Suchergebnis: Katalogdaten im Herbstsemester 2017
Umweltnaturwissenschaften Bachelor  | ||||||
 Bachelor-Studium (Studienreglement 2011) | ||||||
| Naturwissenschaftliche und technische Wahlfächer | ||||||
| Einzelfächer | ||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
|---|---|---|---|---|---|---|
| 701-0266-00L | Einführung in die Dendrologie | W | 2 KP | 2P | A. Rudow | |
| Kurzbeschreibung | Bäume und Sträucher, sind für Wald und Landschaft von grosser Bedeutung. Die Lehrveranstaltung vermittelt einen Einstieg in die Gehölzkunde und in die Bestimmung einheimischer Baum- und Straucharten. Sie bildet Grundlage und Voraussetzung für den aufbauenden Kurs Gehölzpflanzen Mitteleuropas im FS 2018ff. | |||||
| Lernziel | Kenntnis ausgewählter einheimischer Gehölzarten und deren Bestimmung im Sommer- und Winterzustand. Verständnis biologischer und ökologischer Zusammenhänge anhand gezielter Beobachtungen an Gehölzen in der Natur. Differenzierte Betrachtungsweise des Ökosystems Wald. | |||||
| Inhalt | Einstieg in die Dendrologie anhand konkreter Beispiele. Schwerpunkte bilden die Vermittlung von Artenkenntnissen (80 häufige Baum- und Straucharten) und das Verständnis der Baumgestalt (Gehölzmorphologie). Durch anschauliche Präsentation mit praktischen Übungen und die Verbindung verschiedener Skalenbereiche (Organ, Individuum, Bestand, Ökosystem) wird ein attraktiver Einblick in die Wald-Landschafts-Thematik sowie die Umweltbiologie gegeben. | |||||
| Skript | Rudow, A., 2017: Dendrologie Grundlagen - Folien. Rudow, A., 2016: Dendrologie Grundlagen - Bestimmungshilfe 72 einheimische Gehölzarten. | |||||
| Literatur | Kremer, B.P., 2010: Bäume & Sträucher. Steinbachs Naturführer. Ulmer, Stuttgart. 380 S. Lang, K.J., Aas, G., 2014: Knospen und andere Merkmale (Winterbestimmung). Eigenverlag, 59 S. (Sammelbestellung im Kurs möglich). Rudow, A., 2011: eBot Dendrologie (Betaversion). E-learning-Tool zur Unterstüzung der Dendrologie-Kurse an der ETHZ (Applikation integriert in eBot). | |||||
| Voraussetzungen / Besonderes | Zur Hälfte in Form von Exkursionen und Übungen im Wald (ETH Hönggerberg) sowie 3 halbtägige Exkursionen (Region Zürich und Umgebung, Fr 13-18h oder an Wochenenden, Daten nach Absprache). Wetterfeste Kleidung wird vorausgesetzt. Die Lehrveranstaltung bildet Grundlage und Voraussetzung für den aufbauenden Kurs Gehölzpflanzen Mitteleuropas im FS 2018ff. | |||||
| 701-0901-00L | ETH Week 2017: Manufacturing the Future  All ETH Bachelor¿s, Master¿s and exchange students can take part in the ETH week. No prior knowledge is required | W | 1 KP | 3S | R. Knutti, C. Bratrich, S. Brusoni, I. Burgert, A. Cabello Llamas, F. Gramazio, G. Grote, A. Krause, M. Meboldt, A. R. Studart, A. Vaterlaus | |
| Kurzbeschreibung | The ETH Week is an innovative one-week course designed to foster critical thinking and creative learning. Students from all departments as well as professors and external experts will work together in interdisciplinary teams. They will develop interventions that could play a role in solving some of our most pressing global challenges. In 2017, ETH Week will focus on the topic of manufacturing. | |||||
| Lernziel | - Domain specific knowledge: Students have immersed knowledge about a certain complex, societal topic which will be selected every year. They understand the complex system context of the current topic, by comprehending its scientific, technical, political, social, ecological and economic perspectives. - Analytical skills: The ETH Week participants are able to structure complex problems systematically using selected methods. They are able to acquire further knowledge and to critically analyze the knowledge in interdisciplinary groups and with experts and the help of team tutors. - Design skills: The students are able to use their knowledge and skills to develop concrete approaches for problem solving and decision making to a selected problem statement, critically reflect these approaches, assess their feasibility, to transfer them into a concrete form (physical model, prototypes, strategy paper, etc.) and to present this work in a creative way (role-plays, videos, exhibitions, etc.). - Self-competence: The students are able to plan their work effectively, efficiently and autonomously. By considering approaches from different disciplines they are able to make a judgment and form a personal opinion. In exchange with non-academic partners from business, politics, administration, nongovernmental organizations and media they are able to communicate appropriately, present their results professionally and creatively and convince a critical audience. - Social competence: The students are able to work in multidisciplinary teams, i.e. they can reflect critically their own discipline, debate with students from other disciplines and experts in a critical-constructive and respectful way and can relate their own positions to different intellectual approaches. They can assess how far they are able to actively make a contribution to society by using their personal and professional talents and skills and as "Change Agents". | |||||
