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\chapter{A Voyage of Discovery}
\pagenumbering{arabic}
The role of the ocean\index{ocean} on weather and climate is often
discussed in the news. Who has not heard of El Ni\~{n}o and changing
weather patterns, the Atlantic hurricane season and storm surges? Yet,
what exactly is the role of the ocean? And, why do we care?
\section[Physics of the ocean]{Why study the Physics of the ocean?}
The answer depends on our interests, which devolve from our use of the
ocean. Three broad themes are important:
\begin{enumerate}
\vitem We get food from the ocean. Hence we may be interested in
processes which influence the sea just as farmers are interested in
the weather and climate. The ocean not only has weather such as
temperature changes and currents, but the oceanic weather fertilizes
the sea. The atmospheric weather seldom fertilizes fields except for
the small amount of nitrogen fixed by lightning.
\vspace{-0.5ex}
\vitem We use the ocean. We build structures on the shore or just
offshore. We use the ocean for transport. We obtain oil and gas below
the ocean. And, we use the ocean for recreation, swimming, boating,
fishing, surfing, and diving. Hence we are interested in processes
that influence these activities, especially waves, winds, currents,
and temperature.
\vspace{-0.5ex}
\vitem The ocean influence the atmospheric weather and climate. The
ocean influence the distribution of rainfall, droughts, floods,
regional climate, and the development of storms, hurricanes, and
typhoons. Hence we are interested in air-sea interactions, especially
the fluxes of heat and water across the sea surface, the transport of
heat by the ocean, and the influence of the ocean on climate and
weather patterns.
\end{enumerate}
These themes influence our selection of topics to study. The topics
then determine what we measure, how the measurements are made, and the
geographic areas of interest. Some processes are local, such as the
breaking of waves on a beach, some are regional, such as the influence
of the North Pacific on Alaskan weather, and some are global, such as
the influence of the ocean on changing climate and global warming.
If indeed, these reasons for the study of the ocean are important,
lets begin a voyage of discovery. Any voyage needs a destination. What
is ours?
\section{Goals}
At the most basic level, I hope you, the students who are reading this
text, will become aware of some of the major conceptual schemes (or
theories) that form the foundation of physical
oceanography\index{physical oceanography!goals of}, how they were
arrived at, and why they are widely accepted, how oceanographers
achieve order out of a random ocean, and the role of experiment in
oceanography (to paraphrase Shamos, 1995: p. 89).
More particularly, I expect you will be able to describe physical
processes influencing the ocean and coastal regions: the interaction
of the ocean with the atmosphere, and the distribution of oceanic
winds, currents, heat fluxes\index{heat flux}, and water masses. The
text emphasizes ideas rather than mathematical techniques. I will try
to answer such questions as:
\begin{enumerate}
\item What is the basis of our understanding of physics of the ocean?
\vspace{-0.5ex}
\begin{enumerate}
\item What are the physical properties of sea water?
\vspace{-0.5ex}
\item What are the important thermodynamic and dynamic processes
influencing the ocean?
\vspace{-0.5ex}
\item What equations describe the processes and how were they derived?
\vspace{-0.5ex}
\item What approximations were used in the derivation?
\vspace{-0.5ex}
\item Do the equations have useful solutions?
\vspace{-0.5ex}
\item How well do the solutions describe the process? That is, what is
the experimental basis for the theories?
\vspace{-0.5ex}
\item Which processes are poorly understood? Which are well
understood?
\end{enumerate}
\item What are the sources of information about physical variables?
\vspace{-0.5ex}
\begin{enumerate}
\vspace{-0.5ex}
\item What instruments are used for measuring each variable?
\vspace{-0.5ex}
\item What are their accuracy and limitations?
\vspace{-0.5ex}
\item What historic data exist?
\vspace{-0.5ex}
\item What platforms are used? Satellites, ships,
drifters\index{drifters}, moorings?
\end{enumerate}
\vspace{-0.5ex}
\item What processes are important? Some important process we will
study include:
\begin{enumerate}
\vspace{-0.5ex}
\item Heat storage and transport \index{transport!heat}in the ocean.
\vspace{-0.5ex}
\item The exchange of heat with the atmosphere and the role of the
ocean in climate.
\vspace{-0.5ex}
\item Wind and thermal forcing of the surface mixed layer\index{mixed
layer!external forcing of}.
\vspace{-0.5ex}
\item The wind-driven circulation including the Ekman circulation,
Ekman pumping\index{Ekman pumping} of the deeper circulation, and
upwelling\index{upwelling!due to Ekman pumping}.
\vspace{-0.5ex}
\item The dynamics of ocean currents, including
geostrophic\index{geostrophic currents} currents and the role of
vorticity.
\vspace{-0.5ex}
\item The formation of water types\index{water!type} and masses.
\vspace{-0.5ex}
\item The deep circulation of the ocean.
\vspace{-0.5ex}
\item Equatorial dynamics, El Ni\~{n}o, and the role of the ocean in
weather.
\vspace{-0.5ex}
\item Numerical models of the circulation.
\vspace{-0.5ex}
\item Waves in the ocean including surface waves, inertial
oscillations\index{inertial!oscillation}, tides, and
tsunamis\index{tsunami}.
\vspace{-0.5ex}
\item Waves in shallow water, coastal processes, and tide predictions.
