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Atmospheric Sciences 201 Weather and Climate Spring 2021 – Online Web page: https://sites.google.com/a/tamu.edu/atmo201_epifanio Lecture: Any time, all the time! (Screencasts posted each class day) Instructor: Prof. Craig Epifanio, 1017A O&M, [email protected] Office Hours (zoom): M 10:30–11:30; T 2:00–3:00 TA: Yi Li, 1017C O&M, [email protected]

Description: ATMO 201 is a broad introductory survey course in the atmospheric sciences, with course topics ranging from cloud processes to weather and climate change. Some major themes of the course include: • • • • • •

Thermodynamics: Composition, energy inputs and structure of the atmosphere Cloud processes: Stability, cloud formation and precipitation processes Pressure and winds: Forces, Newton’s second law and atmospheric motions Weather phenomena: Cyclones, fronts and weather forecasting Severe weather: Hurricanes, thunderstorms, tornadoes Global processes: Planetary circulation patterns and the dynamics of climate

By the end of the course, you should have a deeper appreciation and understanding of weather and climate phenomena, and be able to apply this understanding to your everyday experience. Prerequisites: Basic understanding of high-school math and science

Grading: Grades will be based on (a) Two in-semester exams (22 points each) (b) Three short quizzes (11 points each–top two count) (c) A non-comprehensive final exam (22 points) (d) A roughly 2-minute audio podcast (12 points) For the quizzes, only the top two scores will count toward the final grade. The total for the class is then 100 points (2x22 + 2x11 + 22 + 12 = 100 points). The final course grades will follow the standard scale: A: 90 or above; B: 80–90; C: 70–80; D: 60–70; F: 59 or below I reserve the option to adjust these grade cutoffs downward slightly to achieve a fairer grade distribution. Anticipated Exam and Quiz Dates (possibly subject to change): In-semester exams: 2/24 and 3/31 Final exam: 5/4 Quizzes: 2/10, 3/17 and 4/19 Make-up Policy: Students who miss an exam or quiz for an unexcused absence (as defined by Student Rule 7, see http://student-rules.tamu.edu/rule07) will be allowed to take a makeup exam or quiz (at least within a certain window of time), but with a 35% penalty applied. For further details, see Attendance Policy below.

Podcasts: As part of the course, the students will be asked to create a short (roughly 2 minutes) audio podcast on a topic related to the course material but not explicitly addressed by the lectures. The podcasts will be created by groups of three students, with one student serving as the audio engineer / producer, while the others are responsible for research, script writing and presentation. The final product will be evaluated by the instructor using a rubric that addresses the podcast content, its presentation, and the production values and editing. Text: The required text for the course is: Essentials of Meteorology, by Ahrens and Henson (8th edition) Course topics: Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 (extra)

Topics Introduction; weather impacts; composition of air Pressure, density, temperature Systems of units; humidity; energy and heat Radiation and the greenhouse effect; Energy balances (Exam 1) The seasons Daily temperatures; vertical motions and clouds Surface maps, upper-level charts, and thickness The pressure gradient and Coriolis forces; laws of motion Scales of motion; geostrophic balance; effects of friction (Exam 2) Jet streams The general circulation; fronts and cyclones The Norwegian cyclone model; basic cloud types Atmospheric stability; thunderstorms Tornadoes; hurricanes Climate processes

Chapters 1 1, 6 1, 4, 7 2 2 3, 4 6 6 6, 7 7 7, 8 8, 4 5, 10 10, 11 13

Specific readings will be assigned on the course website. The schedule above is approximate and subject to change—see the course website for up-to-date information. Core Requirements and Learning Outcomes As part of the Life and Physical Sciences component area of the University Core Curriculum, ATMO 201 addresses the following general learning objectives: (a) Critical thinking skills: Creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information. (b) Empirical and quantitative skills: The manipulation and analysis of numerical data or observable facts resulting in informed conclusions. (c) Communication skills: Effective development, interpretation and expression of ideas through written, oral and visual communication. (d) Teamwork: The ability to consider different points of view and to work effectively with others to support a shared purpose or goal.

