IPCC global coupled model simulations of the South America monsoon system

This study examines the variability of the South America monsoon system (SAMS) over tropical South America (SA). The onset, end, and total rainfall during the summer monsoon are investigated using precipitation pentad estimates from the global precipitation climatology project (GPCP) 1979-2006. Likewise, the variability of SAMS characteristics is examined in ten Intergovernmental Panel on Climate Change (IPCC) global coupled climate models in the twentieth century (1981-2000) and in a future scenario of global change (A1B) (2081-2100). It is shown that most IPCC models misrepresent the intertropical convergence zone and therefore do not capture the actual annual cycle of precipitation over the Amazon and northwest SA. Most models can correctly represent the spatiotemporal variability of the annual cycle of precipitation in central and eastern Brazil such as the correct phase of dry and wet seasons, onset dates, duration of rainy season and total accumulated precipitation during the summer monsoon for the twentieth century runs. Nevertheless, poor representation of the total monsoonal precipitation over the Amazon and northeast Brazil is observed in a large majority of the models. Overall, MI-ROC3.2-hires, MIROC3.2-medres and MRI-CGCM3.2.3 show the most realistic representation of SAMS`s characteristics such as onset, duration, total monsoonal precipitation, and its interannual variability. On the other hand, ECHAM5, GFDL-CM2.0 and GFDL-CM2.1 have the least realistic representation of the same characteristics. For the A1B scenario the most coherent feature observed in the IPCC models is a reduction in precipitation over central-eastern Brazil during the summer monsoon, comparatively with the present climate. The IPCC models do not indicate statistically significant changes in SAMS onset and demise dates for the same scenario.

The Development of Dalton`s Atomic Theory as a Case Study in the History of Science: Reflections for Educators in Chemistry

The inclusion of the history of science in science curricula-and specially, in the curricula of science teachers-is a trend that has been followed in several countries. The reasons advanced for the study of the history of science are manifold. This paper presents a case study in the history of chemistry, on the early developments of John Dalton`s atomic theory. Based on the case study, several questions that are worth discussing in educational contexts are pointed out. It is argued that the kind of history of science that was made in the first decades of the twentieth century (encyclopaedic, continuist, essentially anachronistic) is not appropriate for the development of the competences that are expected from the students of sciences in the present. Science teaching for current days will benefit from the approach that may be termed the ""new historiography of science"".