\end{enumerate}
\vspace{-0.5ex}
\item What are a few of the major currents and water masses in the
ocean, and what governs their distribution?
\end{enumerate}
\section{Organization}
Before beginning a voyage, we usually try to learn about the places we
will visit. We look at maps and we consult travel guides. In this
book, our guide will be the papers and books published by
oceanographers. We begin with a brief overview of what is known about
the ocean. We then proceed to a description of the ocean basins, for
the shape of the seas influences the physical processes in the
water. Next, we study the external forces, wind and heat, acting on
the ocean, and the ocean's response. As we proceed, I bring in theory
and observations as necessary.
By the time we reach chapter 7, we will need to understand the
equations describing dynamic response of the ocean. So we consider the
equations of motion, the influence of earth's rotation, and
viscosity. This leads to a study of wind-driven ocean currents, the
geostrophic approximation\index{geostrophic approximation}, and the
usefulness of conservation of vorticity.
Toward the end, we consider some particular examples: the deep
circulation, the equatorial ocean and El Ni\~{n}o, and the circulation
of particular areas of the ocean. Next we look at the role of
numerical models in describing the ocean. At the end, we study
coastal processes, waves, tides, wave and tidal forecasting,
tsunamis\index{tsunami}, and storm surges.
\section{The Big Picture}
The ocean is one part of the earth system. It mediates processes in
the atmosphere by the transfers of mass, momentum, and energy through
the sea surface. It receives water and dissolved substances from the
land. And, it lays down sediments that eventually become rocks on
land. Hence an understanding of the ocean is important for
understanding the earth as a system, especially for understanding
important problems such as global change or global warming. At a lower
level, physical oceanography and meteorology are merging. The ocean
provides the feedback leading to slow changes in the atmosphere.
As we study the ocean, I hope you will notice that we use theory,
observations, and numerical models to describe ocean dynamics.
\index{physical oceanography!big picture} \textit{None is sufficient
by itself}.
\begin{enumerate}
\vitem Ocean processes\index{ocean!processes in} are nonlinear and
turbulent. Yet we don't really understand the theory of non-linear,
turbulent flow in complex basins. Theories used to describe the ocean
are much simplified approximations to reality.
\vitem Observations\index{observations} are sparse in time and space.
They provide a rough description of the time-averaged flow, but many
processes in many regions are poorly observed.
\item Numerical models\index{numerical models} include
much-more-realistic theoretical ideas, they can help interpolate
oceanic observations in time and space, and they are used to
forecast climate change, currents, and waves. Nonetheless, the
numerical equations are approximations to the continuous analytic
equations that describe fluid flow, they contain no information
about flow between grid points, and they cannot yet be used to
describe fully the turbulent flow seen in the ocean.
\end{enumerate}
By combining theory and observations in numerical models we avoid some
of the difficulties associated with each approach used separately
(figure 1.1). Continued refinements of the combined approach are
leading to ever-more-precise descriptions of the ocean. The ultimate
goal is to know the ocean well enough to predict the future changes in
the environment, including climate change or the response of fisheries
to over fishing.
\begin{figure}[h!]
\makebox[121mm] [c]{\includegraphics{pics/bigpicture}}
\footnotesize
Figure 1.1 Data, numerical models, and \rule{0mm}{4ex}theory are
all necessary to understand the ocean. Eventually, an
understanding of the ocean-atmosphere-land system will lead to
predictions of future states of the system.
\label{fig:bigpicture}
\vspace{-1ex}
\end{figure}
The combination of theory, observations, and computer
models\index{numerical models} is relatively new. Four decades of
exponential growth in computing power has made available desktop
computers capable of simulating important physical processes and
oceanic dynamics.
\begin{quote} \small
All of us who are involved in the sciences know that the computer has
become an essential tool for research \dots scientific computation has
reached the point where it is on a par with laboratory experiment and
mathematical theory as a tool for research in science and
engineering---Langer (1999).
\end{quote}
The combination of theory, observations, and computer models also
implies a new way of doing oceanography\index{oceanography!new methods of}.
In the past, an oceanographer would devise a theory, collect
data to test the theory, and publish the results. Now, the tasks have
become so specialized that few can do it all. Few excel in theory,
collecting data, and numerical simulations. Instead, the work is done
more and more by teams of scientists and engineers.
\section{Further Reading}
If you know little about the ocean and oceanography, I suggest you
begin by reading MacLeish's (1989) book \textit{The Gulf
Stream\index{Gulf Stream}: Encounters With the Blue God}, especially
his Chapter 4 on ``Reading the ocean.'' In my opinion, it is the best
overall, non-technical, description of how oceanographers came to
understand the ocean.
You may also benefit from reading pertinent chapters from any
introductory oceanographic textbook. Those by Gross, Pinet, or Segar
are especially useful. The three texts produced by the Open University
provide a slightly more advanced treatment.
\begin{description}
\item[Gross,] M. Grant and Elizabeth Gross (1996)
\textit{Oceanography---A View of Earth.} 7th edition. Prentice Hall.
\vspace{-0.8ex}
\item[MacLeish,] William (1989) \textit{The Gulf Stream: Encounters
With the Blue God.} Houghton Mifflin Company.