| Inhalt | The week is mainly about problem solving and design thinking applied to the complex manufacturing world. During ETH Week students will have the opportunity to work in small interdisciplinary groups, allowing them to critically analyze both their own approaches and those of other disciplines, and to integrate these into their work. While deepening their knowledge about how manufacturing works, students will be introduced to various methods and tools for generating creative ideas and understand how different people are affected by each part of the system. In addition to lectures and literature, students will acquire knowledge via excursions into the real world, empirical observations, and conversations with researchers and experts. A key attribute of the ETH Week is that students are expected to find their own problem, rather than just solve the problem that has been handed to them. Therefore, the first three days of the week will concentrate on identifying a problem the individual teams will work on, while the last two days are focused on generating solutions and communicating the team's ideas. | |||||
| Voraussetzungen / Besonderes | No prerequisites. Program is open to Bachelor and Masters from all ETH Departments. All students must apply through a competitive application process at www.ethz.ch/ethweek. Participation is subject to successful selection through this competitive process. | |||||
| 051-0159-00L | Urban Design I Auslaufender Studiengang nach Reglement BSc 2011. | W | 1 KP | 2V | H. Klumpner | |
| Kurzbeschreibung | Each lecture introduces a contemporary city. Three tools per city describe urban development and are critically presented as strategies and tactics, extracted from cities where they have become exemplary practice. They show urban conditions, models and operational modes. They provide understanding of how urban design is shaping the city, and how they can be incorporated in future design projects. | |||||
| Lernziel | How can we read cities and recognise current trends and urban phenomena? The lectures series will produce a catalogue of operational urban tools as a series of critical case studies, and as basis for future practice. Urban Stories introduces a repertoire of urban design instruments to the students. This will empower them to read cities and apply these tools in the urban environment. The course will approach the topic employing analytical cases on different scales, geographies, in diverse socio-political and economical environments. With our collection of tools compiled in a 'toolbox', we aim to tell the fundamental story of contemporary urban development. This specific analysis offers insight and knowledge that helps students to make informed design decisions. The tools are grouped in thematic clusters, compared and interpreted. This approach sensibilities the students to understand how to operate in different local but also international contexts. | |||||
| Inhalt | Urban form cannot be reduced to the physical space. Cities are the result of social construction, under the influence of technologies, ecology, culture, the impact of experts and accidents. Urban un-concluded processes respond to political interests, economic pressure, cultural inclinations, along with the imagination of architects and urbanists and the informal powers at work in complex adaptive systems. Current urban phenomena are the result of an urban evolution. The facts stored in urban environments include contributions from its entire lifecycle. That is true for the physical environment, but also for non-physical aspects, the imaginary city that exists along with its potentials and problems and with the conflicts that have evolved over time. Knowledge and understanding along with a critical observation of the actions and policies are necessary to understand the diversity and instability present in the contemporary city and to understand how urban form evolved to its current state. How did cities develop into the cities we live in now? Which urban plans, instruments, visions, political decisions, economic reasonings, cultural inputs and social organisation have been used to operate in urban settlements in specific moments of change? We have chosen cities that are exemplary in illustrating how these instruments have been implemented and how they have shaped urban environments. We transcribe these instruments into urban operational tools that we have recognized and collected within existing tested cases in contemporary cities across the globe. This lecture series will introduce urban knowledge and the way it has introduced urban models and operational modes within different concrete realities, therefore shaping cities. Urban knowledge will be translated into operational tools, extracted from cities where they have been tested and become exemplary samples, most relevant for providing the understanding of how urban landscape has taken shape. The tools are clustered in twelve thematic clusters and three tool scales for better comparability and cross-reflection. Tool case studies are compiled into a toolbox, which we use as templates to read the city and to critically reflect upon it. The presented contents are meant to serve as inspiration for positioning in future professional life as well as to provide instruments for future design decisions. | |||||
