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  • Subjects
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  • Could we control our climate?
  • Session 3: We are causing change
  • 3.2 Volcanic sulfates

Course content

  • Session 3: We are causing change
  • Introduction and guidance
    • What is a badged course?
    • How to get a badge
  • Acknowledgements
  • Session 1
  • Introduction
  • 1 An engineered world
    • 1.1 What do we really mean by climate engineering?
    • 1.2 Modifying the Earth’s energy budget
  • 2 What is climate?
    • 2.1 Frequency of different types of weather
    • 2.2 Probability of different types of weather
      • Climate is a distribution of different types of weather
    • 2.2 Climate is more than just weather
  • 3 How certain can we be?
    • 3.1 Climate dice
  • 4 What are the challenges?
    • 4.1 Identifying change
    • 4.2 The complexity of climate
  • 5 End-of-session quiz
  • 6 Session 1 summary
  • References
  • Further reading
  • Acknowledgements
  • Session 1 practice quiz
  • Session 2
  • Introduction
  • 1 Trusting sources of information
  • 2 Taking Earth’s temperature
    • 2.1 Global warming through time
    • 2.2 Changes in local and extreme temperatures
  • 3 Changes in Earth’s water
    • 3.1 Rain
    • 3.2 Ice sheets
    • 3.3 Sea ice and snow
    • 3.4 Sea level rise
  • 4 Effects on life
    • 4.1 Natural systems
    • 4.2 Ocean acidification
    • 4.3 Humans – extreme weather
    • 4.4 Humans – climate shifts
  • 5 End-of-session quiz
  • 6 Session 2 summary
  • References
  • Acknowledgements
  • Session 2 practice quiz
  • Session 3
  • Introduction
  • 1 Deducing the causes of climate change
    • 1.1 The global whodunnit
    • 1.2 Forcing the global thermostat
  • 2 Radiative forcings – increasing temperature
    • 2.1 The Sun
    • 2.2 Greenhouse gases
  • 3 Radiative forcings – cooling temperatures
    • 3.1 Industrial sulfates
    • Current section:
      3.2 Volcanic sulfates
  • 4 Internal variability
  • 5 Putting it all together
    • 5.1 Climate models
    • 5.2 Deducing the culprits
  • 6 End-of-session quiz
  • 7 Session 3 summary
  • References
  • Acknowledgements
  • Session 3 practice quiz
  • Session 4
  • Introduction
  • 1 The climate forecast
  • 2 Different possible futures
    • 2.1 Representative Concentration Pathways
    • 2.2 The world’s climate models
  • 3 Predictions for the planet
    • 3.1 Global warming
    • 3.2 Rain, ice and snow
    • 3.3 Sea level rise
  • 4 Predictions for life: Natural systems
    • 4.1 Ocean acidification
  • 5 Predictions for humans
  • 6 End-of-session quiz
  • 7 Session 4 summary
  • References
  • Acknowledgements
  • Session 4 compulsory badge quiz
  • Session 5
  • Introduction
  • 1 Tipping the energy balance scales
  • 2 Energy from the Sun
    • Energy reaching the Earth
  • 3 Reducing energy in
    • 3.1 A solar shield
    • 3.2 Earth’s albedo
    • 3.3 Bright cities
    • 3.4 Fake volcanoes
    • 3.5 Ocean spray
    • 3.6 Other possibilities
  • 4 Increasing energy out
  • 4.2 Ocean fertilisation
    • 4.3 Other possibilities
  • 5 End-of-session quiz
  • 6 Session 5 summary
  • References
  • Acknowledgements
  • Session 5 practice quiz
  • Session 6
  • Introduction
  • 1 Climate models
  • 2 Geoengineering scenarios
    • 2.1 Change in surface air temperature
    • 2.2 Rainfall
  • 3 Field experiments
    • 3.1 Field experiments in SRM
    • 3.2 Field experiments in CDR
  • 4 Geoengineering in the real world
    • 4.1 Real world trials in SRM
    • 4.2 Real world trials in CDR
    • 4.3 Governance and law
  • 5 End-of-session quiz
  • 6 Session 6 summary
  • References
  • Acknowledgements
  • Session 6 practice quiz
  • Session 7
  • Introduction
  • 1 Choose wisely
    • 1.1 Most effective
    • 1.2 Fastest
    • 1.3 Local effects
    • 1.4 Other aspects of climate change
    • 1.5 Monitoring and control
  • 2 Uncertainties
    • 2.1 Uncertainty in predictions
    • 2.2 Science is not like sausage-making
  • 3 What are the risks?
    • 3.1 Dialling down the sun
    • 3.2 Ozone loss
    • 3.3 Air pollution
    • 3.4 Harmful algal blooms
    • 3.5 Social risks
  • 4 Climate predictions and the media
  • 5 End-of-session quiz
  • 6 Session 7 summary
  • References
  • Acknowledgements
  • Session 7 practice quiz
  • Session 8
  • Introduction
  • 1 Are climate models wrong?
  • 2 Public opinion
    • 2.1 Culture and risk
    • 2.2 Lukewarmers
    • 2.3 Chemtrailers
  • 3 Climate targets
    • 3.1 Paris Agreement
    • 3.2 Our current path
  • 4 Decision time
    • 4.1 Climate design tool
    • 4.2 Actions
    • 4.3 Consequences
    • 4.4 Your designs
    • 4.5 Your values
  • 5 End-of-session quiz
  • 6 Session 8 summary
  • Where next?
  • Tell us what you think
  • References
  • Acknowledgements
  • Session 8 compulsory badge quiz