\vspace{-0.8ex}
\item[Pinet,] Paul R. (2006) \textit{Invitation to Oceanography.} 4nd
edition. Jones and Bartlett Publishers.
\vspace{-0.8ex}
\item[Open University] (2001) \textit{Ocean Circulation.} 2nd
edition. Pergamon Press.
\vspace{-0.8ex}
\item[Open University] (1995) \textit{Seawater: Its Composition,
Properties and Behavior.} 2nd edition. Pergamon Press.
\vspace{-0.8ex}
\item[Open University] (1989) \textit{Waves, Tides and Shallow-Water
Processes.} Pergamon Press.
\vspace{-0.8ex}
\item[Segar,] Douglas A. (2007) \textit{Introduction to Ocean
Sciences.} 2nd edition. W. W. Norton.
\end{description}
\chapter{The Historical Setting}
Our knowledge of oceanic currents, winds, waves, and tides goes back
thousands of years. Polynesian navigators traded over long distances
in the Pacific as early as 4000 \textsc{bc} (Service, 1996). Pytheas
explored the Atlantic from Italy to Norway in 325 \textsc{bc}. Arabic
traders used their knowledge of the reversing winds and currents in
the Indian Ocean to establish trade routes to China in the Middle Ages
and later to Zanzibar on the African coast. And, the connection
between tides and the sun\index{sun} and moon\index{moon} was
described in the Samaveda of the Indian Vedic period extending from
2000 to 1400 \textsc{bc} (Pugh, 1987). Those oceanographers who tend
to accept as true only that which has been measured by instruments,
have much to learn from those who earned their living on the ocean.
Modern European knowledge of the ocean began with voyages of discovery
by Bartholomew Dias (1487--1488), Christopher Columbus (1492--1494),
Vasco da Gama (1497--1499), Ferdinand Magellan (1519--1522), and many
others. They laid the foundation for global trade routes stretching
from Spain to the Philippines in the early 16th century. The routes
were based on a good working knowledge of trade winds, the westerlies,
and western boundary currents in the Atlantic and Pacific (Couper,
1983: 192--193).
The early European explorers were soon followed by scientific voyages
of discovery led by (among many others) James Cook (1728--1779) on the
\textit{Endeavour}, \textit{Resolution}, and \textit{Adventure},
Charles Darwin (1809--1882) on the \textit{Beagle}, Sir James Clark
Ross and Sir John Ross who surveyed the Arctic and Antarctic regions
from the \textit{Victory}, the \textit{Isabella}, and the
\textit{Erebus}, and Edward Forbes (1815--1854) who studied the
vertical distribution of life in the ocean. Others collected oceanic
observations and produced useful charts, including Edmond Halley who
charted the trade winds and monsoons and Benjamin Franklin who charted
the Gulf Stream\index{Gulf Stream!mapped by Benjamin Franklin}.
Slow ships of the 19th and 20th centuries gave way to satellites,
drifters, and autonomous instruments toward the end of the 20th
century. Satellites now observe the ocean, air, and land. Thousands of
drifters observe the upper two kilometers of the ocean. Data from
these systems, when fed into numerical models allows the study of
earth as a system. For the first time, we can study how biological,
chemical, and physical systems interact to influence our environment.
\section{Definitions}
The long history of the study of the ocean has led to the development
of various, specialized disciplines each with its own interests and
vocabulary. The more important disciplines include:
\textit{Oceanography} is \index{oceanography|textbf}the study of the
ocean, with emphasis on its character as an environment. The goal is
to obtain a description sufficiently quantitative to be used for
predicting the future with some certainty.
\textit{Geophysics} is \index{geophysics|textbf}the study of the
physics of the earth.
\textit{Physical Oceanography} is \index{physical oceanography|textbf}the
study of physical properties and dynamics of
the ocean. The primary interests are the interaction of the ocean with
the atmosphere, the oceanic heat budget, water mass formation,
currents, and coastal dynamics. Physical Oceanography is considered by
many to be a subdiscipline of geophysics.
\textit{Geophysical Fluid Dynamics} is
\index{geophysical fluid dynamics|textbf}the study of the dynamics of
fluid motion on scales influenced by the rotation of the
earth. Meteorology and oceanography use geophysical fluid dynamics to
calculate planetary flow fields.
\textit{Hydrography} is \index{hydrography|textbf}the preparation of
nautical charts, including charts of ocean depths, currents, internal
density field of the ocean, and tides.
\textit{Earth-system Science} is
\index{earth-system science|textbf}the study of earth as a single
system comprising many interacting subsystems including the ocean,
atmosphere, cryosphere, and biosphere, and changes in these systems
due to human activity.
\begin{figure}[t!]
\includegraphics{pics/Fig2-1}
\centering
\footnotesize
Figure 2.1 Example from the era\rule{0pt}{3ex} of deep-sea
exploration: Track of H.M.S. \textit{Challenger}\\ during the British
Challenger Expedition 1872--1876. After Wust (1964).
\label{fig:Fig2-1}
\vspace{-3ex}
\end{figure}
\begin{figure}[t!]
\makebox[121mm] [c] {\includegraphics{pics/Fig2-2}}
\centering
\footnotesize
Figure 2.2 Example of a survey from the era of national\rule{0pt}{3ex}
systematic surveys. Track of the R/V \textit{Meteor} during the German
Meteor Expedition. Redrawn from Wust (1964).