Expected Learning Outcomes By the end of the course, students will be expected to be able to (with letters corresponding to the general Core Curriculum objectives above): Composition and Structure • Describe the composition of the atmosphere, and some of the thermodynamic and biological impacts of various chemical constituents (a) • Infer the distributions of pressure and temperature in the atmosphere, and explain the relationship between pressure and the distribution of mass (a,b) • Explain the concepts of saturation and humidity, and describe the effects of evaporation and condensation in the atmosphere (a,b) Energy and Thermodynamics • Describe how energy moves through the Earth / atmosphere system, in the forms of radiation, heat transfer, and latent heat (a) • Explain the atmospheric greenhouse effect, in terms of the selective absorption and emission of radiation (a,c) • Infer the daily and seasonal cycles of temperature at the ground (a,b) Forces and Circulations • Describe the forces at work on atmospheric air masses, and how these forces result in winds and circulations (a,b) • Explain the presence of the upper-tropospheric jet streams, and their relation to the global temperature distribution (a) • Describe global circulation patterns and their effects on rainfall and regional climate (a) Weather Systems • Read and interpret weather data, including surface maps, upper-level charts, and radar and satellite images (a,b,c) • Describe the properties of cold and warm fronts, as well as their associated weather impacts (a,b) • Explain the formation and life cycle of mid-latitude low-pressure systems, as well as analyze the evolution of such systems on a weather map (a,b,c) • Make simple short-term predictions based on current weather conditions (a,b) Clouds and Severe Storms • Explain the concept of atmospheric stability, and its role in determining cloud types on any given day (a,b) • Describe the formation, basic structure, and classification of thunderstorms and mesoscale convective systems (a) • Identify basic weather conditions leading to severe and tornadic thunderstoms (a,c) • Describe the structure, evolution and impacts of hurricanes, and identify conditions under which hurricanes typically form (a) Climate Processes • Describe the past climate of the Earth over various time scales, as inferred from the geological record and other sources (a) • Identify the forcings behind past climate oscillations, including plate tectonics, orbital / tilt effects, and changes in atmospheric composition (a,b) • Explain various feedbacks and amplifications in the climate system (a) • Comment intelligently about climate models, climate predictions and global change (a,c)

Other Outcomes • Describe and assess weather impacts from a societal and economic perspective (a,b) • Develop and present a concise and engaging presentation on a technical topic, highlighting key concepts and ideas (a,c) • Work with a group of peers to collectively complete an assignment or project (d) • Interpret data presented in a variety of formats, including contour maps and charts, spectra and distribution curves, vertical profile plots, 3D isosurfaces, etc. (a,b,c)

Academic Integrity: “An Aggie does not lie, cheat, or steal, or tolerate those who do.” Violations of the Aggie Honor Code degrade your education and devalue the Texas A&M degree, both for present and future graduates. In keeping with University Regulations, all violations will be reported to the Aggie Honor System Office. A first offense will not be treated as grounds for leniency. Please inform yourself about the Aggie Honor Code at http://aggiehonor.tamu.edu. Copyright Policy: All materials used in this class are copyrighted. These materials include, but are not limited to, syllabi, lectures, notes, exams, review sheets and additional assigments. Because these materials are copyrighted, you do not have the right to copy them unless permission is expressly granted. Attendance Policy Unless otherwise notified, the dates for all exams and quizzes will be as specified earlier in the syllabus (see Anticipated Exam and Quiz Dates). Further details, including the lengths of time that quizzes and exams will be made available, are described on the course website (see the Exams and Quizzes page). Students are expected to be aware of exam and quiz dates and make accomodations for completing the exam or quiz during the window of availability. Students missing an exam or quiz for an excused absence will be granted an opportunity to take a make-up exam or quiz. (For a list of approved absences, see Student Rule 7. Other absences may be excused as well at the discretion of the instructor, with appropriate notification and documentation.) Whenever possible, students are expected to provide notice and documentation for any excused absence at least three days before the exam or quiz. In cases where prior notification is not feasible (e.g., an accident or emergency), the student must provide notification by the end of the second working day after the absence, including an explanation of why notice could not be sent prior to the exam or quiz. Students are expected to complete any make-up work within one week of the missed exam or quiz, unless otherwise agreed upon by the instructor. Failure to notify and/or document an absence properly may result in an unexcused absence. Be aware that falsification of documentation is a violation of the Honor Code. As described above (under Make-up Policy), students missing an exam or quiz for an unexcused absence (or without proper notification or documentation) will also be allowed to take a make-up exam or quiz, at least within a certain window of time, but subject to the penalty described previously. For further details on attendance, including proper notification for absences, refer to Student Rule 7 (http://student-rules.tamu.edu/rule07).

