Geological Sciences

GS 1. Introduction to Geology. 5 Units.

Why are earthquakes, volcanoes, and natural resources located at specific spots on the Earth surface? Why are there rolling hills to the west behind Stanford, and soaring granite walls to the east in Yosemite? What was the Earth like in the past, and what will it be like in the future? Lectures, hands-on laboratories, in-class activities, and one field trip will help you see the Earth through the eyes of a geologist. Topics include plate tectonics, the cycling and formation of different types of rocks, and how geologists use rocks to understand Earth's history.
Same as: EARTHSYS 11

GS 4. Coevolution of Earth and Life. 4 Units.

Earth is the only planet in the universe currently known to harbor life. When and how did Earth become inhabited? How have biological activities altered the planet? How have environmental changes affected the evolution of life? Are we living in a sixth mass extinction? In this course, we will develop and use the tools of geology, paleontology, geochemistry, and modeling that allow us to reconstruct Earth¿s 4.5 billion year history and to reconstruct the interactions between life and its host planet over the past 4 billion years. We will also ask what this long history can tell us about life¿s likely future on Earth. We will also use One half-day field trip.
Same as: EARTHSYS 4

GS 5. Living on the Edge. 1 Unit.

A weekend field trip along the Pacific Coast. Tour local beaches, geology, and landforms with expert guides from the School of Earth, Energy & Environmental Sciences. Enjoy a BBQ dinner and stay overnight in tents along the Santa Cruz coast. Get to know faculty and graduate students in Stanford Earth. Requirements: Two campus meeting and weekend field trip (Fall Quarter: October 14-15 OR October 21-22) to Pacific Coast. Enrollment limited to 25. Freshman have first choice. If you are interested in signing up for the course, complete this form: http://web.stanford.edu/~aferree/GS5.fb. The form will open August 1st.
Same as: EARTH 15

GS 8. Oceanography: An Introduction to the Marine Environment. 3 Units.

For non-majors and earth science and environmental majors. Topics: topography and geology of the sea floor; evolution of ocean basins; circulation of ocean and atmosphere; nature of sea water, waves, and tides; and the history of the major ocean basins. The interface between continents and ocean basins, emphasizing estuaries, beaches, and continental shelves with California margin examples. Relationships among the distribution of inorganic constituents, ocean circulation, biologic productivity, and marine environments from deep sea to the coast. One-day field trip to measure and analyze waves and currents.

GS 12SC. Environmental and Geological Field Studies in the Rocky Mountains. 2 Units.

The ecologically and geologically diverse Rocky Mountain area is being strongly impacted by changing land use patterns, global and regional environmental change, and societal demands for energy and natural resources. This field program emphasizes coupled environmental and geological problems in the Rocky Mountains, covering a broad range of topics including the geologic origin of the American West from three billion years ago to the present; paleoclimatology and the glacial history of this mountainous region; the long- and short-term carbon cycle and global climate change; and environmental issues in the American West related to changing land-use patterns and increased demand for its abundant natural resources. In addition to the science aspects of this course we will also investigate the unique western culture of the area particularly in regards to modern ranching and outfitting in the American West. These broad topics are integrated into a coherent field-study as we examine earth/ environmental science-related questions in three different settings: 1) the three-billion-year-old rocks and the modern glaciers of the Wind River Mountains of Wyoming; 2) the sediments in the adjacent Wind River basin that host abundant gas and oil reserves and also contain the long-term climate history of this region; and 3) the volcanic center of Yellowstone National Park and the mountainous region of Teton National Park. Students will complete six assignments based upon field exercises, working in small groups to analyze data and prepare reports and maps. Lectures will be held in the field prior to and after fieldwork. The students will read two required books prior to this course that will be discussed on the trip.nnNote: This course involves one week of backpacking in the Wind Rivers and hiking while staying in cabins near Jackson Hole, Wyoming. Students must arrive in Salt Lake City on Monday, September 4. (Hotel lodging will be provided for the night of September 4, and thereafter students will travel as a Sophomore College group.) We will return to campus on Friday, September 22.
Same as: EARTHSYS 12SC, ESS 12SC

GS 14. Our National Parks. 2 Units.

Explore the history and natural science of three national parks proximal to Stanford. Under the guidance of instructors, students will work in teams to learn about chosen aspects of these parks, develop dynamic self-guided tours for public consumption, and implement (and publish) these tours using the XibitEd app for iPhones. Students will learn how to present their findings to a general, non-scientific audience, delineate physical locations at which storytelling will take place through the XibitEd system, and create and configure the content for the system. The course will culminate in the publishing of the experiential learning tours, as well as a weekend-long field trip to the Pinnacles National Park.
Same as: EARTH 14, EARTH 114A, GS 114A

GS 38N. The Worst Journey in the World: The Science, Literature, and History of Polar Exploration. 3 Units.

This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Same as: EARTHSYS 38N, ESS 38N

GS 40N. Diamonds. 3 Units.

Preference to freshmen. Topics include the history of diamonds as gemstones, prospecting and mining, and their often tragic politics. How diamond samples provide clues for geologists to understand the Earth's deep interior and the origins of the solar system. Diamond's unique materials properties and efforts in synthesizing diamonds.

GS 42. Landscapes and Tectonics of the San Francisco Bay Area. 4 Units.

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.
Same as: EARTH 42

GS 46Q. Environmental Impact of Energy Systems: What are the Risks?. 3 Units.

In order to reduce CO2 emissions and meet growing energy demands during the 21st Century, the world can expect to experience major shifts in the types and proportions of energy-producing systems. These decisions will depend on considerations of cost per energy unit, resource availability, and unique national policy needs. Less often considered is the environmental impact of the different energy producing systems: fossil fuels, nuclear, wind, solar, and other alternatives. One of the challenges has been not only to evaluate the environmental impact but also to develop a systematic basis for comparison of environmental impact among the energy sources. The course will consider fossil fuels (natural gas, petroleum and coal), nuclear power, wind and solar and consider the impact of resource extraction, refining and production, transmission and utilization for each energy source.
Same as: EARTHSYS 46Q

GS 55Q. The California Gold Rush: Geologic Background and Environmental Impact. 3 Units.

Preference to sophomores. Topics include: geologic processes that led to the concentration of gold in the river gravels and rocks of the Mother Lode region of California; and environmental impact of the Gold Rush due to population increase, mining operations, and high concentrations of arsenic and mercury in sediments from hard rock mining and milling operations. Recommended: introductory geology.

GS 59N. Earthquake 9.0: The Heritage of Fukushima Daiichi 6 Years Later. 3 Units.

We will consider the case for nuclear power as an energy source through the lens of the Fukushima disaster. Specific topics will include the cause of the earthquake and tsunami, the causes for the nuclear power plant failure, the mechanisms for the release of radioactivity at the time of the accident and today, and the ongoing human impact of this tragedy. In addition to the details of the accident and the release of radioactivity, class discussions and readings will explore the health and economic impacts of nuclear power and examine how the accident has affected the future prospects of nuclear power in Japan, the U.S., and around the world.