\label{fig:Fig2-2}
\vspace{-3ex}
\end{figure}
\section{Eras of Oceanographic Exploration}
The exploration \index{oceanography!eras of exploration|(}of the sea
can be divided, somewhat arbitrarily, into various eras (Wust,
1964). I have extended his divisions through the end of the 20th
century.
\begin{enumerate}
\vitem Era of Surface Oceanography: Earliest times to 1873. The era is
characterized by systematic collection of mariners' observations of
winds, currents, waves, temperature, and other phenomena observable
from the deck of sailing ships. Notable examples include Halley's
charts of the trade winds, Franklin's map of the Gulf
Stream\index{Gulf Stream!mapped by Benjamin Franklin}, and Matthew
Fontaine Maury's \textit{Physical Geography of the Sea}.
\vitem Era of Deep-Sea Exploration: 1873--1914. Characterized by a
few, wide-ranging oceanographic expeditions to survey surface and
subsurface conditions, especially near colonial claims. The major
example is the \textit{Challenger} Expedition (figure 2.1), but also
the \textit{Gazelle} and \textit{Fram} Expeditions. \vitem Era of
National Systematic Surveys: 1925--1940. Characterized by detailed
surveys of colonial areas. Examples include \textit{Meteor} surveys of
the Atlantic (figure 2.2), and the \textit{Discovery} Expeditions.
\vitem Era of New Methods: 1947--1956. Characterized by long surveys
using new instruments (figure 2.3). Examples include seismic surveys
of the Atlantic by \textit{Vema} leading to Heezen's maps of the sea
floor.
\begin{figure}[t!]
\makebox[121 mm] [c] {\includegraphics{pics/Fig2-3}}
\centering
\footnotesize
Figure 2.3 Example from the era of new \rule{0pt}{4ex}methods. The
cruises of the R/V \textit{Atlantis} out of Woods Hole Oceanographic
Institution. After Wust (1964).
\label{fig:Fig2-3}
\vspace{-3ex}
\end{figure}
\vitem Era of International Cooperation: 1957--1978. Characterized by
multinational surveys of ocean and studies of oceanic
processes. Examples include the Atlantic Polar Front Program, the
\textsc{norpac} cruises, the International Geophysical Year cruises,
and the International Decade of Ocean Exploration (figure 2.4).
Multiship studies of oceanic processes include \textsc{mode},
\textsc{polymode}, \textsc{norpax}, and \textsc{jasin} experiments.
\begin{figure}[t!]
\includegraphics{pics/Fig2-4}
\centering
\footnotesize
Figure 2.4 Example from the era of international cooperation
\rule{0pt}{3ex}. Sections measured by the International Geophysical
Year Atlantic Program 1957-1959. After Wust (1964).
\label{fig:Fig2-4}
\vspace{-3ex}
\end{figure}
\vitem Era of Satellites: 1978--1995. Characterized by global surveys
of oceanic processes from space. Examples include Seasat,
\textsc{noaa} 6--10, \textsc{nimbus}--7, Geosat\index{Geosat},
Topex/\-Poseidon\index{Topex/Poseidon}, and \textsc{ers}--1 \&
2\index{ERS satellites}.
\vitem Era of Earth System Science: 1995-- Characterized by global
studies of the interaction of biological, chemical, and physical
processes in the ocean and atmosphere and on land using \textit{in
situ} \index{in situ|textbf} (which means from measurements made in
the water) and space data in numerical models. Oceanic examples
include the World Ocean Circulation Experiment
(\textsc{woce})\index{World Ocean Circulation Experiment} (figure 2.5)
and Topex/Poseidon (figure 2.6), the Joint Global Ocean Flux Study
\index{oceanography!eras of exploration|)} (\textsc{jgofs}), the
Global Ocean Data Assimilation Experiment (\textsc {godae}), and the
SeaWiFS, Aqua, and Terra satellites.
\end{enumerate}
\begin{figure}[t!]
\includegraphics{pics/wocesurvey}
\centering
\footnotesize
Figure 2.5 World Ocean\index{World Ocean Circulation Experiment}
Circulation Experiment:\rule{0pt}{4ex} Tracks of research ships making
a one-time global survey of the ocean of the world. From World Ocean
Circulation Experiment.
\label{fig:wocesurvey}
\vspace{-3ex}
\end{figure}
\begin{figure}[b!]
\vspace{-1ex}
\makebox[121mm][c]{\includegraphics{pics/Fig2-6}}
\centering
\footnotesize
Figure 2.6 Example \rule{0mm}{3ex}from the era of satellites.
Topex/Poseidon\index{Topex/Poseidon!ground tracks} tracks in the
Pacific\\Ocean during a 10-day repeat of the orbit. From
Topex/Poseidon Project.
\label{fig:Fig2-6}
%\vspace{-3ex}
\end{figure}
\vspace{-1ex}
\section{Milestones in the Understanding of the Ocean}
What have all these programs and expeditions taught us about the
ocean? Let's look at some milestones in our ever increasing
understanding of the ocean beginning with the first scientific
investigations of the 17th century. Initially progress was
slow. First came very simple observations of far reaching importance
by scientists who probably did not consider themselves oceanographers,
if the term even existed. Later came more detailed descriptions and
oceanographic experiments by scientists who specialized in the study
of the ocean.
