Search result: Catalogue data in Autumn Semester 2021
Environmental Sciences Bachelor  Students can choose between one Bachelor thesis of 10KP or two Bachelor theses of 5KP each. In principle, all professors and lecturers involved in the teaching of the Environmental Sciences degree programme are entitled to supervise a Bachelor's thesis (BA). BA in the area of social sciences and humanities can only be supervised by lecturers who teach in this area. The same applies to BA in the field of natural sciences and technology. If the thesis is supervised by a person who does not teach in the Environmental Sciences degree programme or who does not have ETH lecturer status, then the student has to fill in the "Form for supervisors of a Bachelor thesis who do not teach in the Environmental Sciences degree programme" Link | ||||||||||||||||||||||||||||||||||||||||||
 Specialization in an Environmental System | ||||||||||||||||||||||||||||||||||||||||||
| Forest and Landscape The following courses are highly recommended as preparation for the Specialization in Forest and Landscape: 701-0266-00L Einführung in die Dendrologie (Autumn semester) 551-0435-00L Systematische Biologie: Zoologie (Spring semester) 701-0360-00L Systematische Biologie: Pflanzen (Spring semester) These courses should be successfully completed during the second year. | ||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||
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| 701-0559-00L | Seminar for Bachelor Students: Forest and Landscape | W | 3 credits | 2S | M. Lévesque, T. Ohmura | |||||||||||||||||||||||||||||||||||||
| Abstract | Interdisciplinary seminar on forest and landscape issues with particular emphasis on the key processes shaping the development of forest ecosystems and landscapes. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | - To critically analyze and discuss original scientific articles for selected processes and methods in relation to forest and landscape. - Scientific exchange with subject-specific experts. - Learn standard rhetoric and moderation methods through training in the seminar. - Effective feedback regarding the independent development of presentation and moderation competencies. | |||||||||||||||||||||||||||||||||||||||||
| Content | Seminars will deal with the following topics: 1) Biological, ecological and physical processes, and technical aspects in forest ecosystems with effects on the community, ecosystem and landscape; 2) Social and political processes and institutions with relation to land use; 3) Products and services of forest ecosystems and landscapes and 4) Forest management systems. The contributions will be grouped by topics. Furthermore, the seminar teaches rhetoric and moderation methods, which will serve to deepen the above topics through presentations and discussions. | |||||||||||||||||||||||||||||||||||||||||
| Lecture notes | There will be a script for the rhetoric and moderation methods. | |||||||||||||||||||||||||||||||||||||||||
| Literature | Literature references will be provided by the lecturers. | |||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The credits are assigned if the following requirements are met a) Independent literature research on the topic and exchange with experts for preparing for the presentation b) Presentation with questions and answers (15-20 min) c) Moderation of the scientific discussion (20-35 min) d) Actively contributing to the feedback of students' presentations, moderation and discussions. The presentations can be made in German or English. We expect a regular and active participation. | |||||||||||||||||||||||||||||||||||||||||
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| 701-0561-00L | Forest Ecology | W | 3 credits | 2V | C. Bigler | |||||||||||||||||||||||||||||||||||||
| Abstract | This course conveys the basics of forest ecology with an emphasis on trees as those organisms that dominate the physiognomy and the dynamics of forest ecosystems. Based on this course, students have a good grasp of the qualitative and quantitative importance of forest ecosystems at the global and regional scales, with a focus on central Europe. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to - summarize the fundamentals of forest ecology at the autecological, demecological and synecological level - explain how trees dominate the physiognomy and dynamics of forest ecosystems - describe the qualitative and quantitative importance of forest ecosystems at the global and regional scales, with an emphasis on central Europe and Alpine region. | |||||||||||||||||||||||||||||||||||||||||
