Timothy Ian Eglinton: Catalogue data in Autumn Semester 2024 |
| Name | Prof. Dr. Timothy Ian Eglinton |
| Field | Biogeosciences |
| Address | Geologisches Institut ETH Zürich, NO G 59 Sonneggstrasse 5 8092 Zürich SWITZERLAND |
| Telephone | +41 44 633 92 91 |
| timothy.eglinton@eaps.ethz.ch | |
| Department | Earth and Planetary Sciences |
| Relationship | Full Professor |
| Number | Title | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||
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| 651-4044-01L | Geomicrobiology and Biogeochemistry Lab Practical Prerequisites: "Geomicrobiology and Biogeochemistry Field Course" (651-4044-02L). The attendance of "Micropalaeontology and Molecular Palaeontology" (651-4044-04L) or "The Global Carbon Cycle - Reduced" (651-4004-00L) is recommended but not mandatory. | 2 credits | 2P | T. I. Eglinton | |||||||||||||||||||||||||||||
| Abstract | 1. Analysis of organic molecules in extracts from soils of different ages in glacial flood fields, in altitudinal gradients from different bedrocks, from sediments, from Cryoconites in glacial ice and from living biofilms in high altitude aquatic ecosystems, and from mineral springs. 2. Analysis of matrix components of the ecosystems: dissolved compounds, minerals, clays, trace metals. | ||||||||||||||||||||||||||||||||
| Learning objective | The student will be able - to design strategies for collecting samples in the field suitable for subsequent analyses in the laboratory - to critically evaluate his/her own analytical data and put it into a scientific context. | ||||||||||||||||||||||||||||||||
| Content | 1. Preparing field work based on research hypotheses. 2. Designing field sampling strategies, proper sampling collection and preservation. 3. Documenting environmental conditions and observations at the sampling sites. 4. Extracting organic molecules from environmental samples with different matrixes. 5. Working under clean conditions and handling samples without contaminating them. 6. Discussing the results and documenting the outcomes in a scientific report. This Lab Practical, together with the corresponding Field Trips form part of a continuing "Course Research" unit. During the field section in the Eastern Alps, we will visit a number of sites that offer - different bedrocks (dolomite, gneiss, shale, serpentinite, radiolarite, mine tailings) and will study the organics in the soils that formed on them. - aquatic ecosystems (lakes, rivers, springs) at high altitudes and greatly varying salinities and redox conditions. - glacial ice (organics in Cryoconites and in ice) - organics from pioneering colonizer organisms in lakes formed during the recent retreat of glaciers. - sediments recently deposited in lakes and flood planes as well as shales that date back to the Mesozoic. Procedures for sampling, sample preparation and processing (extraction, analyses) will be defined on the first day of the field course. | ||||||||||||||||||||||||||||||||
| Lecture notes | Procedures for sampling, extraction and analyses will be designed on a special preparation day during the field trips and later in the course of the lab sessions. | ||||||||||||||||||||||||||||||||
| Literature | Field guides and details about the course logistics will become available to enrolled students on OLAT via Details under https://lms.uzh.ch/url/RepositoryEntry/16318464010?guest=true&lang=de | ||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The laboratory module (651-4044-01L) takes place as a small research project during the fall semester. Samples collected in the field will be analysed under guidance in the labs of the Biogeosciences Group. The timing of the lab work will be individually adjusted based on the availability of assistants and analytical resources. Students who sign up for both, the field and the lab component, are given priority. There are 10 places available for the project section. The section requires participation on the field trips. It is possible, however, to participate in the field section only without signing up for the project section. At the end of the project section, participants write a report in the style of a scientific paper that contains descriptions of the sampling location, the sample collection and preservation procedures and protocols, description of the analytical methods, the data obtained from analyses of the measured samples and a discussion of the results. Prerequisites: "Geomicrobiology and Biogeochemistry Field Course" (651-4044-02L). The lecture course "651-4004-00L The Carbon Cycle - reduced" is recommended for the project. | ||||||||||||||||||||||||||||||||
| 651-4143-00L | Geobiology Students registering for the course confirm having read and accepted the terms and conditions for excursions and field courses of D-EAPS: Link | 3 credits | 2V + 1U | C. Magnabosco, T. I. Eglinton | |||||||||||||||||||||||||||||