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Could we control our climate?
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  • Session1
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  • Session8

3.2 Volcanic sulfates

The largest volcanic event of modern times, the eruption of Mount Tambora in Indonesia, took place in April 1815. This ‘Year Without a Summer’ suffered gloomy skies, cold weather and failed crops. Where records exist, they reveal abnormally cold weather during the following year, with unseasonal frosts and snowfalls in the north-eastern USA, and crop failures and famine in England, France and Germany.

It has been suggested that Tambora and a later volcanic eruption – which made sunsets a hazy, pinky–orange – influenced Turner’s distinctive artistic style (Figure 10; Zerefos et al., 2007).

This is a photograph of J.M.W. Turner’s Chichester Canal painting. It shows a small boat fishing boat and a taller boat with upright sails on the canal. The hue of the painting is yellow, suggesting a sunset or sunrise.
Figure 10 Chichester Canal, by J. M. W. Turner.
Show description|Hide description

This is a photograph of J.M.W. Turner’s Chichester Canal painting. It shows a small boat fishing boat and a taller boat with upright sails on the canal. The hue of the painting is yellow, suggesting a sunset or sunrise.

Figure 10 Chichester Canal, by J. M. W. Turner.

Ash and lava are the most visually dramatic results of volcanic eruptions, but volcanoes also emit SO2 gas. The gas forms sulfate aerosols with the same cooling effects as described for industrial sulfates. If the eruption is large, these aerosols can be ejected into the stratosphere.

The stratosphere is a layer in the upper regions of the atmosphere (from around 18 km altitude in the tropics), above the more turbulent troposphere layer where rainfall and most conventional ‘weather’ occurs (Figure 11). Aerosols in the stratosphere are too high to be rained out, which means they survive long enough to be dispersed around the world and can affect climate through the direct cooling effect for around one to three years.

This photograph shows the Earth and moon taken from the International Space Station. The view looks out over the Earth, with the troposphere as the horizon (in red-brown). Above that is the stratosphere, but the stratosphere is not clearly delineated from space. The moon is seen in the centre of the image, appearing above the horizon.
Figure 11 The troposphere (red-brown), stratosphere and beyond taken from the International Space Station.
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This photograph shows the Earth and moon taken from the International Space Station. The view looks out over the Earth, with the troposphere as the horizon (in red-brown). Above that is the stratosphere, but the stratosphere is not clearly delineated from space. The moon is seen in the centre of the image, appearing above the horizon.

Figure 11 The troposphere (red-brown), stratosphere and beyond taken from the International Space Station.

This cooling effect can be enormous. After the devastating eruption of Mount Pinatubo in the Philippines in June 1991, global mean surface temperatures decreased by about 0.3 to 0.4 °C (Santer et al., 2016).

PreviousPrevious 3.1 Industrial sulfates
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