ADA Policy Statement: Texas A&M University is committed to providing equitable access to learning opportunities for all students. If you experience barriers to your education due to a disability or think you may have a disability, please contact Disability Resources in the Student Services Building or at (979) 845-1637 or visit https://disability.tamu.edu. Disabilities may include, but are not limited to attentional, learning, mental health, sensory, physical, or chronic health conditions. All students are encouraged to discuss their disability related needs with Disability Resources and their instructors as soon as possible.

Title IX Statement: Texas A&M University is committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws prohibit genderbased discrimination and sexual harassment, including sexual assault, sexual exploitation, domestic violence, dating violence, and stalking. With the exception of some medical and mental health providers, all university employees (including full and part-time faculty, staff, paid graduate assistants, student workers, etc.) are Mandatory Reporters and must report to the Title IX Office if the employee experiences, observes, or becomes aware of an incident that meets the following conditions (see University Rule 08.01.01.M1): • The incident is reasonably believed to be discrimination or harassment. • The incident is alleged to have been committed by or against a person who, at the time of the incident, was (1) a student enrolled at the University or (2) an employee of the University. Mandatory Reporters must file a report regardless of how the information comes to their attention—including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Although Mandatory Reporters must file a report, in most instances, you will be able to control how the report is handled, including whether or not to pursue a formal investigation. The University’s goal is to make sure you are aware of the range of options available to you and to ensure access to the resources you need. Students wishing to discuss concerns in a confidential setting are encouraged to make an appointment with Counseling and Psychological Services (CAPS). Students can learn more about filing a report, accessing supportive resources, and navigating the Title IX investigation and resolution process on the University’s Title IX webpage. Wellness Statement: Texas A&M University recognizes that mental health and wellness are critical factors that influence a student’s academic success and overall wellbeing. Students are encouraged to engage in healthy self-care by utilizing the resources and services available from Counseling & Psychological Services (CAPS). Students who need someone to talk to can call the TAMU Helpline (979-845-2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours on weekends. 24-hour emergency help is also available through the National Suicide Prevention Hotline (800273-8255) or at https://suicidepreventionlifeline.org.

Addendum for COVID-19 Response Campus Safety Measures: To promote public safety and protect students, faculty, and staff during the coronavirus pandemic, Texas A&M University has adopted policies and practices for the Fall 2020 academic term to limit virus transmission. Students must observe the following practices while participating in face-to-face courses and course-related activities (office hours, help sessions, transitioning to and between classes, study spaces, academic services, etc.): • Self-monitoring: Students should follow CDC recommendations for self-monitoring. Students who have a fever or exhibit symptoms of COVID-19 should participate in class remotely and should not participate in face-to-face instruction. • Face Coverings: Face coverings (cloth face covering, surgical mask, etc.) must be properly worn in all non-private spaces including classrooms, teaching laboratories, common spaces such as lobbies and hallways, public study spaces, libraries, academic resource and support offices, and outdoor spaces where 6 feet of physical distancing

is difficult to reliably maintain. Description of face coverings and additional guidance are provided in the Face Covering policy and Frequently Asked Questions (FAQ) available on the Provost website. • Physical Distancing: Physical distancing must be maintained between students, instructors, and others in course and course-related activities. • Classroom Ingress/Egress: Students must follow marked pathways for entering and exiting classrooms and other teaching spaces. Leave classrooms promptly after course activities have concluded. Do not congregate in hallways and maintain 6-foot physical distancing when waiting to enter classrooms and other instructional spaces. • To attend a face-to-face class, students must wear a face covering (or a face shield if they have an exemption letter). If a student refuses to wear a face covering, the instructor should ask the student to leave and join the class remotely. If the studentdoes not leave the class, the faculty member should report that student to the Student Conduct office for sanctions. Additionally, the faculty member may choose to teach that day’s class remotely for all students. Personal Illness and Quarantine Students required to quarantine must participate in courses and course-related activities remotely and must not attend face-to-face course activities. Students should notify their instructors of the quarantine requirement. Students under quarantine are expected to participate in courses and complete graded work unless they have symptoms that are too severe to participate in course activities. Students experiencing personal injury or illness that is too severe for the student to attend class qualify for an excused absence (See Student Rule 7, Section 7.2.2.) To receive an excused absence, the student must comply with the documentation and notification guidelines outlined in Student Rule 7. While Student Rule 7, Section 7.3.2.1, indicates a medical confirmation note from the students medical provider is preferred, for Fall 2020 only, students may use the Explanatory Statement for Absence from Class form in lieu of a medical confirmation. Students must submit the Explanatory Statement for Absence from Class within three business days after the last date of absence....