GEOG 4271/5271: The Arctic Climate System
Course Description
The Arctic region plays a key role in regulating global climate and is in the midst of rapid
change, with impacts on physical, biological and human systems both within and beyond
the region. This comprehensive assessment of the Arctic climate system begins with an
overview of the Arctic's basic physical characteristics and climatic features. Attention
then turns to the atmospheric energy budget, the atmospheric circulation, the surface
energy budget, the hydrologic cycle, and the fascinating interactions between the
atmosphere, Arctic Ocean and its sea ice cover. Following an overview of numerical
modeling of the Arctic system, we explore Arctic climate history over the past two
million years. The final segment of the course explores the future of Arctic climate and
potential impacts on society, including issues such as increased access to oil, gas and
mineral wealth at the bottom of the ocean, commercial shipping and conflict between
stakeholders. The course will use the 2nd edition of the instructor's textbook "The Arctic
Climate System" and additional materials as needed. It is assumed that the student
already has a basic background in climate science, meteorology or physics with
commensurate mathematical skills.
Syllabus (may change if the situation warrants)
Week 1: Introduction (Chapters 1 and 2)
The history of Arctic exploration
A climatically important region undergoing rapid change
The Arctic’s growing economic and strategic importance
The Arctic Ocean
The Arctic lands
Basic climatic elements
ESSAY #1
Week 2: The Arctic energy budget (Chapter 3)
Role of the Arctic in the global energy budget
The Arctic energy budget: focus on the seasonal cycle
ESSAY #2, HOMEWORK #1
Week 3: The atmospheric circulation (Chapter 4)
Circulation of the troposphere
Circulation at the surface
HOMEWORK # 2
Week 4: The atmospheric circulation (Chapter 4)
Winter – focus on the Icelandic Low region
Modes of circulation variability
Summer – focus on the central Arctic Ocean and Arctic frontal zone
Polar lows
HOMEWORK #3, ESSAY #3
Week 5: Energy exchanges at the surface (Chapter 5)
Basic considerations
Radiative terms
Cloud radiative forcing
The non-radiative terms
The Arctic temperature inversion
Climate feedbacks and the surface energy budget
EXAM #1, ESSAY #4
Week 6: The hydrologic cycle (Chapter 6)
Precipitation
Net precipitation (precipitation minus evaporation)
The Arctic terrestrial drainage system
The freshwater budget of the Arctic Ocean
HOMEWORK #4, ESSAY #5
Week 7: Arctic ocean-sea ice-climate interactions (Chapter 7)
The shrinking sea ice cover
Sea ice formation, growth and morphology
HOMEWORK #5
Week 8: Arctic ocean-sea ice-climate interactions (Chapter 7)
Sea ice motion, thickness and deformation
Case studies: September ice extent for 2007 and 2008
The Fram Strait outflow, thermohaline circulation and Arctic back door
ESSAY #6
Week 9: Climate regimes of the Arctic (Chapter 8)
The climate of Greenland
Polar desert
The maritime Arctic
The central Arctic Ocean
HOMEWORK #6, ESSAY #7
Week 10: Special topics
Week 11: Modeling the Arctic system (Chapter 9)
Single column models
Numerical weather prediction models
Sea ice and ice-ocean models
Global climate models
Land surface models
Regional models
Ecosystem models
HOMEWORK #7, ESSAY #8
Week 12: Arctic paleoclimates (Chapter 10)
The distant past
Types of paleoclimate records
Chronology of the Quaternary
The last glacial cycle and rapid climate shifts
Deglaciation and the Holocene
EASAY #9
Week 13: The uncertain future (Chapter 11)
Model uncertainties and wild cards
Impacts of Arctic climate change outside of the Arctic
ESSAY #10
Week 14: NO CLASSES, FALL BREAK AND THANKSGIVING
Week 15: Presentation of papers by graduate students
HOMEWORK #8
Week 16: Broader Issues: The accessible Arctic
Commercial shipping/tourism
Resource exploration and production (oil, gas, minerals)
Conflicts between stakeholders
Week 17: EXAM #2 (During finals week, time TBD)
Grading, undergraduate students
There will be two exams (midterm and final, 15% each, 30% of the total grade) with
short answer and essay sections. There will be 8 homework assignments; students may
drop one of the eight homework assignments (5% each, 35% of the total grade). These
assignments focus on quantitative calculations surrounding various aspects of the Arctic
climate system (e.g., radiation and surface energy budgets, hydrology, climate, snow
cover, sea ice growth, atmospheric circulation). There will also be 10 essay assignments
of 500 words each on various topics of Arctic climate. Students may drop 2 of the 10
essay assignments (3% each, 24 %). The remaining 11% of the total grade will be based
on attendance, class participation and effort. Essays and homework assignments are due
Friday midnight of each week indicated, see D2L for details.
Grading, graduate students
The two exams will be worth 10% each (20% total), the (7 of 8) homework assignments
worth 35% and the (8 of 10) essays worth 24%. The remaining 21% of the class grade
will comprise a term paper (20 pages, no larger than 12 point type, not including figures
or references) on a topic of the student’s choice. Part of this grade will be based on
presentation of the term paper in class during Week 15. The paper itself is due midnight
before the day of the final. Essays and homework assignment are due Friday midnight of
each week indicated, see D2L for details.
Honor code
Students found to be in violation of the honor code will receive a failing grade in the
class.
Required Readings
Serreze, M.C. and R.G. Barry (2014), "The Arctic Climate System", 2nd Edition,
Cambridge University Press
Articles from "Geophysical Research Letters" and other journals regarding key topics,
recent advances and notable events (exam questions may draw from these articles)
Policies and Responsibilities
Campus policy regarding religious observances requires that faculty make every effort to
deal reasonably and fairly with all students who, because of religious obligations, have
conflicts with scheduled exams, assignments or required attendance. In this class, I
expect students to discuss with me, in confidence, any conflicts so that reasonable
accommodations can be made.
Students and faculty each have responsibility for maintaining an appropriate learning
environment. Those who fail to adhere to such behavioral standards may be subject to
discipline. Professional courtesy and sensitivity are especially important with respect to
individuals and topics dealing with differences of race, color, culture, religion, creed,
politics, veteran’s status, sexual orientation, gender, gender identity and gender
expression, age, disability, and nationalities. Class rosters are provided to the instructor
with the student's legal name. I will gladly honor your request to address you by an
alternate name or gender pronoun. Please advise me of this preference early in the
semester so that I may make appropriate changes to my records. See these policies:
http://www.colorado.edu/policies/classbehavior.html
http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
The University of Colorado does not discriminate on the basis of race, color, national
origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in
admission and access to, and treatment and employment in, its educational programs and
activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder will not tolerate
acts of discrimination or harassment based upon Protected Classes or related retaliation
against or by any employee or student. For purposes of this CU-Boulder policy,
"Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability,
creed, religion, sexual orientation, gender identity, gender expression, or veteran status.
Individuals who believe they have been discriminated against should contact the Office
of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Student
Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced
policies, and the campus resources available to assist individuals regarding discrimination
or harassment can be obtained at http://hr.colorado.edu/dh/
All students of the University of Colorado at Boulder are responsible for knowing and
adhering to the academic integrity policy of this institution. Violations of this policy may
include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and
threatening behavior. All incidents of academic misconduct shall be reported to the
Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are found to
be in violation of the academic integrity policy will be subject to both academic sanctions
from the faculty member and non-academic sanctions (including but not limited to
university probation, suspension, or expulsion). Other information on the Honor Code
can be found at the following sites:
http://www.colorado.edu/policies/honor.html
http://honorcode.colorado.edu