| Content | Introduction and overview of the forests of the world Forest ecosystem ecology: Production ecology of forests Autecology: light, temperature, wind, water, and nutrients Demecology: regeneration ecology, forest growth, mortality Synecology: fundamentals of trophic interactions (forest-ungulate interactions), succession | |||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts (mixture of overhead slides and full text chapters) are sold at cost Relevant chapters from textbooks will be indicated. | |||||||||||||||||||||||||||||||||||||||||
| Literature | Kimmins, J.P., 2004. Forest Ecology. Third ed., Pearson-Prentice Hall | |||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The contents of the following courses of the 2nd year of the USYS BSc are required: Pedosphere, Hydrosphere, Fundamentals of biology and ecology, Introduction to dendrology (knowledge of European tree species). | |||||||||||||||||||||||||||||||||||||||||
| 701-0565-00L | Fundamentals of Natural Hazards Management Does not take place this semester. | W | 3 credits | 3G | V. Griess, B. Krummenacher, S. Löw | |||||||||||||||||||||||||||||||||||||
| Abstract | Risks to life and human assets result when settlement areas and infrastructure overlap regions where natural hazard processes occur. This course utilizes case studies to teach how a future natural hazards-specialist should analyze, assess and manage risks. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | Concepts will be explained step-by-step through a set of case studies, and applied in lab by the students. The following principal steps are used when coping with natural hazard-risks. At each step, students will learn and apply the following skills: Risk analysis - What can happen? -Characterize the processes and environmental measures that lead to a natural hazard and integrate modeling results of these processes. - Identify threats to human life and assets exposed to natural hazards and estimate possible drawbacks or damages. Risk assessment - What are the acceptable levels of risk? - Apply principles to determine acceptable risks to human life and assets in order to identify locations which should receive added protection. - Explain causes for conflicts between risk perception and risk analysis. Risk management - What steps should be taken to manage risks? - Explain how various hazard mitigation approaches reduce risk. - Describe hazard scenarios as a base for adequate dimensioning of control measures. - Identify the best alternative from a set of thinkable measures based on an evaluation scheme. - Explain the principles of risk-governance. | |||||||||||||||||||||||||||||||||||||||||
| Content | Die Vorlesung besteht aus folgenden Blöcken: 1) Einführung ins Vorgehenskonzept (1W) 2) Risikoanalyse (6W + Exkursion) mit: - Systemabgrenzung - Gefahrenbeurteilung - Expositions- und Folgenanalyse 3) Risikobewertung (2W) 4) Risikomanagement (2W + Exkursion) 5) Abschlussbesprechung (1W) | |||||||||||||||||||||||||||||||||||||||||
| 701-0567-00L | Forest Health: Entomology and Pathology | W | 3 credits | 2V + 1P | E. Brockerhoff, V. Queloz | |||||||||||||||||||||||||||||||||||||
| Abstract | Insects and microorganisms are important components of the biodiversity and ecology of forests. This course covers the diversity, biology and ecology of insects and pathogens, both native and non-native species and especially those that are tree pests or cause diseases. The course also covers entomological and pathological methods, forest protection and other relevant topics. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | Basic knowledge of: - biology, ecology and biodiversity of insects and the main insect orders with examples of beneficial and pest species of trees and forests of central Europe. - the various groups of tree pathogens (fungi, oomycetes, bacteria, viruses) as well as abiotic causes of tree diseases. - the most important concepts such as forest health, disposition, resistance, interactions, vectors, epidemiology, outbreaks, invasive species and climatic factors. - methods for monitoring and sustainable prevention and limitation of damage from insets and pathogens. | |||||||||||||||||||||||||||||||||||||||||