\vspace{-1.0ex}
\begin{description}
\item[1685] Edmond Halley, investigating \index{ocean!milestones in
understanding|(}the oceanic wind systems and currents, published
``An Historical Account of the Trade Winds, and Monsoons, observable
in the Seas between and near the Tropicks, with an attempt to assign
the Physical cause of the said Winds'' \textit{Philosophical
Transactions}. \vspace{-1.0ex}
\item[1735] George Hadley published his theory for the trade winds
based on conservation of angular momentum in ``Concerning the Cause
of the General Trade-Winds'' \textit{Philosophical Transactions},
39: 58-62. \vspace{-1.0ex}
\item[1751] Henri Ellis made the first deep soundings of temperature
in the tropics, finding cold water below a warm surface layer,
indicating the water came from the polar regions. \vspace{-1.0ex}
\item[1769] Benjamin Franklin, as postmaster, made the first map of
the Gulf Stream\index{Gulf Stream!mapped by Benjamin Franklin} using
information from mail ships sailing between New England and England
collected by his cousin Timothy Folger (figure 2.7).
\begin{figure}[t!]
\makebox[121mm][c]{\includegraphics{pics/Fig2-7}}
\centering
\footnotesize
Figure 2.7 The 1786 version of Franklin-Folger map \rule{0mm}{3ex}of
the Gulf Stream\index{Gulf Stream!Franklin-Folger map of}.
\label{fig:Fig2-7}
\vspace{-2ex}
\end{figure}
\vspace{-1.0ex}
\item[1775] Laplace's published his theory of
tides. \vspace{-1.0ex} \item[1800] Count Rumford proposed a
meridional\index{circulation!meridional overturning} circulation of
the ocean with water sinking near the poles and rising near the
Equator. \vspace{-1.0ex}
\item[1847] Matthew Fontaine Maury published his first chart of winds
and currents based on ships logs. Maury established the practice of
international exchange of environmental data, trading logbooks for
maps and charts derived from the data. \vspace{-1.0ex}
\item[1872--1876] Challenger Expedition marks the beginning of the
systematic study of the biology, chemistry, and physics of the ocean
of the world. \vspace{-1.0ex}
\item[1885] Pillsbury made direct measurements of the Florida Current
using current meters deployed from a ship moored in the
stream. \vspace{-1.0ex}
\item[1903] Founding of the Marine Biological Laboratory of the
University of California. It later became the Scripps Institution of
Oceanography.
\vspace{-1.0ex}
\item[1910--1913] Vilhelm Bjerknes published \textit{Dynamic
Meteorology and Hydrography} which laid the foundation of
geophysical fluid dynamics. In it he developed the idea of fronts,
the dynamic meter, geostrophic\index{geostrophic currents} flow,
air-sea interaction, and cyclones. \vspace{-1.0ex}
\item[1930] Founding of the Woods Hole Oceanographic Institution.
\vspace{-1.0ex}
\item[1942] Publication of \textit{The ocean} by Sverdrup, Johnson,
and Fleming, a comprehensive survey of oceanographic knowledge up to
that time. \vspace{-1.0ex}
\item[Post WW 2] The need to detect submarines led the navies of the
world to greatly expand their studies of the sea. This led to the
founding of oceanography departments at state universities,
including Oregon State, Texas A\&M University, University of Miami,
and University of Rhode Island, and the founding of national ocean
laboratories such as the various Institutes of Oceanographic
Science. \vspace{-1.0ex}
\item[1947--1950] Sverdrup, Stommel, and Munk publish their theories
of the wind-driven circulation of the ocean. Together the three
papers lay the foundation for our understanding of the ocean's
circulation. \vspace{-1.0ex}
\item[1949] Start of California Cooperative Fisheries Investigation of
the California Current. The most complete study ever undertaken of a
coastal current. \vspace{-1.0ex}
\item[1952] Cromwell and Montgomery rediscover the Equatorial
Undercurrent in the Pacific. \vspace{-1.0ex}
\item[1955] Bruce Hamon and Neil Brown develop the CTD\index{CTD} for
measuring conductivity and temperature as a function of depth in the
ocean.
\vspace{-1.0ex}
\item[1958] Stommel publishes his theory for the deep circulation of
the ocean.
\vspace{-1.0ex}
\item[1963] Sippican Corporation (Tim Francis, William Van Allen
Clark, Graham Campbell, and Sam Francis) invents the Expendable
BathyThermograph \textsc{xbt} now perhaps the most widely used
oceanographic instrument deployed from ships.
\vspace{-1.0ex}
\item[1969] Kirk Bryan and Michael Cox develop the first numerical
model of the oceanic circulation.
\vspace{-1.0ex}
\item[1978] \textsc{nasa} launches the first oceanographic satellite,
Seasat. The project developed techniques used by generations of
remotes sensing satellites.
\vspace{-1.0ex}
\item[1979--1981] Terry Joyce, Rob Pinkel, Lloyd Regier, F. Rowe and
J. W. Young develop techniques leading to the acoustic-doppler
current profiler for measuring ocean-surface currents from moving
ships, an instrument widely used in oceanography.
