GLOBAL
WARMING or GLOBAL COOLING?
By: Angelos Backus
Only a
moron would have an answer!
Most
likely it is the same moron that will make the claim that they know which came
first: the Chicken or the Egg? all without asking
about the role of the rooster!
INTRODUCTION
It is
embarrassing to constantly read about or hear educated politicians, news
reporters, news commentators, quack scientists, and even a past Vice President
of the
If this is
indeed the twenty-first century, then we must be aware of the historic Brownian
Movement and the advancement of
THE
PROBLEM
There is one
overriding problem now surrounding the global warming/global cooling debate. It
is this problem that is arguably causing much of the overwhelming confusion
among the public. Simply stated, the central problem is that both the
interested and disinterested parties to the debate have no solid or tangible
scientific and mathematical understanding of what temperature and
heat actually are.
Obviously,
most anyone can provide a definition of the words temperature and heat.
A normal person would define the word heat as how hot something is or
feels. That same person would likely define temperature in mostly the
identical way. While those definitions sound logical and correct, they are in
fact complete misrepresentations of what temperature and heat are
in a scientific and mathematical sense.
Unfortunately,
in our society, the social and educational systems do not work to provide their
students with the correct understanding of how the living world truly operates.
Our societal and educational systems would rather have students memorize a
basic and uninvolved definition, and then force this definition to be
regurgitated, all for the quest to earn a phony grade. Thus, students are not
inspired to actually think what the meanings are behind the words like temperature
and heat. Instead, because the teachers, school faculty, and politicians
are more concerned with making money, they push students through school as
quickly and as easily as possible.
The result
stemming from having our educational and societal systems push students through
school, is that students do not gain a true understanding
of what the school subject matter actually is. More importantly, these
corrupted systems fail to allow students to understand the true meanings and
workings of the world in which they live. As already stated,
the system would rather have students memorize a definition rather than
allowing the students to discover and understand what the defined word actually
is and what the defined word actually does. In plain terms, it is like putting
the cart before the horse.
This lack of
actual knowledge is a perpetuating problem and one that has contributed
immensely to the many prevalent misconceptions surrounding the global
warming/global cooling debate. Most of the scientists, politicians, professors,
and reporters discussing this environmental debate are victims of our societal
shortcomings. These experts are causing undue panic and confusion all over the
world and are doing so in a reckless manner. These parties need to seek
clarification on the subjects they are speaking of because MOST OF THEM HAVE NO
TRUE UNDERSTANDING OF WHAT THEY ARE TALKING ABOUT!
WHAT
HEAT AND TEMPERATURE REALLY MEAN
Temperature
is the word that describes the method by which we can measure the height of a
form of energy, but not the amount of that energy. The interesting fact about
heat is that it is never fixed in any one particular form. Additionally, heat
is always in a constant state of motion as it enters the Earth’s atmosphere
from the Sun, as it leaves the Earth on its way to outer space, and as it
changes the state of existing matter on Earth. Heat also is constantly moving
when it is being converted to another form of energy, such as water vapor or
plant and animal cell material.
Heat in
transit is known as sensible heat and is heat that can be detected by the
temperature method of thermometer measurement. However, because the Earth is
round and rotates on its axis at an incredible speed, there is a constant
potential difference of temperature level at all times. Therefore, heat is
directed in every possible direction in an attempt for it to reach one constant
level. This characteristic of heat is what contributes to the formation of
rain, snow, or hail (sublimation) due to the voids of equal heat levels
existing throughout the atmosphere. Like the changing levels of ocean tides and
waves, the heat levels are constantly changing.
In addition,
how in the name of science can anyone make a determination whether the Earth is
gaining heat or losing heat by the use of a thermometer (temperature scale)
reading? How is it possible to obtain the Earth’s heat content by measuring the
height of sensible (unused) heat, where the Earth’s heat content is converted
into latent heat and cannot be read by a temperature (thermometer) scale!
