Search result: Catalogue data in Autumn Semester 2019
Environmental Sciences Master  | ||||||
 Electives | ||||||
| Other | ||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |
|---|---|---|---|---|---|---|
| 701-0019-00L | Readings in Environmental Thinking Does not take place this semester. | W | 3 credits | 2S | J. Ghazoul | |
| Abstract | This course introduces students to foundational texts that led to the emergence of the environment as a subject of scientific importance, and shaped its relevance to society. Above all, the course seeks to give confidence and raise enthusiasm among students to read more widely around the broad subject of environmental sciences and management both during the course and beyond. | |||||
| Learning objective | The course will provide students with opportunities to read, discuss, evaluate and interpret key texts that have shaped the environmental movement and, more specifically, the environmental sciences. Students will gain familiarity with the foundational texts, but also understand the historical context within which their academic and future professional work is based. More directly, the course will encourage debate and discussion of each text that is studied, from both the original context as well as the modern context. In so doing students will be forced to consider and justify the current societal relevance of their work. | |||||
| Content | The course will be run as a ‘book reading club’. The first session will provide a short introduction as to how to explore a particular text (that is not a scientific paper) to identify the key points for discussion. Thereafter, in each week a text (typically a chapter from a book or a paper) considered to be seminal or foundational will be assigned by a course lecturer. The lecturer will introduce the selected text with a brief background of the historical and cultural context in which it was written, with some additional biographical information about the author. He/she will also briefly explain the justification for selecting the particular text. The students will read the text, with two to four students (depending on class size) being assigned to present it at the next session. Presentation of the text requires the students to prepare by, for example: • identifying the key points made within the text • identifying issues of particular personal interest and resonance • considering the impact of the text at the time of publication, and its importance now • evaluating the text from the perspective of our current societal and environmental position Such preparation would be supported by a mid-week ‘tutorial’ discussion (about 1 hour) with the assigning lecturer. These students will then present the text (for about 15 minutes) to the rest of the class during the scheduled class session, with the lecturer facilitating the subsequent class discussion (about 45 minutes). Towards the end of the session the presenting students will summarise the emerging points (5 minutes) and the lecturer will finish with a brief discussion of how valuable and interesting the text was (10 minutes). In the remaining 15 minutes the next text will be presented by the assigning lecturer for the following week. | |||||
| Literature | The specific texts selected for discussion will vary, but examples include: Leopold (1949) A Sand County Almanach Carson (1962) Silent Spring Egli, E. (1970) Natur in Not. Gefahren der Zivilisationslandschaft Lovelock (1979) Gaia: A new look at life on Earth Naess (1973) The Shallow and the Deep. Roderick F. Nash (1989) The Rights of Nature Jared Diamond (2005) Collapse Robert Macfarlane (2007) The Wild Places Discussions might also encompass films or other forms of media and communication about nature. | |||||
| 701-0337-00L | Environmental Mineralogy | Z | 1 credit | 1V | A. U. Gehring | |
| Abstract | The lecture Environmental Mineralogy provides an outline of chemical and physical properties of iron oxides, clays, and carbonates. Analytical methods (XRD, spectroscopy and magnetics) are presented in order to identify and characterize minerals in natural samples as a tool for the reconstruction of weathering in soils, of diagenesis in sediment, and of phase transitions in hydrothermal systems. | |||||
| Learning objective | Knowledge of the most important minerals (Fe-oxides, carbonates, and sheet silicates) in environmental systems Knowing about the technical and analytical tools for the identification and characterization of mineral phases. Development of strategies for the analytical handling of multimineral sytems. The application of mineralogical informations to solve specific environmental problems. | |||||
| Content | Short introduction to mineral sciences Inorganic minerals and biominerals Analytical methods for the identification and characterization of minerals Weathering & diagenesis and the formation of minerals Minerals as environmental indicators (tropical soils and lacustrine sediments as case studies) The use of minerals in the environmental management (e.g. controlled landfills) Weathering and conservation of building materials | |||||
| Lecture notes | Hand-outs are delivered | |||||
| Literature | - Introduction to mineral sciences, A. Putnis; Cambridge University Press, 1992. - On Biomineralization, Lowenstam & Weiner, Oxford University Press, 1989. - Umweltchemie, V. Koss, Springer, 1997. | |||||
| Prerequisites / Notice | Voraussetzungen: Bodenchemie | |||||
| 701-1504-00L | Winter School "Perspectives on Daylight for the Environment, Health and Architecture" Does not take place this semester. | W | 1 credit | 2G | Lecturers | |
| Abstract | The ETH Winter Schools provide young researchers with the opportunity to work on current and sustainability-related topics in interdisciplinary and intercultural teams. Focus is given not only to teaching theoretical knowledge but also to solving specific case studies. | |||||