GS 90. Introduction to Geochemistry. 3-4 Units.

The chemistry of the solid earth and its atmosphere and oceans, emphasizing the processes that control the distribution of the elements in the earth over geological time and at present, and on the conceptual and analytical tools needed to explore these questions. The basics of geochemical thermodynamics and isotope geochemistry. The formation of the elements, crust, atmosphere and oceans, global geochemical cycles, and the interaction of geochemistry, biological evolution, and climate. Recommended: introductory chemistry.

GS 102. Earth Materials: Introduction to Mineralogy. 4 Units.

The minerals and materials that comprise the earth and their uses in modern society. How to identify, classify, and interpret rock-forming minerals. Emphasis is on information provided by common minerals about the nature of the Earth's interior and processes such as magmatism and metamorphism that operate there, as well as the major processes of weathering and erosion that link plate tectonics to earth cycles. Required lab section. Prerequisite: introductory geology course. Recommended: introductory chemistry.

GS 103. Earth Materials: Rocks in Thin Section. 3 Units.

Use of petrographic microscope to identify minerals and common mineral associations in igneous, metamorphic, and sedimentary rocks. Crystallization histories, mineral growth and reaction relations, deformation textures in metamorphic rocks, and provenance of siliciclastic rocks. Required lab section. Prerequisite 102.
Same as: GS 203

GS 104. Introduction to Petrology. 3-4 Units.

The origin of igneous and metamorphic rocks as a function of geologic and plate tectonic setting. How to determine the temperature and pressure conditions of formation from mineral assemblages, textures, and compositions. Undergraduate students majoring in Geological Sciences must take the course for 4 units and complete a weekly lab section examining rocks in thin section. Prerequisite: introductory geology course, GS102; those taking the lab must also have completed GS103 or have equivalent experience with a petrographic microscope.
Same as: GS 204

GS 105. Introduction to Field Methods. 3 Units.

Two-week, field-based course in the White Mountains of eastern California. Introduction to the techniques for geologic mapping and geologic investigation in the field: systematic observations and data collection for lithologic columns and structural cross-sections. Interpretation of field relationships and data to determine the stratigraphic and deformational history of the region. Prerequisite: GS 1, recommended: GS 102.

GS 106. Sedimentary Geology and Depositional Systems. 4 Units.

Topics: weathering, erosion and transportation, deposition, origins of sedimentary structures and textures, sediment composition, diagenesis, sedimentary facies, tectonics and sedimentation, and the characteristics of the major siliciclastic and carbonate depositional environments. Required Lab Section: methods of analysis of sediments in hand specimen and thin section. There is a required field problem trips to the field site(s) during the quarter, data collection and analysis, and preparation of a final written and oral report. Prerequisites: 1, 102, 103.

GS 107. Journey to the Center of the Earth. 3 Units.

The interconnected set of dynamic systems that make up the Earth. Focus is on fundamental geophysical observations of the Earth and the laboratory experiments to understand and interpret them. What earthquakes, volcanoes, gravity, magnetic fields, and rocks reveal about the Earth's formation and evolution.
Same as: GEOPHYS 184, GEOPHYS 274, GS 207

GS 110. Structural Geology and Tectonics. 3-5 Units.

Theory, principles, and practical techniques to measure, describe, analyze, and interpret deformation-related structures on Earth. Collection of fault and fold data in the field followed by lab and computer analysis; interpretation of geologic maps and methods of cross-section construction; structural analysis of fault zone and metamorphic rocks; measuring deformation; regional structural styles and associated landforms related to plate tectonic convergence, rifting, and strike-slip faulting; the evolution of mountain belts and formation of sedimentary basins. Prerequisite: GS 1, calculus. Recommended: 102.
Same as: GS 294

GS 111. Fundamentals of Structural Geology. 3 Units.

Techniques for mapping using GPS and differential geometry to characterize structures; dimensional analysis and scaling relations; kinematics of deformation and flow; measurement and analysis of stress; elastic deformation and properties of rock; brittle deformation including fracture and faulting; linear viscous flow including folding and magma dynamics; model development and methodology. Models of tectonic processes are constructed and solutions visualized using MATLAB. Prerequisites: GS 1, MATH 51.
Same as: CEE 195

GS 114A. Our National Parks. 2 Units.

Explore the history and natural science of three national parks proximal to Stanford. Under the guidance of instructors, students will work in teams to learn about chosen aspects of these parks, develop dynamic self-guided tours for public consumption, and implement (and publish) these tours using the XibitEd app for iPhones. Students will learn how to present their findings to a general, non-scientific audience, delineate physical locations at which storytelling will take place through the XibitEd system, and create and configure the content for the system. The course will culminate in the publishing of the experiential learning tours, as well as a weekend-long field trip to the Pinnacles National Park.
Same as: EARTH 14, EARTH 114A, GS 14

GS 115. Engineering Geology and Global Change. 3 Units.

The application of geology and global change to the planning, design, and operation of engineering projects. Case histories taught in a seminar setting and field trips emphasize the impact of geology and global change on both individual engineering works and the built environment by considering Quaternary history and tectonics, anthropogenic sea level rise, active geologic processes, engineering properties of geologic deposits, site exploration, and professional ethics. Prerequisite: GS 1 or consent of instructor.
Same as: CEE 196

GS 118. Disasters, Decisions, Development in Sustainable Urban Systems. 3-5 Units.

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS, which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge (http://www.resilientbayarea.org/); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CEE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses.
Same as: ESS 118, ESS 218, GEOPHYS 118, GEOPHYS 218, GS 218, POLISCI 224A, PUBLPOL 118

GS 121. What Makes a Habitable Planet?. 3 Units.

Physical processes affecting habitability such as large impacts and the atmospheric greenhouse effect, comets, geochemistry, the rise of oxygen, climate controls, and impact cratering. Detecting and interpreting the spectra of extrasolar terrestrial planets. Student-led discussions of readings from the scientific literature. Team taught by planetary scientists from NASA Ames Research Center.
Same as: GS 221

GS 122. Planetary Systems: Dynamics and Origins. 2-4 Units.

(Students with a strong background in mathematics and the physical sciences should register for 222.) Motions of planets and smaller bodies, energy transport in planetary systems, composition, structure and dynamics of planetary atmospheres, cratering on planetary surfaces, properties of meteorites, asteroids and comets, extrasolar planets, and planetary formation. Prerequisite: some background in the physical sciences, especially astronomy, geophysics, or physics. Students need instructor approval to take the course for 2 or 4 units.
Same as: GEOPHYS 122, GS 222

GS 123. Evolution of Marine Ecosystems. 3-4 Units.

