Results for GEOLSCI

This course provides an overview of the most relevant areas of data science to address geoscientific challenges and questions as they pertain to the environment, earth resources & hazards. The focus lies on the methods that treat common characters of geoscientific data: multivariate, multi-scale, compositional, geospatial and space-time. In addition, the course will treat those statistical method that allow a quantification of the human dimension by looking at quantifying impact on humans (e.g. hazards, contamination) and how humans impact the environment (e.g. contamination, land use). The course focuses on developing skills that are not covered in traditional statistics and machine learning courses.

Active faulting and erosion in the Bay Area, and its effects upon landscapes. Earth science concepts and skills through investigation of the valley, mountain, and coastal areas around Stanford. Faulting associated with the San Andreas Fault, coastal processes along the San Mateo coast, uplift of the mountains by plate tectonic processes, and landsliding in urban and mountainous areas. Field excursions; student projects.

Did you ever wonder how we got here and where we are going? This course examines how the Earth became habitable for humans after 4.5 billion years of history and where we are headed as we continue to alter the Earth's livable environment. The Earth as we know it today is itself a highly tuned system of linked fluid (oceans and atmosphere) and solid (rock) envelopes that interact to maintain a highly hospitable environment for advanced life forms and civilization. From water to food to energy and mineral resources, we rely on our planet. Was this synergy always the case? Will it continue this way? We will explore how the Earth became habitable, specifically examining how those conditions arose and how they might change in the future, exploring what might happen when we perturb this system. How will the Earth respond and over what time scales? This course, taught by earth scientists who want to continue making our planet habitable for future generations, will also give you the hands on working knowledge of the Earth system and its evolution, and the tools and models we use to understand today's delicately balanced Earth system. It is our hope that at the end of this course you will have deep insights into your origins, your place in the universe, and how best to ensure that Earth remains our home.

Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu.

The course will meet once a week to discuss a recent journal article related to the broad field of planetary science, including but not limited to cosmochemistry, planet formation, planetary geology, planetary atmospheres, Earth history, astrobiology, and exoplanets. Students will be expected to lead the group discussion at least once per quarter. No formal presentations will be required. There are no prerequisites for this course, but students should have some facility with reading scientific literature.

The course will focus on the macroevolution of animals. We will be exploring how paleobiology and developmental biology/genomics have contributed to our understanding of the origins of animals, and how patterns of evolution and extinction have shaped the diversity of animal forms we observe today.

Field-, lab-, or literature-based. Faculty supervision. Written reports. May be repeated for credit.

For seniors who wish to write a thesis based on research in 192 or as a summer research fellow. May not be repeated for credit; may not be taken if enrolled in 199.

Reading and instruction under faculty supervision. Written reports. May be repeated for credit.

Research on a topic of special interest. See "Undergraduate Honors Program" above.nMay be repeated for credit.

Reading course addressing current topics in geobiology. Topics will vary from year to year, but will generally cover areas of current debate in the primary literature, such as the origin of life, the origin and consequences of oxygenic photosynthesis, environmental controls on and consequences of metabolic innovations in microbes, the early evolution of animals and plants, and the causes and consequences of major extinction events. Participants will be expected to read and present on current papers in the primary literature.

The geologic and tectonic evolution of the U.S. Cordillera based on its rock record through time. This region provides good examples of large-scale structures and magmatic activity generated during crustal shortening, extension, and strike-slip faulting and affords opportunity to study crustal-scale processes involved in mountain building in context of plate tectonic motions.

Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu.

The course will meet once a week to discuss a recent journal article related to the broad field of planetary science, including but not limited to cosmochemistry, planet formation, planetary geology, planetary atmospheres, Earth history, astrobiology, and exoplanets. Students will be expected to lead the group discussion at least once per quarter. No formal presentations will be required. There are no prerequisites for this course, but students should have some facility with reading scientific literature.

Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.

The course will focus on the macroevolution of animals. We will be exploring how paleobiology and developmental biology/genomics have contributed to our understanding of the origins of animals, and how patterns of evolution and extinction have shaped the diversity of animal forms we observe today.

This course provides an overview of the most relevant areas of data science (applied statistics, machine learning & computer vision) to address geoscience challenges, questions and problems. Using actual geoscientific research questions as background, principles and methods of data scientific analysis, modeling, and prediction are covered. Data science areas covered are: extreme value statistics, multi-variate analysis, factor analysis, compositional data analysis, spatial information aggregation models, spatial estimation, geostatistical simulation, treating data of different scales of observation, spatio-temporal modeling (geostatistics). Application areas covered are: process geology, hazards, natural resources. Students are encouraged to participate actively in this course by means of their own data science research challenge or question.

For advanced undergraduates or graduate students. Students use stratigraphy, subsurface maps, and basic well log, lithologic, paleontologic, and geochemical data to construct 1-D, 2-D, and 3-D models of petroleum systems that predict the extent of source-rock thermal maturity, petroleum migration paths, and the volumes and compositions of accumulations through time (4-D). Recent software such as PetroMod designed to reconstruct basin geohistory. Recommended: 251 or 253.

This course explains ion creation, mass separation, and ion detection in mass spectrometry methods commonly used in the Earth Sciences. Gas source (C-O-H-S stable isotope, 40Ar/39Ar, and (U-Th)-He), secondary ionization (SIMS), laser ablation and solution-based mass inductively coupled (ICP-MS) and thermal ionization (TIMS) mass spectrometry techniques are also explored. Additional topics include ion optics, vacuum generation, and pressure measurement, instrument calibration, data reduction, and error propagation methods.

Current research topics. Presentations by guest speakers from Stanford and elsewhere. May be repeated for credit.

May be repeated for credit.

Advanced geologic mapping techniques, approaches and methods of data collection in the field. 7-10 days in the field with lectures prior to the trip and follow up mapping and data analysis after the trip. Across the Cordillera September 2018

Two-three week field research projects. Written report required. May be repeated three times.

Weekly student presentations on continental collision tectonics, sedimentology, petrology, geomorphology, climate, culture, and other topics of interest. Students create a guidebook of geologic stops in advance of field trip. May be repeated for credit.

On-the-job training in the geosciences. May include summer internship; emphasizes training in applied aspects of the geosciences, and technical, organizational, and communication dimensions. Meets USCIS requirements for F-1 curricular practical training.n (Staff)

Practical experience in teaching by serving as a teaching assistant in a geological sciences course.

Graduate research projects that lead to reports, papers, or other products during the quarter taken. On registration, students designate faculty member and agreed-upon units.

Faculty supervision. On registration, students designate faculty member and agreed-upon units.