| Learning objective | Within the ETH Zurich's new Critical Thinking Initiative (CTI), students are being guided to become critical and independently thinking individuals. During the course of their studies, they will acquire the following key skills and qualifications: the capability to analyse and reflect critically, to form an independent opinion and develop a point of view, as well as to communicate, argue and act in a responsible manner. Based on this concept, the ETH Sustainability Winter School is providing its students with the following qualifications and learning outcomes: - Improved scientific competence: Students gain basic knowledge in different scientific disciplines that goes beyond their selected study discipline. - Methodological competence: Students gain basic knowledge in different scientific methods that goes beyond of their selected study discipline. - Reflection competence: Students will learn how to work in interdisciplinary and intercultural teams to critically reflect their own way of thinking, their own research approaches, and how the academic world influences society. - Implementation skills: Students will apply creative technologies in solution finding processes to gain knowledge and prototyping-skills to increase hands on experience by applying knowledge in concrete cases. | |||||
| Literature | further information: Link | |||||
| Prerequisites / Notice | The Winter School 2019 by ETH Sustainability will invite 30 Bachelor, Master and PhD students from a wide range of nationalities and disciplines. The course aims to ensure a well-balanced mixture between science and technology. Candidates will be selected from all relevant disciplines (e.g. Architecture, Environmental Engineering, Science, Environmental and Social Science, Business, Communication). Applicants will be evaluated on their academic strength, creativity, technical-related expertise, and their dedication to solving humanity's grand challenges. The call for applications will be launched in autumn 2018. | |||||
| 363-1065-00L | Design Thinking: Human-Centred Solutions to Real World Challenges  Due to didactic reasons, the number of participants is limited to 16. All interested students are invited to apply for this course by sending a short motivation letter to Linda Armbruster: larmbruster@ethz.ch. Additionally please enroll via mystudies. Please note that all students are put on the waiting list and that your current position on the waiting list is irrelevant, as places will be assigned after the first lecture on the basis of your motivation letter and commitment for the class. | W | 5 credits | 5G | A. Cabello Llamas, S. Brusoni, L. Cabello | |
| Abstract | The goal of this course is to engage students in a multidisciplinary collaboration to tackle real world problems. Following a design thinking approach, students will work in teams to solve a set of design challenges that are organized as a one-week, a three-week, and a final six-week project in collaboration with an external project partner. Information and application: http://sparklabs.ch/ | |||||
| Learning objective | During the course, students will learn about different design thinking methods and tools. This will enable them to: - Generate deep insights through the systematic observation and interaction of key stakeholders (empathy). - Engage in collaborative ideation with a multidisciplinary team. - Rapidly prototype and iteratively test ideas and concepts by using various materials and techniques. | |||||
| Content | The purpose of this course is to equip the students with methods and tools to tackle a broad range of problems. Following a Design Thinking approach, the students will learn how to observe and interact with key stakeholders in order to develop an in-depth understanding of what is truly important and emotionally meaningful to the people at the center of a problem. Based on these insights, the students ideate on possible solutions and immediately validated them through quick iterations of prototyping and testing using different tools and materials. The students will work in multidisciplinary teams on a set of challenges that are organized as a one-week, a three-week, and a final six-week project with an external project partner. In this course, the students will learn about the different Design Thinking methods and tools that are needed to generate deep insights, to engage in collaborative ideation, rapid prototyping and iterative testing. Design Thinking is a deeply human process that taps into the creative abilities we all have, but that get often overlooked by more conventional problem solving practices. It relies on our ability to be intuitive, to recognize patterns, to construct ideas that are emotionally meaningful as well as functional, and to express ourselves through means beyond words or symbols. Design Thinking provides an integrated way by incorporating tools, processes and techniques from design, engineering, the humanities and social sciences to identify, define and address diverse challenges. This integration leads to a highly productive collaboration between different disciplines. For more information and the application visit: http://sparklabs.ch/ | |||||
| Prerequisites / Notice | Open mind, ability to manage uncertainty and to work with students from various background. Class attendance and active participation is crucial as much of the learning occurs through the work in teams during class. Therefore, attendance is obligatory for every session. Please also note that the group work outside class is an essential element of this course, so that students must expect an above-average workload. Please note that the class is designed for full-time MSc students. Interested MAS students need to send an email to Linda Armbruster to learn about the requirements of the class. | |||||
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