Heather Stoll: Katalogdaten im Herbstsemester 2022 |
| Name | Frau Prof. Dr. Heather Stoll |
| Namensvarianten | Heather Stoll H.M. Stoll |
| Lehrgebiet | Klimageologie |
| Adresse | Professur für Klimageologie ETH Zürich, NO G 51.2 Sonneggstrasse 5 8092 Zürich SWITZERLAND |
| Telefon | +41 44 632 22 09 |
| heather.stoll@eaps.ethz.ch | |
| Departement | Erd- und Planetenwissenschaften |
| Beziehung | Ordentliche Professorin |
| Nummer | Titel | ECTS | Umfang | Dozierende | |||||||||||||||||
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| 651-4043-00L | Sedimentology II: Biological and Chemical Processes in Lacustrine and Marine Systems Prerequisite: Successful completion of the MSc-course "Sedimentology I" (651-4041-00L). | 3 KP | 2G | V. Picotti, A. Gilli, I. Hernández Almeida, H. Stoll | |||||||||||||||||
| Kurzbeschreibung | The course will focus on biological amd chemical aspects of sedimentation in marine environments. Marine sedimentation will be traced from coast to deep-sea. The use of stable isotopes palaeoceanography will be discussed. Neritic, hemipelagic and pelagic sediments will be used as proxies for environmental change during times of major perturbations of climate and oceanography. | ||||||||||||||||||||
| Lernziel | -You will understand chemistry and biology of the marine carbonate system -You will be able to relate carbonate mineralogy with facies and environmental conditions -You will be familiar with cool-water and warm-water carbonates -You will see carbonate and organic-carbon rich sediments as part of the global carbon cycle -You will be able to recognize links between climate and marine carbonate systems (e.g. acidification of oceans and reef growth) -You will be able to use geological archives as source of information on global change -You will have an overview of marine sedimentation through time | ||||||||||||||||||||
| Inhalt | -carbonates,: chemistry, mineralogy, biology -carbonate sedimentation from the shelf to the deep sea -carbonate facies -cool-water and warm-water carbonates -organic-carbon and black shales -C-cycle, carbonates, Corg : CO2 sources and sink -Carbonates: their geochemical proxies for environmental change: stable isotopes, Mg/Ca, Sr -marine sediments thorugh geological time -carbonates and evaporites -lacustrine carbonates -economic aspects of limestone | ||||||||||||||||||||
| Skript | no script. scientific articles will be distributed during the course | ||||||||||||||||||||
| Literatur | We will read and critically discuss scientific articles relevant for "biological and chemical processes in marine and lacustrine systems" | ||||||||||||||||||||
| Voraussetzungen / Besonderes | The grading of students is based on in-class exercises and end-semester examination. | ||||||||||||||||||||
| 651-4057-00L | Climate History and Palaeoclimatology | 4 KP | 2G | H. Stoll, I. Hernández Almeida, H. Zhang | |||||||||||||||||
| Kurzbeschreibung | Climate history and paleoclimatology explores how the major features of the earth's climate system have varied in the past, and the driving forces and feedbacks for these changes. The major topics include the earth's CO2 concentration and mean temperature, the size and stability of ice sheets and sea level, the amount and distribution of precipitation, and the ocean heat transport. | ||||||||||||||||||||
| Lernziel | The student will be able to describe the natural factors lead to variations in the earth's mean temperature, the growth and retreat of ice sheets, and variations in ocean and atmospheric circulation patterns, including feedback processes. Students will be able to interpret evidence of past climate changes from the main climate indicators or proxies recovered in geological records. Students will be able to use data from climate proxies to test if a given hypothesized mechanism for the climate change is supported or refuted. Students will be able to compare the magnitudes and rates of past changes in the carbon cycle, ice sheets, hydrological cycle, and ocean circulation, with predictions for climate changes over the next century to millennia. | ||||||||||||||||||||
