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1 - Intro and Temp

This document provides an overview of Dr. Patrick Schwing's research interests and activities in chemical and physical oceanography. Dr. Schwing is an assistant professor at Eckerd College and a courtesy research scientist at USF who uses biogeochemical tracers to study societally relevant issues like tropical sediment transport, paleoclimate records, impacts of deep-sea drilling and mining, and microplastics distribution. The document outlines his research topics, announcements, syllabus, and communication policies for his oceanography course.

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11 views

1 - Intro and Temp

This document provides an overview of Dr. Patrick Schwing's research interests and activities in chemical and physical oceanography. Dr. Schwing is an assistant professor at Eckerd College and a courtesy research scientist at USF who uses biogeochemical tracers to study societally relevant issues like tropical sediment transport, paleoclimate records, impacts of deep-sea drilling and mining, and microplastics distribution. The document outlines his research topics, announcements, syllabus, and communication policies for his oceanography course.

Uploaded by

f2hncsstmk
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Welcome to Chemical & Physical

Oceanography

UWSO

Dr. Patrick Schwing


What do I do?
• Assistant Professor at Eckerd (Alum, 2006)
• Courtesy Research Scientist at USF, CMS:
-Teaching
-Field work
-Lab work
-Paperwork (proposals and reports)

Why do I do it?
• Surfing, scuba diving,
and fishing
Research Interests
• I use biogeochemical tracers to address societally relevant issues

Examples: USVI

1. Tropical ridge to reef sediment transport


(effects on corals)
Deep sea mining Baselines (Pacific)
2. Paleoclimate record of coastal watershed
development and tropical storms, harmful Manatee
River, FL
algal blooms Gulf of Mexico
(inform coastal managers and planners)
Microplastics in benthic biota

3. Impacts of deep-water petroleum drilling


and deep sea mining

4. Microplastics distribution and history


Schwing et al., (In Prep)

Check out website for more info: https://patricktschwing.weebly.com/


Announcements

1. Surveys & sign-ups on Moodle due Today

2. Lab This Week


Review Moodle and Syllabus
Syllabus
• Office: GMSL 119A
• Phone: 727-864-8380
• Email: [email protected]

• Office Hours

• TA’s
Syllabus
• Need to know basic Chemistry and Algebra

• Pre-requisites (required)
– Geo Oc.
– Bio Oc.
– Gen Chem 2
Syllabus
Specific Learning Outcomes:

• from first principles, describe a variety of chemical and physical processes in the ocean.

• apply your understanding of principles, processes and systems in the ocean to derive
answers.

• critically read and discuss cutting-edge chemical and physical oceanography literature.

• demonstrate proficiency in standard chemical and physical oceanography field data


collection and laboratory sample analysis.

• with a team of peer collaborators, develop and carry-out an oceanographic case study.

• develop and carry out an individual research project.


Format, Procedures & Expectations
• Texts: no required text, supplemental texts
provided on moodle (Millero, Stewart)
• Attendance is mandatory (especially labs)
• Expectations
– Preparation before class/lab, engaged in class/lab
– Respect peers, contributions to group work
– No cell phones in class
– Computers only for taking notes, working on
assignments
Communication
• Office hours:
– Use https://schwing-eckerd.youcanbook.me/ to
reserve office hours
– Link to google meet on moodle
– Can also meet in person
– Don’t hesitate to ask to reserve hours outside of
office hours
Accommodations, Inclusivity,
Contingency planning
• Accommodations
– please contact Accessible Education Services
(located in Brown Hall) at extension 7724 or via
email at [email protected] as soon as
possible.
• Inclusivity
– Detailed Title IX statement in syllabus
• Contingency planning
– Evacuation or quarantine, continue class remotely
Grading
• Exams 39%
• 2 x In-Class Exams 24%
• Exam 3 (in class) 15%
• Assignments ______ 25%
• 3 x Problem Sets 15%
• 7 x Summaries/Discussions 7%
• Nutrient Round Robin 3%
• Lab 36%
• 2 x Lab Exercises 4%
• Lab and Cruise Participation 5%
• Case study and Poster 10%
• Research Project and Paper 17%
• (Final Paper = 5%, Interim Project Assignments = 3% each, 12% total)

• Descriptions of each assignment are provided in the syllabus and on moodle


All assignment submissions

• Turn in Word version (.doc)


• File name: LastName_AssignmentTitle
Temperature

Outline:

1. Spatial Patterns
• atm., surface, deep
2. Temporal Patterns
• seasonal, decadal, beyond
Atmosphere and Surface Temps.
Air Temperatures • Air temp: -81 to +47 (128)
• Water temp: -2 to 35 (37, mean = 17OC)
• Air = more variable
• Water = less variable.
• Oceans are important because water has
a high HEAT CAPACITY
• What do you see? (Zonal variation)
• Equatorial = warm, Poles = cold
• Heat redistribution
Water Temperatures
What controls T of ocean (most important
open ocean control of density):
1. Solar heating
2. Atmospheric heating or cooling
3. geothermal heating – not
important globally
4. Advective mixing: only changes Pacific
distribution warm
pool
• Equator vs. Polar distribution
• Gulf Stream
• El Niño (ENSO)
Generic Vertical Temperature Profile

0-200m: Mixed Layer


200-1000m: Thermocline

1000m +: Deep water


Potential Temperature: θ (theta)
• Theta = temp water would have if it
were brought up to the surface w/out
exchange of heat (removes impact of P
on T)

PV = nRT à increase in P, increases T


where:
P is the pressure of the gas,
V is the volume of the gas,
n is the amount of substance of gas (in moles),
R is the ideal, or universal, gas constant,
T is the absolute temperature of the gas.

• Potential temp always lower than in


situ (1O C water from 5000m would
expand, cool to 0.58O C)
• Potential temp = when the water was
formed. . . . Characteristic signature of
the water that can only change by
mixing.
• Important when comparing T of water
from very different depths. https://www.mt-oceanography.info/Utilities/pottemp.html
Temperature at 0m
Temperature at 1500m
Temperature at 3000m
Ocean Thermal Energy Conversion (OTEC)
Energy from the thermal gradient
between warm surface and cold
deep water

1. Warm seawater passes through


an evaporator, vaporizes the
working fluid, ammonia.
2. Ammonia vapor passes through a
turbine which turns a generator
making electricity
3. The lower pressure vapor leaves
the turbine and condenses in the
condenser connected to a flow of
deep seawater.
4. The liquid ammonia leaves the
condenser and is pumped to the
evaporator to repeat the cycle.

Considerations:
• Environmental implications of bringing nutrient rich cold water to surface
• Biofouling challenge
Vertical Temperature Profile –
Latitudinal Patterns

UH, Manoa
Seasonal Surface Water Structuring in
Temperate Regions

Increased wind
Decreased solar

Seasonal Thermocline
• Mixed layer: top layer of uniform temperature (vertical line)
• Thermocline: rapid change in temperature with depth
• the constant thermocline is the deep one in winter diagram
• Deep layer: zone of nearly constant temperature, cold water below thermocline –
not included in the diagrams above
Temperature Trends: SST
Average Global Sea Surface Temperature, 1880-2020

• Average surface ocean temperature since 1880.


• 1971 to 2000 average as a baseline for depicting change.
• Shaded band = range of uncertainty (based on number of measurements & precision of the
methods used)
• 2014, 2015, 2016 were warmest years on record three years in a row (2020 is now ranked
second to 2016)
https://www.epa.gov/climate-indicators/climate-change-indicators-sea-surface-temperature
Global Atmospheric Temperature Trends

• The result of these calculations is an estimate of the global average temperature difference
from a baseline period of 1951 to 1980.
• Continuing the planet’s long-term warming trend, globally averaged temperatures in 2021
were 1.5 degrees Fahrenheit (or 0.85 degrees Celsius) warmer than the 1951 to 1980 mean
Excess Heat

• Ocean accounts for 90%


• Surface ocean heating up just a little: about 0.6O C; +0.4O C at 400 m
• Much of this ocean heat will be vented to the atmosphere in the future
• Estimated increase of 24x1022 J (mean warming of 0.09°C of 0-2000m layer)
• If this heat were instantly transferred to the lower 10 km of the global atmosphere it
would result in a volume mean warming of this atmospheric layer by approximately 36°C
Excess Heat
>90 of heat gained by the ocean since 1970

Von Schuckmann et al. (2020)


½ of heat going into ocean since 1865
has occurred in past two decades

Gleckler et al, Nature Climate Change 18th January 2016

• We are just starting to understand the portion of heat resulting from human emissions.
• The ocean has been redistributing heat, we now know where the heat has been going
PROJECTIONS

Past 130 yrs


Past 1,000 yrs
Ocean Warming
• Global average warming trend (upper 75 m) has been 0.11 °C per decade from
1970-2010.

• Deep water warming rates are generally less than ocean surface rates (~ 0.03 °C per
decade).

• Deep water warming occurs over a large volume (contributes significantly to total
increase in ocean heat)

• The ocean’s heat capacity and slow circulation lend it significant thermal inertia.
• It takes about a decade for near-surface ocean temperatures to adjust in
response to climate forcing.

• Thus, if greenhouse gas concentrations remained at present levels, increases in the


Earth’s surface temperature would begin to slow within about a decade.

• However, deep ocean temperature would continue to warm and sea level would
continue to rise for centuries to millennia as well.
Eckerd College w Sea Level Rise = 3 feet
https://climatereanalyzer.org/clim/sst/

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