\vspace{-1.0ex}
\item[1988] \textsc{nasa} Earth System Science Committee headed by
Francis Bretherton outlines how all earth systems are
interconnected, thus breaking down the barriers separating
traditional sciences of astrophysics, ecology, geology, meteorology,
and oceanography.
\item[1991] Wally Broecker proposes that changes in the deep
circulation of the ocean modulate the ice ages, and that the deep
circulation in the Atlantic could collapse, plunging the northern
hemisphere into a new ice age.\index{ocean!milestones in
understanding|)}
\vspace{-1.0ex}
\item[1992] Russ Davis and Doug Webb invent the autonomous, pop-up
drifter that continuously measures currents at depths to 2 km.
\vspace{-1.0ex}
\item[1992] \textsc{nasa} and \textsc{cnes} develop and launch
Topex/Poseidon\index{Topex/Poseidon}, a satellite that maps ocean
surface currents, waves, and tides every ten days, revolutionizing
our understanding of ocean dynamics and tides.
\item[1993] Topex/Poseidon science-team members publish first accurate
global maps of the tides\index{tides}.
\end{description}
\vspace{-1.0ex}
More information on the history of physical oceanography can be found
in Appendix A of W.S. von Arx (1962): \textit{An Introduction to
Physical Oceanography}.
Data collected from the centuries of oceanic expeditions have been
used to describe the ocean. Most of the work went toward describing
the steady state of the ocean, its currents from top to bottom, and
its interaction with the atmosphere. The basic description was mostly
complete by the early 1970s. Figure 2.8 shows an example from that
time, the surface circulation of the ocean. More recent work has
sought to document the variability of oceanic processes, to provide a
description of the ocean sufficient to predict annual and interannual
variability, and to understand the role of the ocean in global
processes.
\begin{figure}[t!]
\makebox[121mm][c]{\includegraphics{pics/Fig2-8}}
\centering
\footnotesize
Figure 2.8 The time-averaged, surface circulation \rule{0mm}{3ex}of
the ocean during northern hemisphere winter deduced from a century of
oceanographic expeditions. After Tolmazin (1985: 16).
\label{fig:Fig2-8}
\vspace{-3ex}
\end{figure}
\section{Evolution of some Theoretical Ideas}
A theoretical understanding of oceanic processes is based on classical
physics coupled with an evolving understanding of chaotic systems in
mathematics and the application to the theory of
turbulence\index{turbulence!theory of}. The dates given below are
approximate.
\vspace{-1.0ex}
\begin{description}
\item[19th Century] Development of analytic hydrodynamics. Lamb's
\textit{Hydrodynamics} is the pinnacle of this work. Bjerknes
develops geostrophic\index{geostrophic currents} method widely used
in meteorology and oceanography.
\vspace{-1.0ex}
\item[1925--40] Development of theories for turbulence based on
aerodynamics and mixing-length\index{mixing-length theory}
ideas. Work of Prandtl and von Karman.
\vspace{-1.0ex}
\item[1940--1970] Refinement of theories for
turbulence\index{turbulence!theory of} based on statistical
correlations and the idea of isotropic homogeneous turbulence. Books
by Batchelor (1967), Hinze (1975), and others.
\vspace{-1.0ex}
\item[1970--] Numerical investigations of turbulent geophysical fluid
dynamics based on high-speed digital computers.
\vspace{-1.0ex}
\item[1985--] Mechanics of chaotic processes. The application to
hydrodynamics is just beginning. Most motion in the atmosphere and
ocean may be inherently unpredictable.
\end{description}
\section{The Role of Observations in Oceanography}
\index{observations}The brief tour of theoretical ideas suggests that
observations are essential for understanding the ocean. The theory
describing a convecting, wind-forced, tur\-bulent fluid in a rotating
coordinate system has never been sufficiently well known that
important features of the oceanic circulation could be predicted
before they were observed. In almost all cases, oceanographers resort
to observations to understand oceanic processes.
At first glance, we might think that the numerous expeditions mounted
since 1873 would give a good description of the ocean. The results are
indeed impressive. Hundreds of expeditions have extended into all
ocean. Yet, much of the ocean is poorly explored.
By the year 2000, most areas of the ocean will have been sampled from
top to bottom only once. Some areas, such as the Atlantic, will have
been sparsely sampled three times: during the International
Geophysical Year in 1959, during the Geochemical Sections cruises in
the early 1970s, and during the World Ocean Circulation
Experiment\index{World Ocean Circulation Experiment} from 1991 to
1996. All areas will be vastly under sampled. This is the sampling
problem\index{sampling error} (See box on next page). Our samples of
the ocean are insufficient to describe the ocean well enough to
predict its variability and its response to changing
forcing. \textit{Lack of sufficient samples is the largest source of
error in our understanding of the ocean.}
The lack of observations has led to a very important and widespread
conceptual error:
\begin{quote} \small
\textit{``The absence of evidence was taken as evidence of absence.''}
The great difficulty of observing the ocean meant that when a
phenomenon was not observed, it was assumed it was not present. The
more one is able to observe the ocean, the more the complexity and
subtlety that appears---Wunsch (2002a).
\end{quote}
As a result, our understanding of the ocean is often too simple to be
correct.
\begin{figure} [t!]
