The course aims to provide a scientific understanding of climate models, highlighting their
potential and critical issues, without going into numerical details.
Areas where further research advances are needed in order to be able to include/change the
appropriate parameterisations in climate models will be outlined. 
The forecasts produced by climate models for the coming decades and their statistical reliability
will be discussed.
Finally, possible local and global actions

Climate model equations and solution methods.
Constraints, criticalities and capabilities of climate models.
Evolution of climate models.
Components of the climate system simulated in a climate model.
IPCC.
Introduction to impacts, adaptation and vulnerability.

None

Knowledge and insight: students demonstrate knowledge and understanding of the fundamentals of climatological modelling.

Applying knowledge and insight: students evaluate the modelling chain, climate scenarios and possible mitigation and adaptation actions to climate change through knowledge and insight acquired during the course.

Judgement: students critically evaluate information and draw conclusions considering limits and potential of climatological modelling.

Communication: students communicate concepts using specific vocabulary

Learning skills: students are able to analyse and acquire technical-scientific information relating to the topics of the course.

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

Teaching

Lectures

Innovative teaching methods

Flipped classroom mode on practical examples of mitigation and adaptation to climate change.

Attendance

Not mandatory

Course books

Washington, W. M., & Parkinson, C. (2005). Introduction to three-dimensional climate modeling - Second edition. University science books.

Assessment

Oral exam.

The expected learning outcomes will be assessed through an oral interview.

The assessment criteria are as follows: the degree of knowledge, the degree of articulation of the answers, adequacy of the disciplinary language used, critical thinking.

Each of the criteria is assessed based on a scale of values/judgments with four levels with equal weight assigned to each criterion.

The final assessment is expressed in thirtieths (30/30).

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

I will provide teaching materials to non-attending students

Attendance

Not mandatory

Course books

I report the following materials referring to the same contents of the program in order to promote full understanding and give the opportunity to non-attending students to compensate with independent study the topics that were presented during the lessons.

- Le componenti del sistema climatico: capitolo 2

- Equazioni dei modelli climatici: capitolo 3

- Metodi di base per la soluzione delle equazioni in modelli climatici: capitolo 4

- Esempi di test su sensitività climatica: capitolo 6

- Sviluppi dei modelli climatici: capitolo 7

In: Washington, W. M., & Parkinson, C. (2005). Introduction to three-dimensional climate modeling - Second edition. University science books.

- Evoluzione dei modelli climatici. Vincoli, criticità e capacità dei modelli climatici. Verifica, validazione, calibrazione e stima delle prestazioni di modelli climatici. In: Randall, D.A., et al. 2007: Cilmate Models and Their Evaluation. In: Climate Change 2007: The Physical Science Basis. Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Solomon, S., D. Qin, M. Manning, Z. Chen, M. Marquis, K.B. Averyt, M.Tignor and H.L. Miller (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.  https://www.ipcc.ch/site/assets/uploads/2018/02/ar4-wg1-chapter8-1.pdf

- Modelli climatici globali, CMIP6.

In: Coupled Model Intercomparison Project Phase 6 (CMIP6) Experimental Design and Organization https://gmd.copernicus.org/articles/special_issue590.html

- Modelli climatici regionali, CORDEX. 

In: Giorgi, F., and Coauthors, 2022: The CORDEX-CORE EXP-I Initiative: Description and Highlight Results from the Initial Analysis. Bull. Amer. Meteor. Soc.,  103, E293–E310, https://doi.org/10.1175/BAMS-D-21-0119.1.

Jacob, D., Petersen, J., Eggert, B. et al. EURO-CORDEX: new high-resolution climate change projections for European impact research. Reg Environ Change 14, 563–578 (2014). https://doi.org/10.1007/s10113-013-0499-2

- Esempi di feedback climatici.

In: 7.4 Climate feedbacks, in: Forster, P., et al. , 2021: The Earth’s Energy Budget, Climate Feedbacks, and Climate Sensitivity. In Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Masson-Delmotte, V., P. Zhai, A. Pirani, S.L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M.I. Gomis, M. Huang, K. Leitzell, E. Lonnoy, J.B.R. Matthews, T.K. Maycock, T. Waterfield, O. Yelekçi, R. Yu, and B. Zhou (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 923–1054, doi:10.1017/9781009157896.009.

- IPCC: introduzione. Che aspetto ha il clima terrestre globale con un riscaldamento di 2°C.