Life originally evolved in the ocean. When, why, and how did the major transitions occur in the history of marine life? What triggered the rapid evolution and diversification of animals in the Cambrian, after more than 3.5 billion years of Earth's history? What caused Earth's major mass extinction events? How do ancient extinction events compare to current threats to marine ecosystems? How has the evolution of primary producers impacted animals, and how has animal evolution impacted primary producers? In this course, we will review the latest evidence regarding these major questions in the history of marine ecosystems. We will develop familiarity with the most common groups of marine animal fossils. We will also conduct original analyses of paleontological data, developing skills both in the framing and testing of scientific hypotheses and in data analysis and presentation.
Same as: BIO 119, EARTHSYS 122, GS 223B

GS 128. Evolution of Terrestrial Ecosystems. 4 Units.

The what, when, where, and how do we know it regarding life on land through time. Fossil plants, fungi, invertebrates, and vertebrates (yes, dinosaurs) are all covered, including how all of those components interact with each other and with changing climates, continental drift, atmospheric composition, and environmental perturbations like glaciation and mass extinction. The course involves both lecture and lab components. Graduate students registering at the 200-level are expected to write a term paper, but can opt out of some labs where appropriate.
Same as: EARTHSYS 128, GS 228

GS 130. Soil Physics and Hydrology. 3 Units.

The occurrence, distribution, circulation, and reaction of water at the surface and within the near surface. Topics: precipitation, evapotranspiration, infiltration and vadose zone, groundwater, surface water and streamflow generation, and water balance estimates. Current and classic theory in soil physics and hydrology. Urban, rangeland, and forested environments.

GS 131. Hydrologically-Driven Landscape Evolution. 3 Units.

Materials of the Earth and hydrologically driven landscape processes. Topics: hillslope hydrology, weathering of rocks and soils, erosion, flow failures, mass wasting, and conceptual models of landscape evolution. Current and classic theory in geomorphology.

GS 135. Sedimentary Geochemistry and Analysis. 4 Units.

Introduction to research methods in sedimentary geochemistry. Proper laboratory techniques and strategies for generating reliable data applicable to any future labwork will be emphasized. This research-based course will examine how the geochemistry of sedimentary rocks informs us about local and global environmental conditions during deposition. Students will collect geochemical data from a measured stratigraphic section in the western United States. These samples will be collected during a four-day field trip at the end of spring break (attendance encouraged but not required). In lab, students will learn low-temperature geochemical techniques focusing on the cycling of biogeochemical elements (O, C, S, and Fe) in marine sediments throughout Earth history. The focus will be on geochemistry of fine-grained siliciclastic rocks (shale) but the geochemistry of carbonates will also be explored. This is a lab-based course complemented with lectures.
Same as: GS 235

GS 135A. Sedimentary Geochemistry Field Trip. 1 Unit.

Field trip to a sedimentary succession of geobiological interest. Students will measure the stratigraphic section, describe any fossils and trace fossils, and collect samples for geochemical analysis. Offered over spring break.

GS 150. Senior Seminar: Issues in Earth Sciences. 3 Units.

Focus is on written and oral communication in a topical context. Topics from current frontiers in earth science research and issues of concern to the public. Readings, oral presentations, written work, and peer review.
Same as: GEOPHYS 199

GS 163. Introduction to Isotope Geochemistry. 3 Units.

Isotopic variations in nature provide key insights into the age of the Earth and its rocks, as well as the evolution of Earth¿s major reservoirs, including the mantle, crust and hydrosphere. How do we know the age of the Earth? When did continents first form? How have the oceans changed through time? This course will address these and related topics by focusing on the fundamental processes that govern isotopic variations, including radioactive decay, mass dependent isotope fractionation and dynamic transfers between reservoirs.
Same as: GS 263

GS 170. Environmental Geochemistry. 4 Units.

Solid, aqueous, and gaseous phases comprising the environment, their natural compositional variations, and chemical interactions. Contrast between natural sources of hazardous elements and compounds and types and sources of anthropogenic contaminants and pollutants. Chemical and physical processes of weathering and soil formation. Chemical factors that affect the stability of solids and aqueous species under earth surface conditions. The release, mobility, and fate of contaminants in natural waters and the roles that water and dissolved substances play in the physical behavior of rocks and soils. The impact of contaminants and design of remediation strategies. Case studies. Prerequisite: 90 or consent of instructor.
Same as: EARTHSYS 170, GS 270

GS 171. Geochemical Thermodynamics. 3 Units.

Introduction to the application of chemical principles and concepts to geologic systems. The chemical behavior of fluids, minerals, and gases using simple equilibrium approaches to modeling the geochemical consequences of diagenetic, hydrothermal, metamorphic, and igneous processes. Topics: reversible thermodynamics, solution chemistry, mineral-solution equilibria, reaction kinetics, and the distribution and transport of elements by geologic processes. Prerequisite: GS 102.

GS 180. Igneous Processes. 4 Units.

For juniors, seniors and beginning graduate students in Earth Sciences. Structure and physical properties of magmas; use of phase equilibria and mineral barometers and thermometers to determine conditions of magmatic processes; melting and magmatic lineages as a function of tectonic setting; processes that control magma composition including fractional crystallization, partial melting, and assimilation; petrogenetic use of trace elements and isotopes. Labs emphasize identification of volcanic and plutonic rocks in thin section and interpretation of rock textures. Prerequisite 102, 103, or consent of instructor.
Same as: GS 280

GS 182. Field Trip to Cascade Volcanoes of California. 1 Unit.

Three-day field trip (involving light hiking and camping) to study active and dormant volcanoes of northern California, including Mt. Shasta, Mt. Lassen, and Medicine Lake, and their relationship to regional extensional faulting. Features visited include stratovolcanoes, cinder cones, lava caves, obsidian flows, hot springs and hydrothermal alteration, volcanic blast deposits and mudflows, debris avalanches, fault scarps. Recommended: 1 or equivalent. Limited enrollment; preference to frosh, sophs, and undergraduates and graduates majoring in SE3.

GS 183. California Desert Geologic Field Trip. 1 Unit.

Field seminar. Three class meetings during Winter quarter followed by a 6-day field trip over Spring Break to Mojave Desert, Death Valley, and Owens Valley. See stunning desert and mountain scenery, and examine geology that includes active faults, recent volcanoes, hot springs, ore deposits, rocks that have been stretched and melted deep in the earth's crust, peaks carved by glaciers, vast ancient lakebeds that are now huge salt flats, shifting fields of sand dunes, and desert flora and fauna. Involves camping and some hiking. Enrollment limited to 25 students; preference given to freshmen and sophomores; additionally graduate students in the School of Earth, Energy & Environmental Sciences. Students interested in signing up for the course must complete this form: http://web.stanford.edu/~aferree/GS183.fb.
Same as: EARTH 183

GS 184. Field Trip to Volcanoes of the Eastern Sierran Volcanism. 1 Unit.

