attendance is required, more than four unexcused absences will lower the grade by one whole point (e.g. from B to C).
Please refer to the university catalog for the attendance and absence policy.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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IPCC reports are the main reference, then I also list other references.
All IPCC reports are accessed here, https://www.ipcc.ch/reports/ , or keyword <IPCC reports>.
Here is Help with understanding the IPCC acronyms and abbreviations:
- IPCC Comprehensive Assessment Reports are published every 5 years approx. The most recent are the IPCC SIXTH ASSESSMENT REPORTs (AR6 acronym), from 2021 to 2023. IPCC has three Working Groups (WG): WG1 studies Physical Science, WG2 studies Impacts, WG3 studies Mitigation.
- AR5, previous report series, published 2013 about, had 3 volumes, one for each WG.
- For example, IPCC AR6 WG1 means the Sixth assessment report, published in 2021, by the WG1 Physical Science Working Group.
- SPM: Summary for Policy Makers.
- FAQ: Frequently Asked Questions.
IPCC publishes Special reports: “Global Warming of 1.5 ºC” October 2018,” “Special Report on the Ocean and Cryosphere in a Changing Climate (acronym SROCC), published Sept 2019,” and “Climate Change and Land,” 2020.
IPCC page numbers written here, refer to report page number (not pdf page number).
MOODLE has articles read in class, extra background reading.
The schedule is divided into 18 sessions, sessions will usually be covered in 1 to 2 class periods.
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Topic
(# clas-ses)
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Concept
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Reading listed here, plus Material/Links given to you in Moodle, and Class Presentations
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Assign-ment: Due Date decided in class.
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1
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Overview.
Keywords: IPCC, anthropogenic emissions, annual, GMST/SAT, 1.5°C, Impacts
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IPCC 1.5°C Report: Understand Figures SPM.1, SPM.2, and Figure SPM.3a: accessed at https://www.ipcc.ch/sr15/chapter/spm/
IPCC 2021: Look at the Ten Figures in IPCC AR6 WG1, SPM: https://www.ipcc.ch/report/ar6/wg1/figures/summary-for-policymakers
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2
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Surface Air Temperature, Global Average
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Read: WG1AR6_SPM: 1.3.1 “Lines of Evidence: Instrumental Observations” https://www.ipcc.ch/report/ar6/wg1/chapter/chapter-1#faq-1-1/#1.3.1
Read: “Global Temperature in 2022” by Hansen, Sato & Ruedy, published January 2023 (http://www.columbia.edu/~jeh1/ or Moodle)
Read: Article: “Climate Forcings Industrial Era” (Moodle)
Optional Read: 1.5°C Report, pages 53-54 (which is Chapter 1.1, at https://www.ipcc.ch/sr15/chapter/chapter-1/ )
Optional: Berkeley Earth articles at https://berkeleyearth.org/papers-climate-science/
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Temperature Paper with GISTEMP
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3
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Atmospheric Composition, important Greenhouse Gases, CO2 concentration
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Read: IPCC 2021 AR6 WG1, Frequently Asked Questions section, Chapter 2, “Changing State of the Climate System,” at https://www.ipcc.ch/report/ar6/wg1/chapter/chapter-2#faq-2-2/
Look at: Data online at <NOAA greenhouse gas index> and <NOAA trends atmosphere carbon dioxide>
Look at: Figure 6.2, from 2013 IPCC Graphic ... ar5/wg1/ [Go to Graphics at https://www.ipcc.ch/report/ar5/wg1/carbon-and-other-biogeochemical-cycles/]
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4
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Earth’s Energy Balance, Radiative Forcing, EM Spectrum, Albedo
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Read: 1.5°C Report, pages 53-59, Look at Figures 1.2 and 1.5, and read “Cross Chapter Box 2”
Read: “Earth’s Energy Budget, Effective Radiative Forcing” from IPCC 2021 AR& WG1, Frequently Asked Questions section, Chapter 7: https://www.ipcc.ch/report/ar6/wg1/chapter/chapter-7#faq-7-1/
Optional Read: the 2013 IPCC edition of same information at FAQ 5.1 in WG1AR5_FAQbrochure_FINAL.pdf
Read again: Article: “Climate Forcings Industrial Era” (Moodle)
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5
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Greenhouse theory, electromag. spectrum
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Read: Greenhouse_Effect_from_Mitchel.pptx (Moodle)
EXTRA: “The Discovery of Global Warming, the Carbon Dioxide Greenhouse Effect” by Spencer Weart, at http://www.aip.org/history/climate/co2.htm
Helpful reading: EM spectrum at https://science.nasa.gov/ems
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Carbon Cycle Paper
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6
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Carbon and CO2, Emissions vs. Concentration, Sources and Sink in the Biogeochemical Cycle
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Read more of: “Earth’s Energy Budget, Effective Radiative Forcing” from IPCC 2021 AR& WG1, Frequently Asked Questions section, Chapter 7: https://www.ipcc.ch/report/ar6/wg1/chapter/chapter-7#faq-7-1/
Look: ESRL NOAA CarbonTracker <https://www.esrl.noaa.gov/gmd/ccgg/carbontracker/> and Mauna Loa CO2 data at < http://www.esrl.noaa.gov/gmd/ccgg/trends/index.html>
Read: “Global Carbon Cycle” at EOS https://eos.org/editors-vox/mysteries-of-the-global-carbon-cycle or an alternate is https://carbon2018.globalchange.gov/chapter/1/
Read: IPCC WG1AR5: FAQ 6.2 (“What happens to CO2 after it is emitted ...”)