In: Park, T., et al. (2023). What does global land climate look like at 2° C warming?. Earth's Future, 11(5), e2022EF003330.https://doi.org/10.1029/2022EF003330

- Climate Change Information for Regional Impact and for Risk Assessment: 12.4.5 Europe. 

In: Ranasinghe, R.,., et al., 2021: Climate Change Information for Regional Impact and for Risk Assessment. In Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Masson-Delmotte, V., P. Zhai, A. Pirani, S.L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M.I. Gomis, M. Huang, K. Leitzell, E. Lonnoy, J.B.R. Matthews, T.K. Maycock, T. Waterfield, O. Yelekçi, R. Yu, and B. Zhou (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 1767–1926, doi:10.1017/9781009157896.014

- Impatti climatici e potenziali rischi per l’Europa. La regione del Mediterrane, esempio di hot-spot climatico.

In: Ipcc.Cross-Chapter Paper 4: Mediterranean Region. https://www.ipcc.ch/report/ar6/wg2/chapter/ccp4/

- Introduzione a impatti, adattamento e vulnerabilità. Definizione della linea di riferimento per l’adattamento. 

In: Planning for adaptation to climate change- guidelines for municipality-Chapter 2: Review the available knowledge and establish a baseline. https://base-adaptation.eu/sites/default/files/306-guidelinesversionefinale20.pdf

- L'Unione Europea e l’adattamento ai cambiamenti climatici. Piano Nazionale di Adattamento ai Cambiamenti Climatici.

In: https://climate.ec.europa.eu/eu-action/adaptation-climate-change/eu-adaptation-strategy_en 

3.14 Insediamenti urbani, 3.18 Energia, 3.19 Salute, 4 Misure e azioni del PNACC, in: Ministero dell’ambiente e della sicurezza energetica. Piano nazionale di adattamento ai cambiamenti climatici. https://www.mase.gov.it/sites/default/files/PNACC_DOCUMENTO_DI_PIANO.pdf

- Esempi di impatti e vulnerabilità (energia, salute).

In: Commissione europea. Conseguenze dei cambiamenti climatici. https://climate.ec.europa.eu/climate-change/consequences-climate-change_it

Chapter 3.3: Energy transition in the Mediterranean, in: Drobinski P, Azzopardi B, Ben Janet Allal H, Bouchet V, Civel E, Creti A, Duic N, Fylaktos N, Mutale J, Pariente-David S, Ravetz J, Taliotis C, Vautard R 2020: Energy transition in the Mediterranean. In: Climate and Environmental Change in the Mediterranean Basin – Current Situation and Risks for the Future. First Mediterranean Assessment Report [Cramer W, Guiot J, Marini K (eds.)] Union for the Mediterranean, Plan Bleu, UNEP/MAP, Marseille, France, pp. 265-322, doi:10.5281/zenodo.7101088.

Chapter 5.2: Health, in: Linares C, Paz S, Díaz J, Negev M, Sánchez Martínez G 2020: Health. In: Climate and Environmental Change in the Mediterranean Basin – Current Situation and Risks for the Future. First Mediterranean Assessment Report [Cramer W, Guiot J, Marini K (eds.)] Union for the Mediterranean, Plan Bleu, UNEP/MAP, Marseille, France, pp. 493-514, doi:10.5281/zenodo.7101115.

- Esempi di adattamento ai cambiamenti climatici a livello di governo locale.

In: B. Identificare i rischi e trovare le soluzioni, in: Mistero dell’ambiente e della sicurezza energetica. Piano Nazionale di Adattamento ai Cambiamenti Climatici-ALLEGATO II-Metodologie per la definizione di strategie e piani locali di adattamento ai cambiamenti climatici-.https://va.mite.gov.it/it-IT/Oggetti/Documentazione/7726/11206?Testo=&RaggruppamentoID=1044#form-cercaDocumentazione

- Effectiveness and cost-efficiency of adaptation measures.

In: EEA. 2020. Urban adaptation in Europe: how cities and towns respond to climate change. EEA report No 12/2020. https://www.eea.europa.eu/publications/urban-adaptation-in-europe-what-works

Assessment

Oral exam.

The expected learning outcomes will be assessed through an oral interview.

The assessment criteria are as follows: the degree of knowledge, the degree of articulation of the answers, adequacy of the disciplinary language used, critical thinking.

Each of the criteria is assessed based on a scale of values/judgments with four levels with equal weight assigned to each criterion.

The final assessment is expressed in thirtieths (30/30).

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.