Four-day trip over Memorial Day weekend (involving light hiking and camping) to study silicic and mafic volcanism in the eastern Sierra Nevada: basaltic lavas and cinder cones erupted along normal faults bounding Owens Valley, Long Valley caldera, postcaldera rhyolite lavas, hydrothermal alteration and hot springs, Holocene rhyolite lavas of the Inyo and Mono craters, subaqueous basaltic and silicic eruptions of Mono Basin, floating pumice blocks. If snow-level permits, granites of Yosemite and/or silicic volcanism associated with the Bodie gold district. Recommended: 1 or equivalent. Limited enrollment; preference to frosh, sophs, and undergraduates and graduates majoring in SE3.

GS 185. Volcanology. 3-4 Units.

For juniors, seniors, and beginning graduate students. Eruptive processes that create volcanic deposits and landforms; shield, stratocone, and composite volcanoes, lava dome fields; calderas. Control of magma viscosity and water content on eruptive style. Fluid dynamic controls on the characteristics of lavas and pyroclastic flows. Submarine and subglacial eruptions and interaction of magma with groundwater. Rhyolitic supereruptions and flood basalts: effects on climate and atmospheric chemistry, relation to extinction events. Volcanic hazards and mitigating risk. Geophysical monitoring of active volcanoes. Volcanic-hosted geothermal systems and mineral resources. Those taking the class for 4 units will complete a 3-hour weekly lab that emphasizes recognizing types of lavas and products of explosive eruptions in hand specimen and thin section. Prerequisite: 1, for those taking the course for 3 units; 103 and 104 or equivalent for those taking the course for 4 units.
Same as: GS 285A

GS 190. Research in the Field. 3-6 Units.

Month long courses that provide students with the opportunity to collect data in the field as part of a team-based investigation of research questions or topics under the expert guidance of knowledgeable faculty and graduate students. Topics and locations vary. May be taken multiple times for credit. Prerequisites: GS 1, GS 102, GS 105.
Same as: GS 295

GS 191. Stanford EARTH Field Courses. 1 Unit.

Four- to seven-day field trips to locations of geologic and environmental interest. Includes trips offered during Thanksgiving and Spring breaks. May be repeated for credit.
Same as: EARTH 191

GS 192. Undergraduate Research in Geological Sciences. 1-10 Unit.

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

GS 197. Senior Thesis. 3-5 Units.

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.

GS 198. Special Problems in Geological Sciences. 1-10 Unit.

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

GS 199. Honors Program. 1-10 Unit.

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

GS 203. Earth Materials: Rocks in Thin Section. 3 Units.

Use of petrographic microscope to identify minerals and common mineral associations in igneous, metamorphic, and sedimentary rocks. Crystallization histories, mineral growth and reaction relations, deformation textures in metamorphic rocks, and provenance of siliciclastic rocks. Required lab section. Prerequisite 102.
Same as: GS 103

GS 204. Introduction to Petrology. 3-4 Units.

The origin of igneous and metamorphic rocks as a function of geologic and plate tectonic setting. How to determine the temperature and pressure conditions of formation from mineral assemblages, textures, and compositions. Undergraduate students majoring in Geological Sciences must take the course for 4 units and complete a weekly lab section examining rocks in thin section. Prerequisite: introductory geology course, GS102; those taking the lab must also have completed GS103 or have equivalent experience with a petrographic microscope.
Same as: GS 104

GS 205. Fundamentals of Geobiology. 3 Units.

Lecture and discussion covering key topics in the history of life on Earth, as well as basic principles that apply to life in the universe. Co-evolution of Earth and life; critical intervals of environmental and biological change; geomicrobiology; paleobiology; global biogeochemical cycles; scaling of geobiological processes in space and time.
Same as: ESS 205

GS 206. Topics in Organismal Paleobiology. 2-3 Units.

Seminar course covering an area of structural biology, physiology, or ecology relevant to understanding the fossil record, with the topic changing each time the course is offered. Examples of potential topics are biomineralization, fluid mechanics, biomechanics, taphonomy & biochemical preservation, and the functional morphology/fossil history of specific evolutionary groups such as vertebrates, insects, or plants. This year¿s topic will be the Evolution of Photosynthesis, co-taught with visiting professor Woody Fischer.

GS 207. Journey to the Center of the Earth. 3 Units.

The interconnected set of dynamic systems that make up the Earth. Focus is on fundamental geophysical observations of the Earth and the laboratory experiments to understand and interpret them. What earthquakes, volcanoes, gravity, magnetic fields, and rocks reveal about the Earth's formation and evolution.
Same as: GEOPHYS 184, GEOPHYS 274, GS 107

GS 208. Topics in Geobiology. 1 Unit.

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.
Same as: ESS 208

GS 209. Microstructures. 3-5 Units.

Microstructures in metamorphic rocks reveal temperature, pressure, and rates of deformation in the crust and variations in its thermo-mechanical behavior. Topics include the rheology of rocks and minerals, strain partitioning, shear zones and brittle-ductile transition in the crust, mechanisms of foliation and lineation development, preferred crystallographic fabrics, and geochronologic methods useful for dating deformation. Labs involve microstructure analysis of suites of rocks from classic localities. 5 units for extra project.

GS 210. Geologic Evolution of the Western U.S. Cordillera. 1-3 Unit.

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.

GS 211. Topics in Regional Geology and Tectonics. 2-3 Units.

May be repeated for credit.

GS 212. Topics in Tectonic Geomorphology. 2 Units.

For upper-division undergraduates and graduate students. Topics vary and may include coupling among erosional, tectonic, and chemical weathering processes at the scale of orogens; historical review of tectonic geomorphology; hillslope and fluvial process response to active uplift; measures of landscape form and their relationship to tectonic uplift and bedrock lithology. May be repeated for credit.

GS 213. Topics in Sedimentary Geology. 2 Units.

For upper division undergraduates and graduate students. Topics vary each year but the focus is on current developments and problems in sedimentary geology, sedimentology, Archean geology, and basin analysis. These include issues in deep-water sediments, their origin, facies, and architecture; sedimentary systems on the early Earth; and relationships among tectonics, basin development, and basin fill. May be repeated for credit.

GS 214. Topics in Paleobiology. 1 Unit.

For upper division undergraduates and graduate students. Topics vary each year; focus is on paleontological, sedimentological, and geochemical approaches to the history of life. Topics may include: mass extinction events; evolutionary radiations; the history of global biodiversity; links between evolutionary histories of primary producers and consumers; and the quality of the fossil record. Term paper. May be repeated for credit.

GS 216. Topics in Basin & Petroleum System Modeling. 1 Unit.

Reading and discussion of research in the field of Basin & Petroleum System Modeling. Topics vary by year. May be repeat for credit.

GS 218. Disasters, Decisions, Development in Sustainable Urban Systems. 3-5 Units.