Read: Figure 5.12, Global carbon (CO2) budget (2010–2019) at https://www.ipcc.ch/report/ar6/wg1/figures/chapter-5/figure-5-12
Read: Figure 2 from Pierre Friedlingstein et al., 2022, at https://essd.copernicus.org/articles/14/4811/2022/
Read: chapters on Ocean Acidification, Carbon Uptake, C Storage, C Dynamics, the links to each chapter here https://www.pmel.noaa.gov/co2/story/Research
Extra on Ocean: Scan through Section A of SPM of the IPCC Ocean Report (on pages 6-10): https://www.ipcc.ch/srocc/chapter/summary-for-policymakers/
Optional Read: is the 2013 version from IPCC ar5/wg1/: Fig. 6.1, 6.8, and Table 6.1—and the related text, also FAQ 6.2 and BOX 6.1
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7
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Aerosols : Natural and Anthropogenic (Volcanos)
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Read more of: “Earth’s Energy Budget, Effective Radiative Forcing” from IPCC 2021 AR& WG1, Frequently Asked Questions section, Chapter 7: https://www.ipcc.ch/report/ar6/wg1/chapter/chapter-7#faq-7-1/ . Learn Key Terms (since the text is difficult):
Read: <Recent findings on effects of aerosols on climate – IPCC> at
https://www.ipcc.ch/site/assets/uploads/2019/02/06_Bj%C3%B8rn_Hallvard_Samset.pdf
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8
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Deforestation
Agriculture/-Diet
(becoming more important, and very complicated)
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Look at Fig. SPM.3A from IPCC Land 2020.
Global Forest Watch: https://www.globalforestwatch.org/ and https://www.wri.org/our-work/project/global-forest-watch
Start here, Read based on your Interest: “Experts: How do diets need to change to meet climate targets?” by Carbon Brief, at https://www.carbonbrief.org/experts-how-do-diets-need-to-change-to-meet-climate-targets
Extra reading: Semba, R.D., de Pee, S., Kim, B. et al. Adoption of the ‘planetary health diet’ has different impacts on countries’ greenhouse gas emissions. Nat Food 1, 481–484 (2020). https://doi.org/10.1038/s43016-020-0128-4
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9 (1)
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Midterm
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Week 7
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10
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Introduction to Climate Impacts
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Read, concentrate on the Figures on pdf pages 10, 16, & 17: 2022_IPCC_AR6_WGII_SPM, click the link found here https://www.ipcc.ch/report/sixth-assessment-report-working-group-ii/
Read: an Introduction to Impacts from the IPCC 1.5°C Report, Chapter 1.3 which is online here https://www.ipcc.ch/sr15/chapter/chapter-1/
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11
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Climate Impact: Less Arctic Sea Ice
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“Arctic Sea Ice News” at the US National Snow and Ice Data Center: http://nsidc.org/arcticseaicenews/
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Climate Impacts Paper & Short Presentation
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12
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Climate Impacts: Hydrological Cycle, Tropical Cyclones
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Read article at: <realclimate.org tropical cyclones> by 2018 by Stefan Rahmstorf, Kerry Emanuel, Mike Mann and Jim Kossin
Read: http://climate.nasa.gov/vital-signs/sea-level/
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13
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Climate Impacts: Sea Level Rise, the Uncertainty
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Read articles at: <realclimate.org sea level rise> and go to 2021 articles, and http://climate.nasa.gov/vital-signs/sea-level/
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14 (1)
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Ocean—the Huge Unknown
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Read: research article “Another Record: Ocean Warming Continues through 2021 ...” by Cheng, Abraham, and others, published Jan 2020, at https://link.springer.com/article/10.1007/s00376-022-1461-3 and
Read: news summary from CNN, https://edition.cnn.com/2022/01/11/world/oceans-warmest-on-record-2021-climate/index.html
Look at all 5 storylines, Ocean Shock by Reuters, at https://www.reuters.com/investigates/section/ocean-shock/
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15
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Climate Mitigation: the UNFCCC, 1.5°C
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OTHER: Kyoto and Lima articles, update to Paris 2016, http://unfccc.int/paris_agreement/items/9485.php (Moodle has older documents)
Figures: keyword <Worldwide CO2 emissions region per capita> version Thomas Schulz, and <carbon dioxide emissions per person> by globalcarbonproject
Read about 1.5° C: in the IPCC 1.5°C Report, Chapter 1.2 which is online here https://www.ipcc.ch/sr15/chapter/chapter-1/
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16
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Climate Mitigation: Wind Power, Solar Power
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Keyword to <Ren21 global status report> and select most recent. Read its summary findings. The front page is: https://www.ren21.net/
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Climate Mitigation Video and Review
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17
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Climate Mitigation: Fuel Efficiencyand Future Climate Change: scenarios
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<IPCC Scenarios> excerpted from IPCC web site (this is heavy reading, we will concentrate on a few key figures)
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FINAL, Time and Placed decided by the Registrar.
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