The hottest
temperature ever recorded on Earth was 136 degrees Fahrenheit in Al Aziziyah,
UNPROVEN
THEORIES
Many unproven
theories surround this debate. One such unproven theory involves the existence
of man-made gases in the Earth’s atmosphere (vapor state). It is forgotten that
gases are unstable vapors and the slightest change of the latent heat will
cause a change in state. In turn, this change will cause the gases to return to
liquid form. Moreover, our modern society is causing heat transmission from the
Sun to be slowed down or reflected back to space. The overall result stemming
from the potential difference of heat between the Sun and the Earth is that
engineered gases will slow down the movement of heat in our atmosphere. Therefore,
with the movement of heat being restricted, the existence of a long-term global
cooling theory can be supported as existing in our atmosphere.
This theory
of global cooling becomes clearly probable when analyzing the physical actions
using a simple visual demonstration. Imagine a bucket that is placed under a
flow of running water. Now imagine that a water-deflector is placed in between
the water source and the bucket. Do we know what the ratio of gains and losses
will be as a result of potential difference of intensity between Object One and
Object Two (i.e., Sun to Earth)?
And as in
another example, the Ocean’s level in relation to the polar ice caps. If we use
a glass pitcher with water and on the outside of the pitcher mark the water
level with a marker, then place an uncracked raw egg
in that water. We will quickly see that the water level has risen! The egg will
be 90% immersed in the water, only about 10% of the egg will be above the water
level, similar to that if a piece of ice was put in water. After the water
level in the pitcher with the egg has equalized, we will now put a mark at that
level. If we break the egg and drop the total substance of the egg in the
pitcher, what will the water level be now?
CONCLUSION
To those who
advocate the theories of either global warming or global cooling, on what did
they base their conclusions and viewpoints? What evidence have they found after
thoroughly investigating the critical subjects and concepts I have outlined
below?
It must be
understood that no substantive conclusions surrounding this debate can be
reached without first determining the answers to the following questions:
What exactly is matter?
What is energy?
What is the basic energy on Earth?
What is the name of the Earth’s basic energy?
What are the sources of basic energy?
Why are all other forms of energy derived from
the basic energy?
What effect does basic energy have on matter?
What is sensible heat?
What is latent heat?
What is specific heat?
What is super heat?
What is subcooling?
What is saturation?
What is the first conservation law of
thermodynamics?
What is the second conservation law of
thermodynamics?
What are the effects of potential difference?
What are the three methods of heat movement?
What are the three states of matter?
What influences the three states of matter?
What is Absolute Zero?
What effect does the level Absolute Zero have
on matter?
How do we measure the quantity of heat energy?
How do we measure the level (intensity) of
heat?
Which form of energy do we use as a standard
to measure the specific heat of all forms of energy?
What is Temperature, and what does it
represent?
What are the differences between the concepts
of heat and temperature?
What is diffusion?
What percentage of the Earth’s
waters make up the polar ice caps?
What effect does the weight of the polar ice
caps have on the level of the Earth’s oceans?
What percentage of the polar ice caps is part
of the ocean levels?
What happens to the ocean levels when the
polar ice caps melt, and their weight decreases?
What percentage of land erosion is deposited
in the oceans daily?
What effect does the daily land erosion of the
Earth have on the oceans’ level?
What percentage of the total Earth contents as
in solid, liquid, and vapor states 50 years ago?
What changes have occurred in the Earth’s
states 50 years later?
What was the Earth’s vapor state diameter 50
years ago? What is it 50 years later?
What was the atmospheric pressure at ground
level 50 years ago? What is it 50 years later?
How many total units of heat energy are
required to be converted into latent heat from the creation of one cubic foot
of rain, and how many for the creation of a cubic foot of snow?
How many tons of latent heat did the planet
Earth contain 50 years ago? How many 50 years later?
How much of the Earth’s totals latent heat was
distributed among the solid, liquid, and vapor states of the Earth 50 years
ago? How does this vary 50 years later?
These are only a few of the subjects and
concepts that need to be thoroughly investigated. These
alone cannot determine the loss or gain of heat content on Earth. Many other
questions also need to be investigated before a conclusion can be drawn. That
is the reason to keep politics and ignorance out of the debate, so the
scientific body can do its work without any undue pressure.