| Abstract | We will study traces in the lithosphere that have been left behind by organisms during the course of Earth history and mineral components, which were built through biological processes or used as sources of energy and nutrients by organisms. Traces of life from the past will be compared with the development of the diversity of today's organisms. | ||||||||||||||||||||||||||||||||
| Learning objective | The course will allow you to ask questions about the origin and the evolution of life on Earth, to understand contemporary hypotheses and create new methods of developing them further. Theory is supplemented with observations in the field, exercises and the application of simple mathematical models. The course will enable you to integrate geobiological knowledge into topics that will be taught in subsequent earth science courses and into the current understanding of Earth history. You will learn to better understand modern geological settings and, if necessary, to recommend biogeochemically well-founded and responsible interventions or protective measures. | ||||||||||||||||||||||||||||||||
| Content | The course focuses on (a) geobiochemical cycles that play major roles in Earth history in aquatic and terrestrial ecosystems, (b) biosynthetic and metabolic processes, which are essential for life, (c) organisms which regulate and maintain geochemical cycling, and (d) chemical signals of past life in the geological record. Accordingly, we must understand -- how biological cells and its components are built from essential elements and molecules, -- how cells function and which life styles organisms developed, -- where organisms can exist and which factors select for their presence, -- where biologically useable forms of energy come from, and under which conditions they can be exploited, -- how biological metabolism can change environmental conditions and composition, -- which biological products can lead to signals preserved in the rock record, and how biomolecules and elements are altered in sedimentary deposits, -- how organic and inorganic components are cycled through the biosphere, and how biogeochemical cycles function, -- how "biological innovations" evolved and changed in response to environmental changes. Applied Case Studies, which supplement and illustrate the contents: -- Scientific applications of geobiological knowledge are found in fields like Microbial Ecology, Geochemistry, Palaeontology, Sedimentology, Petrology, Ocean Research, Environmental Sciences, Astrobiology and Archaeology. -- Practical applications of geobiological knowledge are needed in fields like stabilisation of existing and design of safe waste repositories, surveilling ground water resources, sewage treatment, exploitation of and prospecting for fossil carbon sources, soil remediation, mineral exploration and leaching, forensic science and medicine. | ||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Als integraler Bestandteil der Vorlesung wird eine Exkursion durchgeführt. Mit der Belegung akzeptieren die Studierenden die Allgemeinen Geschäftsbedingungen für Exkursionen und Feldkurse des D-EAPS: https://www.ethz.ch/content/dam/ethz/special-interest/erdw/department/dokumente/studium/exkursionen/AGB_ERDW_Exkursionen_dt.pdf | ||||||||||||||||||||||||||||||||
Competencies |
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| 651-4341-00L | Source to Sink Sedimentary Systems  | 3 credits | 2G | T. I. Eglinton, J. Hemingway, L. Bröder, M. Griepentrog | |||||||||||||||||||||||||||||
| Abstract | Transfer and redistribution of material on Earth’s surface is controlled by myriad processes. To investigate these, this course will address the production, transport, and deposition of sediments and will probe their interactions with biogeochemical cycles. We will integrate catchment-scale sediment dynamics with associated (organic) carbon cycling at all stages of the “source to sink” continuum. | ||||||||||||||||||||||||||||||||
| Learning objective | This course will integrate several Earth-science disciplines (geology, geomorphology, and biogeochemistry) to provide a holistic understanding of the physical and biogeochemical processes that control sediment and (organic) carbon production and mobilization along geomorphic cascades. The primary objective is to track the evolution of a particle as it is produced by rock weathering, transformed during soil development, eroded and transported by fluvial processes, and eventually buried in depositional systems. In doing so, students will learn how to “see a world through a grain of sand.” | ||||||||||||||||||||||||||||||||