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS, which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge (http://www.resilientbayarea.org/); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CEE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses.
Same as: ESS 118, ESS 218, GEOPHYS 118, GEOPHYS 218, GS 118, POLISCI 224A, PUBLPOL 118

GS 221. What Makes a Habitable Planet?. 3 Units.

Physical processes affecting habitability such as large impacts and the atmospheric greenhouse effect, comets, geochemistry, the rise of oxygen, climate controls, and impact cratering. Detecting and interpreting the spectra of extrasolar terrestrial planets. Student-led discussions of readings from the scientific literature. Team taught by planetary scientists from NASA Ames Research Center.
Same as: GS 121

GS 222. Planetary Systems: Dynamics and Origins. 2-4 Units.

(Students with a strong background in mathematics and the physical sciences should register for 222.) Motions of planets and smaller bodies, energy transport in planetary systems, composition, structure and dynamics of planetary atmospheres, cratering on planetary surfaces, properties of meteorites, asteroids and comets, extrasolar planets, and planetary formation. Prerequisite: some background in the physical sciences, especially astronomy, geophysics, or physics. Students need instructor approval to take the course for 2 or 4 units.
Same as: GEOPHYS 122, GS 122

GS 223. Reflection Seismology Interpretation. 1-4 Unit.

The structural and stratigraphic interpretation of seismic reflection data, emphasizing hydrocarbon traps in two and three dimensions on industry data, including workstation-based interpretation. Lectures only, 1 unit. Prerequisite: 222, or consent of instructor. (GEOPHYS 183 must be taken for a minimum of 3 units to be eligible for Ways credit).
Same as: GEOPHYS 183, GEOPHYS 223

GS 223B. Evolution of Marine Ecosystems. 3-4 Units.

Life originally evolved in the ocean. When, why, and how did the major transitions occur in the history of marine life? What triggered the rapid evolution and diversification of animals in the Cambrian, after more than 3.5 billion years of Earth's history? What caused Earth's major mass extinction events? How do ancient extinction events compare to current threats to marine ecosystems? How has the evolution of primary producers impacted animals, and how has animal evolution impacted primary producers? In this course, we will review the latest evidence regarding these major questions in the history of marine ecosystems. We will develop familiarity with the most common groups of marine animal fossils. We will also conduct original analyses of paleontological data, developing skills both in the framing and testing of scientific hypotheses and in data analysis and presentation.
Same as: BIO 119, EARTHSYS 122, GS 123

GS 225A. Fundamentals of Geochemical Modeling. 3 Units.

A class devoted to geochemical models and the computational and analytical tools required to successfully construct and solve them. Topics include: box models, impulse responses, transfer functions, eigenvalues, advection-diffusion-reaction models, discretization schemes, numerical methods (Euler, Runge-Kutta, Gauss¿Seidel), Green's function, Laplace and Fourier transforms. The class will include a final project in which students will have the opportunity to apply the above tools to their own research or a problem of their choice.

GS 226. At the intersection of geochemistry, sedimentary geology, and paleobiology. 3 Units.

Recent work in geochemistry, sedimentary geology, and paleobiology increasingly supports the notion that common geological factors control long-term biogeochemical cycles, the erosion and deposition of sedimentary rocks, and the evolution of the marine biosphere. During this course students will read and discuss recent primary literature addressing the possible mechanisms underlying these patterns. Questions addressed will include: Why do sedimentary rock area and biodiversity covary? How are these records linked to biogeochemical cycles, as inferred from the stable isotope compositions of elements such as carbon and sulfur? What are the relative roles of biotic interactions vs. physical environmental changes in shaping the macroevolutionary history of life?.

GS 228. Evolution of Terrestrial Ecosystems. 4 Units.

The what, when, where, and how do we know it regarding life on land through time. Fossil plants, fungi, invertebrates, and vertebrates (yes, dinosaurs) are all covered, including how all of those components interact with each other and with changing climates, continental drift, atmospheric composition, and environmental perturbations like glaciation and mass extinction. The course involves both lecture and lab components. Graduate students registering at the 200-level are expected to write a term paper, but can opt out of some labs where appropriate.
Same as: EARTHSYS 128, GS 128

GS 233A. Microbial Physiology. 3 Units.

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.
Same as: BIO 180, EARTHSYS 255, ESS 255

GS 234A. Molecular Microbial Biosignatures. 1-3 Unit.

Critical reading and discussion of literature on molecular biosignatures as indicators of microbial life and metabolisms in modern and ancient environments. Focus will be primarily on recalcitrant lipids that form chemical fossils and topics covered will include biosynthetic pathways of these lipids, their phylogenetic origins, their physiological roles in modern organisms, and their occurrence throughout the geological record. Recommended: microbiology and organic chemistry.
Same as: ESS 261

GS 235. Sedimentary Geochemistry and Analysis. 4 Units.

Introduction to research methods in sedimentary geochemistry. Proper laboratory techniques and strategies for generating reliable data applicable to any future labwork will be emphasized. This research-based course will examine how the geochemistry of sedimentary rocks informs us about local and global environmental conditions during deposition. Students will collect geochemical data from a measured stratigraphic section in the western United States. These samples will be collected during a four-day field trip at the end of spring break (attendance encouraged but not required). In lab, students will learn low-temperature geochemical techniques focusing on the cycling of biogeochemical elements (O, C, S, and Fe) in marine sediments throughout Earth history. The focus will be on geochemistry of fine-grained siliciclastic rocks (shale) but the geochemistry of carbonates will also be explored. This is a lab-based course complemented with lectures.
Same as: GS 135

GS 238. Soil Physics. 3 Units.

Physical properties of the soil solid phase emphasizing the transport, retention, and transformation of water, heat, gases, and solutes in the unsaturated subsurface. Field experiments.

GS 240. Data science for geoscience. 3 Units.

Overview of some of the most important data science methods (statistics, machine learning & computer vision) relevant for geological sciences, as well as other fields in the Earth Sciences. Areas covered are: extreme value statistics for predicting rare events; compositional data analysis for geochemistry; multivariate analysis for designing data & computer experiments; probabilistic aggregation of evidence for spatial mapping; functional data analysis for multivariate environmental datasets, spatial regression and modeling spatial uncertainty with covariate information (geostatistics). Identification & learning of geo-objects with computer vision. Focus on practicality rather than theory. Matlab exercises on realistic data problems.
Same as: ENERGY 240

GS 241. Data Science for Geoscience. 3 Units.

Comprehensive overview and taxonomy of data science (statistics, machine learning & computer vision) relevant for geological sciences, as well as other Earth Sciences. Areas covered are: extreme value statistics for predicting rare geological events; compositional data analysis for geochemistry; multivariate analysis for design of geological data & computer experiments; probabilistic aggregation of evidence for potential mapping; functional data analysis for multivariate environmental datasets, dimension reduction methods for analysis & visualization of geological data & models; sensitivity analysis of coupled physical/chemical numerical models; machine learning-based classification & regression for building surrogate computational models; identification & learning of geological objects with computer vision. Focus on practicality rather than theory. Matlab exercises on realistic data problems.