\fbox{\parbox{12cm}{
\centering
\vspace{-0.5 em}
\section*{Sampling Error}
\begin{minipage}{11.5cm}
\vspace{0.5 em} \hspace*{1 em}Sampling error \index{sampling
error|textbf}is the largest source of error in the geosciences. It
is caused by a set of samples not representing the population of the
variable being measured. A population is the set of all possible
measurements, and a sample is the sampled subset of the population. We
assume each measurement is perfectly accurate.
\hspace*{1 em}To determine if your measurement has a sampling error,
you must first completely specify the problem you wish to study. This
defines the population. Then, you must determine if the samples
represent the population. Both steps are necessary.
\hspace*{1 em}Suppose your problem is to measure the annual-mean
sea-surface temperature of the ocean to determine if global warming is
occurring. For this problem, the population is the set of all possible
measurements of surface temperature, in all regions in all months. If
the sample mean is to equal the true mean, the samples must be
uniformly distributed throughout the year and over all the area of the
ocean, and sufficiently dense to include all important variability in
time and space. This is impossible. Ships avoid stormy regions such as
high latitudes in winter, so ship samples tend not to represent the
population of surface temperatures. Satellites may not sample
uniformly throughout the daily cycle, and they may not observe
temperature at high latitudes in winter because of persistent clouds,
although they tend to sample uniformly in space and throughout the
year in most regions. If daily variability is small, the satellite
samples will be more representative of the population than the ship
samples.
\hspace*{1 em}From the above, it should be clear that oceanic samples
rarely represent the population we wish to study. We always have
sampling errors.
\hspace*{1 em}In defining sampling error, we must clearly distinguish
between instrument errors and sampling errors. Instrument errors are
due to the inaccuracy of the instrument. Sampling errors are due to a
failure to make a measurement. Consider the example above: the
determination of mean sea-surface temperature. If the measurements are
made by thermometers on ships, each measurement has a small error
because thermometers are not perfect. This is an instrument error. If
the ships avoids high latitudes in winter, the absence of measurements
at high latitude in winter is a sampling error.
\hspace*{1 em}Meteorologists designing the Tropical Rainfall Mapping
Mission have been investigating the sampling error in measurements of
rain. Their results are general and may be applied to other
variables. For a general description of the problem see North \&
Nakamoto (1989).
\vspace{0.7ex}
\end{minipage}
}}
\vspace{-4ex}
\end{figure}
\paragraph{Selecting Oceanic Data Sets}
\index{data sets}Much of the existing oceanic data have been organized
into large data sets. For example, satellite data are processed and
distributed by groups working with \textsc{nasa}. Data from ships
have been collected and organized by other groups. Oceanographers now
rely more and more on such collections of data produced by others.
The use of data produced by others introduces problems: i) How
accurate are the data in the set? ii) What are the limitations of the
data set? And, iii) How does the set compare with other similar sets?
Anyone who uses public or private data sets is wise to obtain answers
to such questions.
If you plan to use data from others, here are some guidelines.
\begin{enumerate}
\vitem \textit{Use well documented data sets}. \index{data sets!what
makes good data?|(}Does the documentation completely describe the
sources of the original measurements, all steps used to process the
data, and all criteria used to exclude data? Does the data set include
version numbers to identify changes to the set?
\vitem \textit{Use validated data}. \index{data!validated|textbf}Has
accuracy\index{accuracy} of data been well documented? Was accuracy
determined by comparing with different measurements of the same
variable? Was validation global or regional?
\vitem \textit{Use sets that have been used by others and referenced
in scientific papers}. Some data sets are widely used for good
reason. Those who produced the sets used them in their own published
work and others trust the data.
\vitem \textit{Conversely, don't use a data set just because it is
handy}. Can you document the source of the set? For example, many
versions of the digital, 5-minute maps of the sea floor are widely
available. Some date back to the first sets produced by the
U.S. Defense Mapping Agency, others are from the \textsc{etopo-5}
set. Don't rely on a colleague's statement about the source. Find the
documentation. If it is missing, find another data set.\index{data
sets!what makes good data?|)}
\end{enumerate}
\paragraph{Designing Oceanic Experiments}
\index{oceanic experiments}Observations are exceedingly important for
ocean\-ography, yet observations are expensive because ship time and
satellites are expensive. As a result, oceanographic experiments must
be carefully planned. While the design of experiments may not fit well
within an historical chapter, perhaps the topic merits a few brief
comments because it is seldom mentioned in oceanographic textbooks,
although it is prominently described in texts for other scientific
fields. The design of experiments is particularly important because
poorly planned experiments lead to ambiguous results, they may measure
the wrong variables, or they may produce completely useless data.
The first and most important aspect of the design of any experiment is
to determine \textit{why} you wish to make a measurement before
deciding how you will make the measurement or what you will measure.
\begin{enumerate}
\vitem What is the purpose of the observations? Do you wish to test
hypotheses or describe processes?
\vitem What accuracy\index{accuracy} is required of the observation?
\vitem What resolution in time and space is required? What is the
duration of measurements?
\end{enumerate}
Consider, for example, how the purpose of the measurement changes how
you might measure salinity or temperature as a function of depth:
\begin{enumerate}
\vitem If the purpose is to describe water masses in an ocean basin,
then measurements with 20--50 m vertical spacing and 50--300 km
horizontal spacing, repeated once per 20--50 years in deep water are
required.