| Content | This course will comprise three main components: (i) Lectures will introduce the main “source to sink” concepts and will focus on both physical and biogeochemical processes from uplands, sediment-producing regions to lowland, sediment-depositing regions (i.e., erosion and mass movements; hillslopes, soil development, and the “critical zone”; transport and storage in rivers and floodplains; and deposition in sedimentary archives). (ii) A three-day field excursion from the Rhône Glacier to the Rhône Delta in Lake Geneva (Sept. 27-29, 2024) will provide hands-on examples of these concepts within the upper Rhône Basin. During the excursion, students will present a summary of an assigned relevant scientific paper and will sample solid- and dissolved-phase materials (soils, sediments, river water) from different geomorphic settings and upstream to downstream fluvial environments; these samples will form the basis of two laboratory-based practical exercises. (iii) Practicals will comprise two group exercises: (1) an assessment of Rhône river chemical weathering, including its erosional and lithological controls, using dissolved river-water samples; and (2) an investigation of Alpine soil formation and erosion, including its lithological and environmental controls, using solid-phase soil and sediment samples. For both practicals, students will learn relevant analytical instrumentation; generate data using samples collected in the field; and write a scientific report on their findings, environmental context, and interpretation within the “source to sink” concept. Grading will be distributed as: 30% field excursion participation and literature review, 35% Practical 1, 35% Practical 2. | ||||||||||||||||||||||||||||||||
| Lecture notes | Lecture notes will be provided online during the course. These will provide necessary theoretical background, summarize relevant “source to sink” topics, and serve as the basis for knowledge to be incorporated into both Practical assignments. | ||||||||||||||||||||||||||||||||
| Literature | Prior knowledge on the fundamentals of geomorphology, (bio)geochemistry, and/or soil science is highly encouraged. While not strictly required, additional suggested literature includes: - "Sediment routing systems: the fate of sediments from Source to Sink" by Philip A. Allen (Cambridge University Press) - "Principles of soilscape and landscape evolution” by Garry Willgoose (Cambridge University Press) - "Geomorphology, the mechanics and chemistry of landscapes" by Robert S. Anderson & Suzanne P. Anderson (Cambridge University Press) | ||||||||||||||||||||||||||||||||
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| 651-6001-00L | Ethics and Scientific Integrity for Doctoral Students of D-EAPS | 1 credit | 2S | T. I. Eglinton, H. Stoll | |||||||||||||||||||||||||||||
| Abstract | This course sensitises doctoral students to ethical issues that may occur during their doctorate. After an introduction to ethics and good scientific practice, students are familiarised with resources that can assist them with ethical decision-making. Students get the chance to apply their knowledge in a discipline specific context. | ||||||||||||||||||||||||||||||||
| Learning objective | Doctoral students learn how to identify, analyse and address ethical issues in their own scientific research. In addition, they will reflect on their professional role as scientific researchers. | ||||||||||||||||||||||||||||||||
| Content | Part I The self-paced e-learning course consists of 5 modules: Module 1: Ethics - Introduction to moral theory (with emphasis on practical guidance regarding decision making) Module 2: Ethics in scientific research - Introduction to ethical issues that occur within scientific research (i.e. regarding authorship, cooperation, data use and sharing, and other aspects that are subject to scientific integrity and good scientific practice). Module 3: Collecting resources - A variety of tools and resources that help identify ethical issues are presented and explained Module 4: Setting up a strategy - Example examination of a case regarding its ethical scope (students develop their own strategy to examine situations for their ethical implications). Module 5: Making desicions - Different ways of addressing ethical issues are presented and explained (i.e. how to make hard choices, or solve ethical dilemmas. But also where to seek advice if needed). Part II The second, face-to-face part of this course focuses on discipline-specific aspects. It provides an interactive learning environment. Students get to apply their knowledge, and they are encouraged to reflect on ethical problems and to critically discuss them with fellow doctoral students. | ||||||||||||||||||||||||||||||||
| Prerequisites / Notice | For Doctoral Students of D-EAPS only. | ||||||||||||||||||||||||||||||||
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