GS 246. Reservoir Characterization and Flow Modeling with Outcrop Data. 3 Units.

Course gives an overview of concepts from geology and geophysics relevant for building subsurface reservoir models. Includes a required 1-day field trip and hands-on lab exercises. Target audience: MS and 1st year PhD students in PE/ERE/GS with little or no background in geology or geophysics. Topics include: basin and petroleum systems, depositional settings, deformation and diagenesis, introduction to reflection seismic data, rock and fluid property measurements, geostatistics, and flow in porous media.
Same as: ENERGY 146, ENERGY 246

GS 247. Architecture of Turbidite Depositional Systems. 3 Units.

This course considers the research that has led to current architectural models of turbidite deposits as we examine diverse data sets that allow us to test these models. Intense exploration and exploitation activities by the petroleum industry have significantly advanced understanding of turbidite systems. These activities stimulated research aimed at developing predictive models of the three common turbidite reservoir types: (1) confined channel systems, (2) weakly confined channel systems, and (3) unconfined lobe systems. Each of these reservoir types are examined in detail considering recognition criteria, internal structure, reservoir characteristics, and important issues related to reservoir potential and performance. Topics of discussion include controlling processes, hierarchy, variability, uncertainty and active areas of research.

GS 248. The Petroleum System: Investigative method to explore for conventional & unconventional hydrocarbons. 1 Unit.

How the petroleum system concept can be used to more systematically investigate how hydrocarbon fluid becomes an unconventional accumulation in a pod of active source rock and how this fluid moves from this pod to a conventional pool. How to identify, map, and name a petroleum system. The conventional and unconventional accumulation as well as the use of modeling.

GS 249. Petroleum Geochemistry in Environmental and Earth Science. 3 Units.

How molecular fossils in crude oils, oil spills, refinery products, and human artifacts identify their age, origin, and environment of formation. The origin and habitat of petroleum, technology for its analysis, and parameters for interpretation, including: origins of molecular fossils; function, biosynthesis, and precursors; tectonic history related to the evolution of life, mass extinctions, and molecular fossils; petroleum refinery processes and the kinds of molecular fossils that survive; environmental pollution from natural and anthropogenic sources including how to identify genetic relationships among crude oil or oil spill samples; applications of molecular fossils to archaeology; worldwide petroleum systems through geologic time.

GS 250. Sedimentation Mechanics. 3-4 Units.

The mechanics of sediment transport and deposition and the origins of sedimentary structures and textures as applied to interpreting modern sediments and ancient rock sequences. Dimensional analysis, fluid flow, drag, boundary layers, open channel flow, particle settling, erosion, sediment transport, sediment gravity flows, soft sediment deformation, and fluid escape. Required field trip and lab section.

GS 251. Sedimentary Basins. 3 Units.

Analysis of the sedimentary fill and tectonic evolution of sedimentary basins. Topics: tectonic and environmental controls on depositional systems, detrital composition, burial history, and stratigraphic architecture; synthesis of basin development through time. One weekend field trip required. Prerequisites: 110, 151.

GS 252. Sedimentary Petrography. 4 Units.

Siliciclastic sediments and sedimentary rocks. Research in modern sedimentary mineralogy and petrography and the relationship between the composition and texture of sediments and their provenance, tectonic settings, and diagenetic histories. Prerequisite: 151 or equivalent or instructor approval. Required lab section.

GS 253. Petroleum Geology and Exploration. 3 Units.

The origin and occurrence of hydrocarbons. Topics: thermal maturation history in hydrocarbon generation, significance of sedimentary, structural and tectonic setting, trapping geometries and principles of accumulation, and exploration techniques. Prerequisites: 110, 151. Recommended: GEOPHYS 223.

GS 254. Carbonate Sedimentology. 3-4 Units.

Processes of precipitation and sedimentation of carbonate minerals with emphasis on marine systems. Topics include: geographic and bathymetric distribution of carbonates in modern and ancient oceans; genesis and environmental significance of carbonate grains and sedimentary textures; carbonate rocks and sediments as sources of geochemical proxy data; carbonate diagenesis; changes in styles of carbonate deposition through Earth history; carbonate depositional patterns and the global carbon cycle. Lab exercises emphasize petrographic and geochemical analysis of carbonate rocks including map and outcrop scale, hand samples, polished slabs, and thin sections.

GS 255. Basin and Petroleum System Modeling. 3-4 Units.

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.

GS 256. Quantitative Methods in Basin and Petroleum System Modeling. 1-3 Unit.

Examine the physical processes operating in sedimentary basins by deriving the basic equations of fundamental, coupled geologic processes such as fluid flow and heat flow, deposition, compaction, mass conservation, and chemical reactions. Through hands-on computational exercises and instructor-provided "recipes," students will deconstruct the black box of basin modeling software. Students write their own codes (Matlab) as well as gain expertise in modern finite-element modeling software (PetroMod, COMSOL).
Same as: ENERGY 275

GS 257. Clastic Sequence Stratigraphy. 3 Units.

Sequence stratigraphy facilitates integration of all sources of geologic data, including seismic, log, core, and paleontological, into a time-stratigraphic model of sediment architecture. Tools applicable to regional and field scales. Emphasis is on practical applications and integration of seismic and well data to exploration and field reservoir problems. Examples from industry data; hands-on exercises.

GS 258. Introduction to Depositional Systems. 3 Units.

The characteristics of the major sedimentary environments and their deposits in the geologic record, including alluvial fans, braided and meandering rivers, aeolian systems, deltas, open coasts, barred coasts, marine shelves, and deep-water systems. Emphasis is on subdivisions; morphology; the dynamics of modern systems; and the architectural organization and sedimentary structures, textures, and biological components of ancient deposits.

GS 259. Stratigraphic Architecture. 1 Unit.

The stratigraphic architecture of deposits associated with a spectrum of depositional environments, using outcrop and subsurface data. Participants read and discuss selected literature.

GS 260. Quantifying Uncertainty in Subsurface Systems. 3 Units.

Broad conceptual overview of the various components required to uncertainty quantification (UQ) for decision making in subsurface engineering problems such as oil/gas production, groundwater management, contaminant remediation, geothermal energy and mineral deposits. The emphasis lies on learning how to synthesize rather than the details of each individual discipline. The class will cover the basic data science for UQ: dimension reduction methods, Monte Carlo & global sensitivity analysis. Introduction to Bayesianism and how it applies to subsurface prediction problems, in particular, the formulation of geological prior models and the role of geostatistics. Strategies for integrating geological science, geophysics, data science and decision science into decision making under uncertainty. Team work on real field applications.

GS 261. Physics and Chemistry of Minerals and Mineral Surfaces. 4 Units.