| Skript | The learning material, available via https://moodle-app2.let.ethz.ch/ is comprised of: - Toolbox 'Reader' with introduction to the lecture course and tool summaries - Weekly exercise tasks - Infographics with basic information of each city - Quiz question for each tool - Additional reading material The compiled learning material can be downloaded from the student-server: afp://brillembourg-klumpner-server.ethz.ch Please check also the Chair website for more information: http://u-tt.com/teaching/ For a brief digital overview of all presented cities in the lecture series (not official learning material): http://utt-toolbox.com/ | |||||
| Literatur | Please see 'Skript', (a digital reader is available) | |||||
| Voraussetzungen / Besonderes | "Semesterkurs" (semester course) students from other departments or students taking this lecture as GESS / Studium Generale course as well as exchange students must submit a research paper, which will be subject to the performance assessment: "Bestanden" (pass) or "Nicht bestanden" (failed) as the performance assessment type, for "Urban Design I: Urban Stories" taken as a semester course, is categorized as "unbenotete Semesterleistung" (ungraded semester performance). | |||||
| 751-3401-00L | Pflanzenernährung I | W | 2 KP | 2V | E. Frossard | |
| Kurzbeschreibung | Vermittelt werden: die Prozesse zur Steuerung der Aufnahme und des Transportes von Nährstoffen und Wasser in die Pflanze; die Assimilation von Nährstoffen in der Pflanze; der Zusammenhang zwischen Nährstoffaufnahme und Ertrag; die Rolle des Bodens als Nährstofflieferant; die Grundlagen der Düngung für verschiedene Kulturen unter Verwendung von mineralischen und organischen Düngern. | |||||
| Lernziel | Ziele dieser Lehrveranstaltung sind: Sie verstehen wie Nährstoffe und Wasser in die Pflanze aufgenommen werden, wie sie in der Pflanze transportiert werden und wie die Nährstoffe assimiliert werden. Sie verstehen die Bedeutung und Funktion von Nährstoffen in der Pflanze. Sie sind in der Lage zu erklären, wie Nährstoffe den Ertrag und die Qualität von geernteten pflanzlichen Produkten beeinflussen. Sie können am Ende der Vorlesung einen Düngungsplan für Ackerkulturen unter Schweizerischen Bedingungen herstellen. | |||||
| Inhalt | Die Einführung zeigt die Herausforderung einer ausgeglichener Düngung von Kulturpflanzen. Danach wird die Physiologie der Pflanzenernährung vermittelt (Nährstoff- und Wasseraufnahme in die Pflanze, Transport von Wasser und Nährstoffen in der Pflanze, Assimilation von Nährstoffen, physiologische Rolle der Nährstoffe). Die Wichtigkeit der Nährstoffe für die Ertragsbildung und die Qualität von Ernteprodukten wird dargestellt. Am Schluss werden die Grundlagen der Düngung behandelt (Nährstoffverfügbarkeit im Boden, Berechnung der Düngung, Vorstellung der verschiedenen Düngungstypen). | |||||
| Skript | Ein Skript wird verteilt für den Teil "Physiologie der Pflanzenernährung". Für den Teil „Düngung“ werden wir die letzte Ausgabe der "Grundlagen für die Düngung im Acker und Futterbau" vom ART und ACW verwenden (GRUDAF/DBF). | |||||
| Literatur | Physiology of plant nutrition: Epstein and Bloom 2004. Mineral nutrition of plants: Principles and perspectives Taiz and Zeiger 2002. Plant physiology. Marschner 1995. Mineral Nutrition of higher plants. Schilling 2000. Pflanzenernährung und Düngung. Schubert S 2006 Pflanzenernährung Grundwissen Bachelor Ulmer UTB Pictures of nutrients deficiency symptoms: Bergmann, W. 1988. Ernährungsstörungen bei Kulturpflanzen. http://www.tll.de/visuplant/vp_idx.htm Water balance: Kramer, P.J., Boyer, J.S. 1995. Water relations of plants and soils. Lösch, R. 2001. Wasserhaushalt der Pflanzen. Ehlers, W. 1996. Wasser in Boden und Pflanze. | |||||
| 751-4801-00L | Systembezogene Bekämpfung herbivorer Insekten I | W | 2 KP | 2G | D. Mazzi | |
| Kurzbeschreibung | Im Zentrum steht das Erwerben von Fähigkeiten zur Beurteilung von Strategien zur Lenkung von Schädlingspopulationen im Spannungsfeld Ökonomie-Ökologie-Gesellschaft. Agrarwissenschaftlich bedeutende Verfahren werden erklärt und an Beispielen vertieft, wie Prävention mittels natürlicher Ressourcen, Überwachung und Prognose, Resistenz-Management, sowie Mittelzulassung samt Ökotoxikologie. | |||||
| Lernziel | Die Studierenden erreichen ein gutes Verständnis über gundlegende Aspekte der Schädlingsbekämpfung in Agrarökosystemen und können Handlungsoptionen im Spannungsfeld Ökologie - Ökonomie - Gesellschaft beurteilen. Sie gewinnen zusätzlich die Fähigkeit, Recherchen über relevante Fragen der Schädlingsbekämpfung durchzuführen und Fallbeispiele kritisch zu beurteilen. | |||||
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