| Inhalt | The course spans 5 thematic modules: 1. Cyclic variation in the earth's orbit and the rise and demise of ice sheets. Ice sheets and sea level - What do expansionist glaciers want? What is the natural range of variation in the earth's ice sheets and the consequent effect on sea level? How do cyclic variations in the earth's orbit affect the size of ice sheets under modern climate and under past warmer climates? What conditions the mean size and stability or fragility of the large polar ice caps and is their evidence that they have dynamic behavior? What rates and magnitudes of sea level change have accompanied past ice sheet variations? How stable or fragile is the ocean heat conveyor, past and present? 2. Feedbacks on climate cycles from CO2 and methane. What drives CO2 and methane variations over glacial cycles? What are the feedbacks with ocean circulation and the terrestrial biosphere? 3. Atmospheric circulation and variations in the earth's hydrological cycle - How variable are the earth's precipitation regimes? How large are the orbital scale variations in global monsoon systems? 4. Century-scale droughts and civil catastrophes. Will mean climate change El Nino frequency and intensity? What factors drive change in mid and high-latitude precipitation systems? Is there evidence that changes in water availability have played a role in the rise, demise, or dispersion of past civilizations? 5. How sensitive is Earth's long term climate to CO2 and cloud feedbacks? What regulates atmospheric CO2 over long tectonic timescales of millions to tens of millions of years? The weekly two hour lecture periods will feature lecture on these themes interspersed with short interactive tasks to apply new knowledge. Over the semester, student teams will each present in class one debate based on two scientific articles of contrasting interpretations. With flexible scheduling, students will participate in a laboratory activity to generate a new paleoclimate record from stalagmites. Student teams will be supported by an individual tutorial meeting to assist in debate preparation and another to assist in the interpretation of the lab activity data. | ||||||||||||||||||||
| 651-4180-02L | Integrierte Erdsysteme II  | 5 KP | 4G + 1U | H. Stoll, D. Vance, S. Willett | |||||||||||||||||
| Kurzbeschreibung | The surface Earth is often thought of as a set of interacting systems, often with feedbacks between them. These interacting systems control the tectonics, geomorphology, climate, and biology of the surface Earth. To fully understand the nature of the Earth System, including the controls on its past evolution, its present state, and its future, an integrated perspective is required. | ||||||||||||||||||||
| Lernziel | To introduce students to an integrated view of the surface Earth, uniting perspectives from different disciplines of the earth sciences. To encourage students in the critical analysis of data and models in Earth Science. | ||||||||||||||||||||
| Inhalt | Planet Earth has had a complex history since its formation ~4.6 billion years ago. The surface Earth is often thought of as a set of interacting systems, often with positive and negative feedbacks between them. These interacting systems control the tectonics, geomorphology, climate, and biology of the surface Earth. To fully understand the nature of the Earth System, including the controls on its past evolution, its present state, and its future, an integrated perspective is required. This is a subject that pulls in observations and models from many areas of the Earth Sciences, including geochemistry, geophysics, geology and biology. The main goal of the course is to convey this integrated view of the surface of our planet. We will achieve this integrated view through a series of lectures, exercises, and tutorials. We take as our framework some of the key events in Earth history, encouraging understanding of the controlling processes through integrated observations, ideas and models from disciplines across science. | ||||||||||||||||||||
| 651-4903-00L | Quaternary Geology and Geomorphology | 3 KP | 2G | S. Ivy Ochs, M. Luetscher, H. Stoll | |||||||||||||||||
| Kurzbeschreibung | In this course the student is familiarized with the manner in which glacial, periglacial, fluvial, gravitational, karst, coastal and aeolian processes produce characteristic landforms and sedimentary deposits. The student is introduced to subdivisions of the Quaternary, with a focus on climatic changes in the Alps. Competency in these themes is gained through practical exercises and discussion. | ||||||||||||||||||||
| Lernziel | |||||||||||||||||||||
| 651-6001-00L | Ethics and Scientific Integrity for Doctoral Students of D-ERDW | 1 KP | 2S | T. I. Eglinton, H. Stoll | |||||||||||||||||
| Kurzbeschreibung | 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. | ||||||||||||||||||||
| Lernziel | 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. | ||||||||||||||||||||
| Inhalt | 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. | ||||||||||||||||||||
| Voraussetzungen / Besonderes | For Doctoral Students of D-ERDW only | ||||||||||||||||||||
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