The concepts of symmetry and periodicity in crystals; the physical properties of crystals and their relationship to atomic-level structure; basic structure types; crystal chemistry and bonding in solids and their relative stability; the interaction of x-rays with solids and liquids (scattering and spectroscopy); structural variations in silicate glasses and liquids; UV-visible spectroscopy and the color of minerals; review of the mineralogy, crystal chemistry, and structures of selected rock-forming silicates and oxides; mineral surface and interface geochemistry.

GS 262. Thermodynamics and Disorder in Minerals and Melts. 3 Units.

The thermodynamic properties of crystalline, glassy, and molten silicates and oxides in light of microscopic information about short range structure and ordering. Measurements of bulk properties such as enthalpy, density, and their pressure and temperature derivatives, and structural determination by spectroscopies such as nuclear magnetic resonance and Mössbauer. Basic formulations for configurational entropy, heats of mixing in solid solutions, activities; and the energetics of exsolution, phase transitions, and nucleation. Quantitative models of silicate melt thermodynamics are related to atomic-scale views of structure. A general view of geothermometry and geobarometry. Prerequisites: introductory mineralogy and thermodynamics.

GS 263. Introduction to Isotope Geochemistry. 3 Units.

Isotopic variations in nature provide key insights into the age of the Earth and its rocks, as well as the evolution of Earth¿s major reservoirs, including the mantle, crust and hydrosphere. How do we know the age of the Earth? When did continents first form? How have the oceans changed through time? This course will address these and related topics by focusing on the fundamental processes that govern isotopic variations, including radioactive decay, mass dependent isotope fractionation and dynamic transfers between reservoirs.
Same as: GS 163

GS 266. Managing Nuclear Waste: Technical, Political and Organizational Challenges. 3 Units.

The essential technical and scientific elements of the nuclear fuel cycle, focusing on the sources, types, and characteristics of the nuclear waste generated, as well as various strategies for the disposition of spent nuclear fuel - including reprocessing, transmutation, and direct geologic disposal. Policy and organizational issues, such as: options for the characteristics and structure of a new federal nuclear waste management organization, options for a consent-based process for locating nuclear facilities, and the regulatory framework for a geologic repository. A technical background in the nuclear fuel cycle, while desirable, is not required.
Same as: IPS 266

GS 270. Environmental Geochemistry. 4 Units.

Solid, aqueous, and gaseous phases comprising the environment, their natural compositional variations, and chemical interactions. Contrast between natural sources of hazardous elements and compounds and types and sources of anthropogenic contaminants and pollutants. Chemical and physical processes of weathering and soil formation. Chemical factors that affect the stability of solids and aqueous species under earth surface conditions. The release, mobility, and fate of contaminants in natural waters and the roles that water and dissolved substances play in the physical behavior of rocks and soils. The impact of contaminants and design of remediation strategies. Case studies. Prerequisite: 90 or consent of instructor.
Same as: EARTHSYS 170, GS 170

GS 276. Earth's Weathering Engine. 3 Units.

The complex interactions between the chemical, biological, hydrologic and tectonic process that control the chemical and isotopic flux of material to the oceans, and ultimately the long-term composition of both the atmosphere and the hydrosphere. Through a literature review and discussions students will identify key outstanding questions regarding global chemical weathering fluxes. Through data collection, data analysis, and application of appropriate modeling tools students will produce novel analyses and conclusions regarding the operation of the Earth¿s weathering engine. Permission of instructor required.

GS 280. Igneous Processes. 4 Units.

For juniors, seniors and beginning graduate students in Earth Sciences. Structure and physical properties of magmas; use of phase equilibria and mineral barometers and thermometers to determine conditions of magmatic processes; melting and magmatic lineages as a function of tectonic setting; processes that control magma composition including fractional crystallization, partial melting, and assimilation; petrogenetic use of trace elements and isotopes. Labs emphasize identification of volcanic and plutonic rocks in thin section and interpretation of rock textures. Prerequisite 102, 103, or consent of instructor.
Same as: GS 180

GS 281. Principles of 40Ar/39Ar Thermochronometry. 3-4 Units.

The 40Ar/39Ar method is based upon the K-Ar decay scheme and allows high precision geochronology and thermochronology to be performed with K-bearing minerals. Provides a detailed exploration of the method including all practical considerations and laboratory procedures for standardization and instrument calibration. A laboratory component allows practical experience in making measurements and interpreting results.

GS 282. Interpretative Methods in Detrital Geochronology. 3 Units.

Over the past decade, the number of studies that make use of isotopic provenance data has sky-rocketed. This type of data is now routinely used throughout the geosciences to solve a broad range of geologic problems. This seminar examines the state-of-the-art of existing interpretative methods for detrital geo/thermochronology data in provenance studies and critically examines their strengths and weaknesses. While this course will touch upon sampling approaches analytical aspects of data collection, focus is primarily upon data interpretation.

GS 283. Thermochronology and Crustal Evolution. 4 Units.

Thermochronology analyzes the competition between radioactive in-growth and temperature-dependant loss of radiogenic isotopes within radioactive mineral hosts in terms of temperature-time history. Coupled with quantitative understanding of kinetic phenomena and crustal- or landscape-scale interpretational models, thermochronology provides an important source of data for the Earth Sciences, notably tectonics, geomorphology, and petrogenesis. Focus on recent developments in thermochronology, specifically analytical and interpretative innovations developed over the past decade. Integrates the latest thermochronology techniques with field work in a small-scale research project focused upon crustal evolution.

GS 284. Field Seminar on Eastern Sierran Volcanism. 1 Unit.

For graduate students in the earth sciences and archaeology. Four-day trip over Memorial Day weekend to study silicic and mafic volcanism in the eastern Sierra Nevada: basaltic lavas and cinder cones erupted along normal faults bounding Owens Valley, Long Valley caldera, postcaldera rhyolite lavas, hydrothermal alteration and hot springs, Holocene rhyolite lavas of the Inyo and Mono craters, subaqueous basaltic and silicic eruptions of Mono Basin, floating pumice blocks. If snow-level permits, silicic volcanism associated with the Bodie gold district. Recommended: 1 or equivalent.

GS 285. Igneous Petrogenesis of the Continents. 2-4 Units.

Radiogenic isotopes, stable isotopes, and trace elements applied to igneous processes; interaction of magmas with mantle and crust; convergent-margin magmatism; magmatism in extensional terrains; origins of rhyolites; residence times of magmas and magma chamber processes; granites as imperfect mirrors of their source regions; trace element modeling of igneous processes; trace element discriminant diagrams in tectonic analysis; phase equilibria of partial melting of mantle and crust; geothermometry and geobarometry. Topics emphasize student interest. Prerequisite: 180 or equivalent.

GS 285A. Volcanology. 3-4 Units.

