EARTH SYSTEM DYNAMICS

This course will provide the students with understanding of how the Earth system operates and how it is investigated by contemporary as well as pioneering Earth system research. Focus is on the physical components of the Earth system, especially linked with dynamics of the atmosphere and oceans, and on the planet's natural cycles - the carbon, water, nitrogen, phosphorus and sulphur cycles. After a brief introductory overview on the concept of Earth system, the course will focus on a host of simple, conceptual models that will allow to learn the most fundamental processes operating within the Earth system, such as Energy Balance Models. Students will then become familiar with the main modern tools used for the characterization, understanding and prediction of Earth system dynamics, including instrumental observations, proxy-based and documental reconstructions, and simulations with state-of-the-art numerical Earth system models. Lectures will illustrate the most significant recent advancements at the frontiers of current Earth system research, particularly regarding how anthropogenic activities are influencing state, variability and predictability of the physical and biogeochemical components of the Earth system.

Knowledge of the fundamental physical and biogeochemical processes that determine state and variability of the Earth system. Knowledge of the main tools used in contemporary Earth system research (observations, simulations, reconstructions). Development of critical evaluation skills in the assessment and attribution of natural and anthropogenic changes in the Earth system.

Basic knowledge of climatology, thermodynamics, chemistry. Some confidence with mathematics, in particular calculus and geometry.

key concepts of atmospheric physics and fluidodynamics; key concepts of biogeochemistry; conceptual and realistic models of the Earth system; humans within the Earth system; predictability and prediction.

http://www.climate.be/textbook/ebook.html

oral exam on the topics of the lectures. Students are invited to begin with a presentation based on a scientific article on the topics touched in class. Examples will be proposed in class.

oral

28-30L: full grasp on the topics covered in class and in supporting texts; ability to prioritize information; use of appropriate technical terminology;
26-27: good knowledge of the topics covered in class and, to a lesser extent, in supporting texts; fair ability to organize information and present it orally; familiarity with technical terminology;
24-25: not always in-depth knowledge of the topics covered in class and in supporting texts; generally clear oral presentation but not always with correct use of technical terminology;
22-23: often superficial knowledge of the topics covered in class and in supporting texts; unclear oral presentation and lacking in technical terminology;
18-21: knowledge of the topics covered in class and in supporting texts is at times incomplete; confused oral presentation, with little use of technical terminology.

frontal lessons with discussions initiated with the students; seminars