Let me revise that.
…
SCIENTIFIC LEARNING ABOUT CLIMATE CHANGE
Climate science, like all science, is a process of collective learning that proceeds through the accumulation of data; the formulation, testing, and refinement of hypotheses; the construction of theories and models to synthesize understanding and generate new predictions; and the testing of hypotheses, theories, and models through experiments or other observations. Scientific knowledge builds over time as theories are refined and expanded and as new observations and data confirm or refute the predictions of current theories and models. Confidence in a theory grows if it survives this rigorous testing process, if multiple lines of evidence lead to the same conclusion, or if competing explanations can be ruled out.
In the case of climate science, this process of learning extends back more than 150 years, to mid-19th-century attempts to explain what caused the ice ages, which had only recently been discovered. Several hypotheses were proposed to explain how thick blankets of ice could have once covered much of the Northern Hemisphere, including changes in solar radiation, atmospheric composition, the placement of mountain ranges, and volcanic activity. These and other ideas were tested and debated by the scientific community, eventually leading to an understanding (discussed in detail in
http://books.nap.edu/openbook.php?record_id=12782&page=183#p2001c3c59970183001">Chapter 6) that ice ages are initiated by small recurring variations in Earth’s orbit around the Sun. This early scientific interest in climate eventually led scientists working in the late 19th century to recognize that carbon dioxide (CO
2) and other GHGs have a profound effect on the Earth’s temperature. A Swedish scientist named Svante Arrhenius was the first to hypothesize that the burning of fossil fuels, which releases CO
2, would eventually lead to global warming. This was the beginning of a more than 100-year history of ever more careful measurements and calculations to pin down exactly how GHG emissions and other factors influence Earth’s climate (Weart, 2008).
Progress in scientific understanding, of course, does not proceed in a simple straight line. For example, calculations performed during the first decades of the 20th century, before the behavior of GHGs in the atmosphere was understood in detail, suggested that the amount of warming from elevated CO
2 levels would be small. More precise experiments and observations in the mid-20th century showed that this was not the case, and that increases in CO
2 or other GHGs could indeed cause significant warming. Similarly, a scientific debate in the 1970s briefly considered the possibility that human emissions of aerosols—small particles that reflect sunlight back to space—might lead to a long-term cooling of the Earth’s surface. Although prominently reported in a few news magazines at the time, this speculation did not gain widespread scientific acceptance and was soon overtaken by new evidence and refined calculations showing that warming from emissions of CO
2 and other GHGs represented a larger long-term effect on climate.
Thus, scientists have understood for a long time that the basic principles of chemistry and physics predict that burning fossil fuels will lead to increases in the Earth’s average surface temperature. Decades of observations and research have tested, refined, and extended that understanding, for example, by identifying other factors that influence climate, such as changes in land use, and by identifying modes of natural variability that modulate the long-term warming trend. Detailed process studies and models of the climate system have also allowed scientists to project future climate changes. These projections are based on scenarios of future GHG emissions from energy use and other human activities, each of which represents a different set of choices that societies around the world might make. Finally, research across a broad range of scientific disciplines has improved our understanding of how the climate system interacts with other environmental systems and with human systems, including water resources, agricultural systems, ecosystems, and built environments.
…
Climate change, driven by the increasing concentration of greenhouse gases (GHGs) in the atmosphere, poses serious, wide-ranging threats to human societies and natural ecosystems around the world. While many uncertainties remain regarding the exact nature and severity of future impacts, the need for action seems clear. In the legislation that initiated our assessment of America’s climate choices, Congress directed the National Research Council to “investigate and study the serious and sweeping issues relating to global climate change and make recommendations regarding the steps that must be taken and what strategies must be adopted in response to global climate change.” As part of the response to this request, the America’s Climate Choices Panel on Limiting the Magnitude of Future Climate Change was charged to “describe, analyze, and assess strategies for reducing the net future human influence on climate, including both technology and policy options, focusing on actions to reduce domestic greenhouse gas (GHG) emissions and other human drivers of climate change, but also considering the international dimensions of climate stabilization” (see full statement of task in
http://books.nap.edu/openbook.php?record_id=12785&page=243#p2001c3c39970243001">Appendix B). In other words, this report examines the questions, “What are the most effective options to help reduce GHG emissions or enhance GHG sinks?” and “What are the policies that will help drive the development and deployment of these options?”
…
Printer-friendly format
Email this thread to a friend
Bookmark this thread
(1000+ posts)
Send PM |
Profile |
Ignore