The course aims to provide students with the basics of the planet's climate processes.

In particular, the topics that have the greatest environmental impact will be dealt with. At the end of the course, the student should have acquired the fundamental elements of the structure of the atmosphere and atmospheric dynamics, the tools for evaluating the energy balance of the planet, for understanding the main mechanisms of the water cycle. The student must also be able to know the limits, at the present state of knowledge, of our ability to simulate and predict the meteorological and climatological evolution of the atmosphere.

Electromagnetic spectrum.

Black body theory. Applications to the energy balance of the planet. Latitudinal imbalance and circulation on a planetary scale.

Adjective derivative and total derivative. The Navier Stokes equations. Potential and limits. Problems of closing the equations.

Planetary scale. Rossby waves. Periodic phenomena: NAO and El Nino. Synoptic scale. Scale analysis. Geostrophic equilibrium and hydrostatic equilibrium. Atmospheric boundary layer. Characteristics of the continental and marine boundary layer. Reynolds equations. Turbulent flows. Stable, unstable, neutral atmosphere. Closing problems. The Ekman spiral. The secondary circulation.

Atmospheric dispersion. Notes on Gaussian, Eulerian and Lagrangian models.

Condensation processes. Homogeneous nucleation. Gibbs free energy. Atmospheric aerosol. Heterogeneous nucleation.

Matter-electromagnetic radiation interaction. Extinction of electromagnetic radiation in a medium and main laws. Rayleigh and Mie scattering.

Observations from satellite. Satellites in polar and geostationary orbit. Observations in the visible, infrared and microwaves.

Passive and active observation in microwaves. What is measurable using different frequencies. Application examples.

none

Knowledge and understanding:

the student must demonstrate knowledge and understanding of the issues proposed in the course, based on what they have learned in their school career and on the specific information provided in the course.

In particular, they should be able to (i) discuss climate change budgets and related issues and (ii) quantify the anthropogenic impact on the climate balance.

Ability to apply knowledge and understanding:

the student will have to demonstrate the ability to apply the acquired knowledge to case studies specifically referring to the problems of environmental management

Autonomy of judgment:

the student must be able to carry out independent investigations on the proposed topics

Communication skills:

the student must be able to present their knowledge clearly and comprehensively during a final dissertation

Learning ability:

the student must be able to process the information acquired during the course independently, also with appropriate in-depth analysis

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Didactic material prepared by the teacher.

Any textbooks to support the lessons will be recommended on the basis of the student's needs and interests.

Teaching

Frontal lessons

Innovative teaching methods

Given the course topics and the small class size, two main techniques will be used:

1) regulated debate

2) problem-solving learning

Both approaches will be carried out in the second half of the course, when the lecturer is familiar with the students' skills and can have identified topics of common interest.

In the case of the regulated debate, colleagues who make up the examination board will be invited to participate in the role of judges

Attendance

Attendance is highly recommended

Course books

Didactic material prepared by the teacher.

Any textbooks to support the lessons will be recommended on the basis of the student's needs and interests.

Assessment

Oral examination.

Evaluation criteria and parameters:

Knowledge of concepts. a) Insufficient. Describes conceptual constructs roughly; poor understanding b) Sufficient. Describes constructs with some imprecision. Lacks reference to authors; good understanding. c) Good. Describes conceptual constructs accurately; good understanding. d) Excellent. Systematically describes the constructs; full understanding.

Knowledge of techniques and procedures. a) Insufficient. Is unable to use basic mathematical tools to understand laws or formulae. b) Sufficient. Is able to discuss laws or formulae. c) Good. Is able to use basic mathematical tools for understanding laws or formulae. d) Excellent. Discusses laws or formulae using appropriate physical and mathematical bases.

Language proficiency. a) Insufficient. Expresses himself/herself using common, non-specific language. b) Sufficient. Shows limited capacity of expression; uses some specific terms. c) Shows good capacity of expression and use of some specific terms. d) very good. Demonstrates full command of specific language

Mastery of language. a) Insufficient. Expresses himself/herself in common, non-specific language. b) Sufficient. Shows limited capacity of expression; uses some specific terms. c) Shows good capacity of expression and use of some specific terms. d) very good. Demonstrates full command of specific language

Critical exercise. a) insufficient. Cannot identify the reasons for what he argues; Cannot identify positive/negative aspects; Cannot identify examples. b) sufficient. Does not identify different aspects of the issues except in a general way; Gives examples from the book/lesson. c) Good. Gives relevant examples; Differentiates different aspects. d) Argues coherently; Gives relevant examples; Identifies negative/positive aspects.

Students who have registered their disability certification or DSA certification with the "Ufficio Inclusione e Diritto allo Studio" may ask to use concept maps (for key words) during the examination. To this end, the maps must be sent two weeks before the exam call, to the course lecturer, who will check their consistency with the indications of the University guidelines and may ask for them to be modified.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Frontal lessons

Attendance

Attendance is highly recommended

Course books

Didactic material prepared by the teacher.

Any textbooks to support the lessons will be recommended on the basis of the student's needs and interests.

Assessment

Oral examination.

Evaluation criteria and parameters:

Knowledge of concepts. a) Insufficient. Describes conceptual constructs roughly; poor understanding b) Sufficient. Describes constructs with some imprecision. Lacks reference to authors; good understanding. c) Good. Describes conceptual constructs accurately; good understanding. d) Excellent. Systematically describes the constructs; full understanding.

Knowledge of techniques and procedures. a) Insufficient. Is unable to use basic mathematical tools to understand laws or formulae. b) Sufficient. Is able to discuss laws or formulae. c) Good. Is able to use basic mathematical tools for understanding laws or formulae. d) Excellent. Discusses laws or formulae using appropriate physical and mathematical bases.

Language proficiency. a) Insufficient. Expresses himself/herself using common, non-specific language. b) Sufficient. Shows limited capacity of expression; uses some specific terms. c) Shows good capacity of expression and use of some specific terms. d) very good. Demonstrates full command of specific language

Mastery of language. a) Insufficient. Expresses himself/herself in common, non-specific language. b) Sufficient. Shows limited capacity of expression; uses some specific terms. c) Shows good capacity of expression and use of some specific terms. d) very good. Demonstrates full command of specific language

Critical exercise. a) insufficient. Cannot identify the reasons for what he argues; Cannot identify positive/negative aspects; Cannot identify examples. b) sufficient. Does not identify different aspects of the issues except in a general way; Gives examples from the book/lesson. c) Good. Gives relevant examples; Differentiates different aspects. d) Argues coherently; Gives relevant examples; Identifies negative/positive aspects.

Students who have registered their disability certification or DSA certification with the "Ufficio Inclusione e Diritto allo Studio" may ask to use concept maps (for key words) during the examination. To this end, the maps must be sent two weeks before the exam call, to the course lecturer, who will check their consistency with the indications of the University guidelines and may ask for them to be modified.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.