For juniors, seniors, and beginning graduate students. Eruptive processes that create volcanic deposits and landforms; shield, stratocone, and composite volcanoes, lava dome fields; calderas. Control of magma viscosity and water content on eruptive style. Fluid dynamic controls on the characteristics of lavas and pyroclastic flows. Submarine and subglacial eruptions and interaction of magma with groundwater. Rhyolitic supereruptions and flood basalts: effects on climate and atmospheric chemistry, relation to extinction events. Volcanic hazards and mitigating risk. Geophysical monitoring of active volcanoes. Volcanic-hosted geothermal systems and mineral resources. Those taking the class for 4 units will complete a 3-hour weekly lab that emphasizes recognizing types of lavas and products of explosive eruptions in hand specimen and thin section. Prerequisite: 1, for those taking the course for 3 units; 103 and 104 or equivalent for those taking the course for 4 units.
Same as: GS 185

GS 286. Secondary Ionization Mass Spectrometry. 3 Units.

Secondary ionization mass spectrometry (SIMS) is a versatile method capable of performing elemental and isotopic analysis in the solid-state at the nanogram to picogram scale. SIMS offers the most favorable combination of high spatial resolution, sensitivity, and mass resolving power. This course explores the ion optics of the primary and secondary columns of SIMS instruments and explains instrumental mass fractionation and standardization methods for both positive and negative secondary ions. Ion imaging and depth profiling approaches are also covered. Practical experience using Stanford's SHRIMP-RG and NanoSIMS instruments is provided.

GS 287. Fundamentals of Mass Spectrometry. 3 Units.

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.

GS 290. Departmental Seminar in Geological Sciences. 1 Unit.

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

GS 291. GS Field Trips. 1 Unit.

Field trips for teaching and research purposes. Trips average 5-10 days. Prerequisite: consent of instructor.

GS 292. Directed Reading with Geological Sciences Faculty. 1-10 Unit.

May be repeated for credit.

GS 293A. Modern Carbonates Field Trip. 1 Unit.

Reading and discussion of papers addressing current topics in carbonate sedimentology, with a focus on modern carbonate sediments of the Bahamas. By invitation only.

GS 294. Structural Geology and Tectonics. 3-5 Units.

Theory, principles, and practical techniques to measure, describe, analyze, and interpret deformation-related structures on Earth. Collection of fault and fold data in the field followed by lab and computer analysis; interpretation of geologic maps and methods of cross-section construction; structural analysis of fault zone and metamorphic rocks; measuring deformation; regional structural styles and associated landforms related to plate tectonic convergence, rifting, and strike-slip faulting; the evolution of mountain belts and formation of sedimentary basins. Prerequisite: GS 1, calculus. Recommended: 102.
Same as: GS 110

GS 295. Research in the Field. 3-6 Units.

Month long courses that provide students with the opportunity to collect data in the field as part of a team-based investigation of research questions or topics under the expert guidance of knowledgeable faculty and graduate students. Topics and locations vary. May be taken multiple times for credit. Prerequisites: GS 1, GS 102, GS 105.
Same as: GS 190

GS 299. Field Research. 2-4 Units.

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

GS 311. Interpretation of Tectonically Active Landscapes. 3 Units.

Focuses on interpreting various topographic attributes in terms of horizontal and vertical tectonic motions. Topics include identification, mapping, and dating of geomorphic markers, deducing tectonic motions from spatial changes in landscape steepness, understanding processes that give rise to different landscape elements, interrogating the role of climate and lithology in producing these landscape elements, and understanding relationships between tectonic motions, surface topography, and the spatial distribution of erosion. Consists of two one hour lectures per week and one laboratory section that help students gain proficiency in Quaternary mapping and interpretation of topographic metrics.

GS 312. Analysis of Landforms. 3 Units.

Quantitative methods to analyze digital topography and to interpret rates of tectonic and geomorphic processes from topographic metrics. Topics include analysis of digital topography using local and neighborhood-based methods, spectral methods, and wavelet methods. Course consists of two one hour lectures per week and one laboratory section that will help students gain proficiency in calculating topographic metrics using ArcGIS and Matlab.

GS 313. Modeling of Landforms. 3 Units.

Geomorphic-transport-rule-based, as well as mass- and momentum-conservation based models to understand the evolution of Earth¿s topography. Topics include formulation of land-sculpting processes as geomorphic transport rules, coupling this mass-conservation approach with mechanical models of crustal deformation, and analysis of landscape forms in terms of events for which mass and momentum of fluid and sediment can be conserved. Both analytical, as well as numerical (finite-volume) treatments of particular problems in tectonic geomorphology will be covered. The specific problems addressed as part of the course will be tailored to those currently investigated by class participants.

GS 315. Literature of Structural Geology. 1 Unit.

Classic studies and current journal articles. May be repeated for credit.

GS 325. The Evolution of Body Size. 2 Units.

Preference to graduate students and upper-division undergraduates in GS and Biology. The influence of organism size on evolutionary and ecological patterns and processes. Focus is on integration of theoretical principles, observations of living organisms, and data from the fossil record. What are the physiological and ecological correlates of body size? Is there an optimum size? Do organisms tend to evolve to larger size? Does productivity control the size distribution of consumers? Does size affect the likelihood of extinction or speciation? How does size scale from the genome to the phenotype? How is metabolic rate involved in evolution of body size? What is the influence of geographic area on maximum body size?.

GS 328. Seminar in Paleobiology. 1 Unit.

For graduate students. Current research topics including paleobotany, vertebrate and invertebrate evolution, paleoecology, and major events in the history of life on Earth.

GS 336. Stanford Alpine Project Seminar. 1 Unit.

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.

GS 373. METAMORPHIC PETROLOGY. 3 Units.

Metamorphic petrology is concerned with the range of solid-state recrystallization and chemical mass transfer processes under physical conditions ranging from those prevalent at the Earth's surface to crustal melting. This course explores the phenomenology of these processes from mineralogic, textural, structural, geochemical, and geodynamic perspectives. The focus is on subduction, arc magmatic, rift magmatic and regional tectonic (collisional and extensional) settings. Important concepts and methods in phase equiibria, thermobarometry, geo/thermochronology, and fabric analysis are explored.

GS 373L. Metamorphic Petrology Laboratory. 1 Unit.

Teaches petrographic methods for characterizing recrystallization of common clastic and chemically precipitated sedimentary, mafic and felsic igneous, and ultramafic mantle rocks. Features suites from contact and regional metamorphic settings including arc magmatic, subduction, convergent , and extensional metamorphic settings.

GS 381. Igneous Petrology and Petrogenesis Seminar. 1-2 Unit.

Topics vary by quarter. May be repeated for credit.

GS 385. Practical Experience in the Geosciences. 1 Unit.

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).

GS 399. Advanced Projects. 1-10 Unit.

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.

GS 400. Graduate Research. 1-15 Unit.

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

GS 801. TGR Project. 0 Units.

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GS 802. TGR Dissertation. 0 Units.

.