\vitem If the purpose is to describe vertical
mixing\index{mixing!vertical} in the open equatorial Pacific, then
0.5--1.0 mm vertical spacing and 50--1000 km spacing between locations
repeated once per hour for many days may be required.
\end{enumerate}
\paragraph{Accuracy, Precision, and Linearity}
While we are on the topic of experiments, now is a good time to
introduce three concepts needed throughout the book when we discuss
experiments: precision, accuracy, and linearity of a measurement.
\textit{Accuracy} \index{accuracy|textbf}is the difference between the
measured value and the true value.
\textit{Precision} \index{precision|textbf}is the difference among
repeated measurements.
The distinction between accuracy and precision is usually illustrated
by the simple example of firing a rifle at a target. Accuracy is the
average distance from the center of the target to the hits on the
target. Precision is the average distance between the hits. Thus, ten
rifle shots could be clustered within a circle 10 cm in diameter with
the center of the cluster located 20 cm from the center of the
target. The accuracy is then 20 cm, and the precision is roughly 5 cm.
\textit{Linearity} \index{linearity|textbf}requires that the output of
an instrument be a linear function of the input. Nonlinear devices
rectify variability to a constant value. So a non-linear response
leads to wrong mean values. Non-linearity can be as important as
accuracy. For example, let
\begin{align}
Output &= Input + 0.1(Input)^2 \notag \\
Input &= a \sin \omega t \notag
\end{align}
then
\begin{align}
Output &= a \sin \omega t + 0.1\,(a \sin \omega t)^2 \notag \\
Output &= Input + \frac{0.1}{2} a^2 - \frac{0.1}{2} a^2 \cos 2\omega t
\notag
\end{align}
Note that the mean value of the input is zero, yet the output of this
non-linear instrument has a mean value of \(0.05 a^2\) plus an equally
large term at twice the input frequency. In general, if \textit{input}
has frequencies \(\omega_1\) and \(\omega_2\), then \textit{output} of
a non-linear instrument has frequencies \(\omega_1 \pm \omega_2\).
Linearity of an instrument is especially important when
the instrument must measure the mean value of a turbulent
variable. For example, we require linear current meters when measuring
currents near the sea surface where wind and waves produce a large
variability in the current.
\paragraph{Sensitivity to other variables of interest.}
Errors may be correlated with other variables of the problem. For
example, measurements of conductivity are sensitive to
temperature. So, errors in the measurement of temperature in
salinometers leads to errors in the measured values of conductivity or
salinity.
\section{Important Concepts}
From the above, I hope you have learned:
\begin{enumerate}
\vitem The ocean is not well known. What we know is based on data
collected from only a little more than a century of oceanographic
expeditions supplemented with satellite data collected since 1978.
\vitem The basic description of the ocean is sufficient for describing
the time-averaged mean circulation of the ocean, and recent work is
beginning to describe the variability.
\vitem Observations are essential for understanding the ocean. Few
processes have been predicted from theory before they were observed.
\vitem Lack of observations has led to conceptual pictures of oceanic
processes that are often too simplified and often misleading.
\vitem Oceanographers rely more and more on large data sets produced
by others. The sets have errors and limitations which you must
understand before using them.
\vitem The planning of experiments is at least as important as
conducting the experiment.
\vitem Sampling errors arise when the observations, the samples, are
not representative of the process being studied. Sampling errors are
the largest source of error in oceanography.
\vitem Almost all our observations of the ocean now come from
satellites, drifters, and autonomous instruments. Fewer and fewer
observations come from ships at sea.
\end{enumerate}
\chapter{The Physical Setting}
\addtocounter{figure}{1}
Earth \index{earth!radii of}is an oblate ellipsoid, an ellipse rotated
about its minor axis, with an equatorial radius of $R_e = 6,378.1349$
km (West, 1982) slightly greater than the polar radius of $R_p =
6,356.7497$ km. The small equatorial bulge is due to earth's rotation.
Distances on earth are measured in many different units, the most
common are degrees of latitude or longitude, meters, miles, and
nautical miles. \textit{Latitude}\index{latitude|textbf} is the angle
between the local vertical and the equatorial plane. A meridian is the
intersection at earth's surface of a plane perpendicular to the
equatorial plane and passing through earth's axis of rotation.
\textit{Longitude}\index{longitude|textbf} is the angle between the
standard meridian and any other meridian, where the standard meridian
is the one that passes through a point at the Royal Observatory at
Greenwich, England. Thus longitude is measured east or west of
Greenwich.
A degree of latitude is not the same length as a degree of longitude
except at the equator. Latitude is measured along great circles with
radius $R$, where $R$ is the mean radius of earth. Longitude is
measured along circles with radius $R \cos \varphi$, where $\varphi$
is latitude. Thus $1^{\circ}$ latitude $ = 111$ km, and $1^{\circ}$
longitude $= 111 \cos \varphi$ km.
Because distance in degrees of longitude is not constant,
oceanographers measure distance on maps using degrees of latitude.
Nautical miles and meters are connected historically to the size of
earth. Gabriel Mouton proposed in 1670 a decimal system of measurement
based on the length of an arc that is one minute of a great circle of
earth. This eventually became the nautical mile. Mouton's decimal
system eventually became the metric system based on a different unit
of length, the meter, which was originally intended to be one
ten-millionth the distance from the Equator to the pole along the