THE ANTHROPOCENE: DETECTION AND ATTRIBUTION OF CURRENT CLIMATE CHANGES IN A GLOBAL PERSPECTIVE

This course aims to provide the tools to understand the mechanisms and the past evolution of climate system as a base to interpret the more recent changes in a global perspective. The current debate on the possible introduction of a novel geological Epoch named "Anthropocene" underlines the importance of anthropic factors as drivers of climate in modern times. The comprehension of these dynamics will give to the student the ability to better comunicate, promote and participate to the global discussion about climate changes.

At the end of this course, the student will have a clear comprehension of the meaning and implications of the Anthropocene defined as a novel geological Epoch. Moreover, it is expected that the stundent will acquire the knowldege of the past climate dynamics and he/she is aware of the future scenarios provided by climatic models.

No prior background in the subject is required beyoind a general familiarity with the scientific thinking.

Definition of the Anthropocene: evidence of potential markers to be used for defining the Anthropocene Epoch as a new geological time unit. Horizons for the Holocene−Anthropocene boundary. The onset of the Anthropocene. Paleoclimate archives and proxies: overview of the scientific tools available to extract information about past climate from ancient geological/geochemical settings. The Last Glacial Maximum. Testing model simulations against biotic data. Comparison of glacial maximum climates. How cold were the glacial tropics? Climate during and since the last deglaciation. Millennial scale climatic oscillations during glaciations and the last interglacial period. Impacts of climate on human evolution in the pre-industrial era. Climate and early farming. Sea level rise and flood legends. Early impacts of humans on climate. Climate change during the last 1,000 years. The Little Ice Age. Proxy records of historical climate. Reconstructing hemispheric temperature trends. Proposed causes of climate change from 1000 to 1850 CE. Reconstructing sea level changes. Instrumental records and satellite observations. Sources of the recent rise in sea level internal oscillations. Natural and Anthropic causes of global warming over the last 125 years. Earth’s sensitivity to greenhouse gases. Why has the warming since 1850 been so small? Future climatic change. Future human impacts on greenhouse gases. Effects of future CO2 increase on climate and the environment.

William F. Ruddiman. Earth’s Climate: Past and Future 2nd Ed. W.H. Freeman and Company, New York. 2008. Lecture notes, slides, scientific publications as case studies provided by the teacher.

The assessment methods focus on evaluating the student's critical understanding and ability to articulate their knowledge. An oral exam allows the instructor to ascertain not only the memorization of content but, more importantly, the assimilation of key concepts, the ability to connect different topics, and the formulation of coherent and well-reasoned thoughts. The assessment considers the student's command of the discipline-specific language, clarity of expression, and responsiveness when answering questions or elaborating on topics proposed by the instructor. Often, during the examination, questions are posed to stimulate critical thinking and verify the student's ability to re-elaborate learned information. The final grade takes into account both the correctness of the answers and the fluidity and logical coherence of the presentation.

oral

Grade/Descriptions
30 e lode (30 with honors)/Excellent. Complete, thorough, and detailed knowledge of all topics covered. Excellent critical analysis, synthesis, and original argumentation skills.
28–30/Very Good. Complete and confident knowledge, ability to connect concepts, clear and appropriate presentation.
25–27/Good. Good understanding of the main content, generally clear presentation but with some inaccuracies or minor deficiencies in critical depth.
21–24/Satisfactory. Sufficient knowledge of the fundamental topics but with evident gaps or inaccuracies; poorly structured presentation.
18–20/Sufficient. Minimal knowledge of basic topics; simple and sometimes hesitant presentation.
<18/Fail. Insufficient performance: fragmented or severely lacking knowledge; inability to critically re-elaborate content.

The course primarily relies on lectures. It employs teaching methods aimed at the structured transmission of knowledge. Ex cathedra lectures form the core, allowing the instructor to systematically present course content, often using slides or other teaching materials to illustrate complex concepts. These sessions are sometimes interspersed with guided discussions, where the instructor encourages active student participation through targeted questions, prompting them to clarify doubts and reflect on the topics covered. To make concepts more tangible, case studies and practical examples are frequently used to demonstrate how theory applies to real-world situations, fostering a deeper understanding. Students are also provided with recommended readings, indicating texts and articles for individual in-depth study. Finally, the instructor is available during office hours to offer clarifications and personalized support, ensuring every student can address their difficulties.