Homework on CALPUFF

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Homework Assignments


Due by
Details


28 Oct

Presentation by students on outcome of the AERMOD homework model run.

Stull and/or Tim covers Panoply installation and use.  

If time, Stull will get a head-start on CALPUFF technical info (Users Guide v5, section 2.1 ) 

(Also due today is Hysplit HW on sigma profiles.) 



2 Nov

Tim Chui leads us in the installation of Calpuff, Calmet, Calpost, CalWRF

.

(Also due today is Hysplit HW on 1-D particle dispersion.) 

Bring your laptop to class for CALPUFF model set up.
.
4 Nov in class

 Tim will finish guiding us on CALPUFF installation.

Skim the CALPUFF-version 6 User Instructions.
In particular, see
Table 1-1 for CALMET major features. (p1-21, or p 32 of the pdf file).
Table 1-2 for CALPUFF major features.  (p 1-26, or p 37 of the pdf file).
Table 1-3 for required meteorol. data. (p 1-29, or p40 of the pdf file)
Table 1-5 summary of input data. (p1-34 , or p45 of the pdf file) 
Read section 7.5 on CALWRF Preprocessor  (starting on p 7-56, or p242 of the pdf file).

Stull will continue discussion of the Users Guide v5 section 2.1 on Puff Averaging and Slugs. 

Be prepared to discuss in class, and compare with AERMOD and HYSPLIT.
What version of the system can read WRF files as meteorological input?
What language is CALPUFF written in?
What operating systems does it run on?

9 Nov

Schedule of presentations, based on sections from the CALPUFF User Guide-v5:

Presentation on practical use of CALPUFF - by Bryan McEwen

-OR-

Section 2.2.0 & 2.2.1 - Dispersion & Atmospheric Turbulence Components - (student presentations, shared by 2 students = 60 minutes total)

Sections 2.2.2 (buoyancy-induced dispersion), 2.2.3 (initial plume size), 2.2.4 (puff splitting due to vertical wind shear) ,  2.2.6 (vertical puff stretching).    (student presentation by 1 student = 30 minutes)

Please create a presentation (roughly 30 minutes per student) that does more than just regurgitate the eqs from the Users Manual.  Instead, explain how the eqs work or show how they were derived if it helps our understanding.  Also create opportunities for the class to participate and debate, such as we did with the puff reflections.  You do NOT need to create PowerPoint presentations - - you can use the whiteboard and/or resources from the internet.

(Also due today is Hysplit HW on 2-D particle dispersion.)  

Note to ALL: please have your presentation ready before your scheduled date, in case others before you finish early. 

11 Nov
No UBC classes.  Fall break.  

16 Nov

Schedule of presentations, based on sections from the CALPUFF User Guide-v5:

Section 2.2.5 - pdf option for convective dispersion -  1 student (30 min) 

Section 2.3  & 2.5- building downwash & overwater/coastal dispersion  - 1 student (30 min)

Section 2.4 - plume rise  - 1 student (30 min) 

Please create a presentation (roughly 30 minutes) that does more than just regurgitate the eqs from the Users Manual. Instead, explain how the eqs work or show how they were derived if it helps our understanding. Also create opportunities for the class to participate and debate, such as we did with the puff reflections. You do NOT need to create PowerPoint presentations - - you can use the whiteboard and/or resources from the internet. 

Note to ALL: please have your presentation ready before your scheduled date, in case others before you finish early. 

18 Nov

Schedule of presentations, based on sections from the CALPUFF User Guide-v5:

Section 2.6 - complex terrain - shared by 2 students (60 min total) 

Section 2.7 & 2.9  - dry deposition & wet removal - 1 student (30 min)

Please create a presentation (roughly 30 minutes) that does more than just regurgitate the eqs from the Users Manual.  Instead, explain how the eqs work or show how they were derived if it helps our understanding.  Also create opportunities for the class to participate and debate, such as we did with the puff reflections.  You do NOT need to create PowerPoint presentations - - you can use the whiteboard and/or resources from the internet.

Note to ALL: please have your presentation ready before your scheduled date, in case others before you finish early. 

23 Nov

HW on slugs, due today:

Use eq 2-14 (page 2-7 of Calpuff User Guide technical details) for the following slug, Given:
Steady state.
Mean wind:  U = 8 m/s, V = 6 m/s.
Slug initial point emitted 20 minutes ago.
Slug final point emitted 15 minutes ago.
Emission rate of pollutant:  q = 500 g/s.
Source height:  Hs = 50 m.
All receptors are at the surface, z = 0.
Crosswind spread sigma_y: given by Stull eq. (19.13a),
  . . .with tL = 60 s, and sigma_v = 1 m/s.
Vertical spread sigma_z: given by Stull eq. (19.13b),
  . . .with tL = 60 s, and sigma_w = 2 m/s.
Boundary layer depth = constant = h = 1 km. 
.
1) Plot a graph of the "causality" function F vs. downwind distance x, for the subdomain of x where F is significantly different from zero.
2) Plot a graph of the vertical term "g" vs. height z within the boundary layer, for an x location corresponding to the middle of the slug.
3) Draw a contour plot of instantaneous concentration C at the surface, for a grid of receptors that span the region near the slug where concentration is significantly different from zero.
4) Draw a contour plot of instantaneous concentration C at the surface for the same slug, but corresponding to a time 5 minutes later than you answer from part (3).  Caution: be sure to recompute all input variables that would have changed during this time interval.
5) Numerically integrate to get a contour plot of 5-minute time average concentration for the slug that moved from its location in exercise (3) to its location in exercise (4).  Hint, start with the answer from (3), and then compute new answers at the grid points each small timestep delta_t = 10 s  until you get to the final slug location from exercise (4).  Accumulate the concentrations at each grid point, and then find the time average.  Think carefully how the average of your many finite steps relates to a 5-minute time average of C. 
  (a) Would your answer change if you used a smaller timestep? 
  (b) Also, how small of a timestep is small enough, and how do you know?
6) Discuss the meaning of your answers from all the previous exercises.

Use any computer language.
Let me know if I forgot to give you a needed variable. 

23 Nov
Download Also, today, Tim Chui will lead us in the installation of the CMAQ model.  Bring in your laptop today.


 --> switch to using the CMAQ homework schedule now. 


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