| Content | • Einführung Lernziele, Grundbegriffe, Waldgesundheit • Einführung Insekten: Biologie, Morphologie, Physiologie und Ökologie • Einführung Pilze: Taxonomie, Strukturen des Thallus, Fruchtkörpertypen, Sexualität der Asko- und Basidiomyzeten, Pilzökologie, Fäuletypen • Borkenkäfer und andere Rinden- und Holzbewohner, Schmetterlinge und andere Entlauber • Blattläuse und andere Pflanzensauger, Gallbildner, Samen- und Zapfeninsekten • Insekten und Pathogene – Vektoren und Komplexkrankheiten • Wurzel- und Stammfäulen • Abwehr im Baum gegen Pathogene - CODIT • Rostkrankheiten • Nützlinge, natürlich Feinde, Artenvielfalt, Biodiversität, Naturschutz • Entomologische Methoden (Feld, Labor, Analysen, Schadensbegrenzung) • Welkeerreger und Bläuepilze, Rindennekrosen • Nadel- und Blattkrankheiten | |||||||||||||||||||||||||||||||||||||||||
| Literature | Prien, S. (Hrsg.) (2016). Ökologischer Waldschutz. Ulmer Verlag. oder vorherige Auflage von Prien: Altenkirch, W. et al. (2002). Waldschutz auf ökologischer Grundlage. Ulmer Verlag. Butin, H. (2019). Krankheiten der Wald- und Parkbäume – Diagnose, Biologie, Bekämpfung. 2. Aktualisierte Auflage, Ulmer Verlag. Castello, J.D. & Teale, S.A. (Eds.) (2011). Forest health: an integrated perspective. Cambridge University Press, UK. Ebner S. & Scherer, A. (2001). Die wichtigsten Forstschädlinge - Insekten – Pilze – Kleinsäuger. Stocker Verlag. Wermelinger, B. (2021). Insekten im Wald. Vielfalt, Funktionen und Bedeutung. Haupt Verlag. | |||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Allgemeine Mikrobiologie, Biologie und Ökologie | |||||||||||||||||||||||||||||||||||||||||
| Bachelor's Thesis Students can choose between one Bachelor thesis of 10 KP or two Bachelor theses of 5 KP each. In principle, all professors and lecturers involved in the teaching of the Environmental Sciences degree programme are entitled to supervise a Bachelor's thesis (BA). BA in the area of social sciences and humanities can only be supervised by lecturers who teach in this area. The same applies to BA in the field of natural sciences and technology. If the thesis is supervised by a person who does not teach in the Environmental Sciences degree programme or who does not have ETH lecturer status, then the student has to fill in the "Form for supervisors of a Bachelor thesis who do not teach in the Environmental Sciences degree programme" Link | ||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||
| 701-0010-02L | Short Bachelor's Thesis in Social Sciences and Humanities  | W | 5 credits | 11D | Lecturers | |||||||||||||||||||||||||||||||||||||
| Abstract | By developing the bachelor's thesis, students learn to (a) analyse a problem using scientific methods and concepts, (b) write a report according to scientific standards and (c) correctly cite scientific literature. Depending on the chosen orientation of the thesis, the students learn these skills through an empirical analysis, a literature review, via design tasks or through an an applied projekt. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | By developing the bachelor's thesis, students learn to (a) analyse a problem using scientific methods and concepts, (b) write a report according to scientific standards and (c) correctly cite scientific literature. | |||||||||||||||||||||||||||||||||||||||||
| Content | A bachelor's thesis in the domain "Social sciences and humanities" usually deals with an issue at the interface of those sciences, the environment and sustainability. Methods of data collection, analysis and interpretation stemming from the social sciences are applied. A short bachelor's thesis should consist of a text, with graphs and figures, of 15-20 pages. | |||||||||||||||||||||||||||||||||||||||||
| 701-0010-03L | Short Bachelor's Thesis in Natural Sciences and Engineering | W | 5 credits | 11D | Lecturers | |||||||||||||||||||||||||||||||||||||
| Abstract | By developing the bachelor's thesis, students learn to (a) analyse a problem using scientific methods and concepts, (b) write a report according to scientific standards and (c) correctly cite scientific literature. Depending on the chosen orientation of the thesis, the students learn these skills through an empirical analysis, a literature review, via design tasks or through an an applied projekt. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | By developing the bachelor's thesis, students learn to (a) analyse a problem using scientific methods and concepts, (b) write a report according to scientific standards and (c) correctly cite scientific literature. | |||||||||||||||||||||||||||||||||||||||||
| Content | A bachelor's thesis in "Natural sciences" deals with a topic at the interface of natural sciences, the environment and sustainability. The methods of data collection, analysis and interpretation appropriate to the natural sciences are used. A thesis in "Engineering" deals with the environmental effects of use and application. The thesis may take the form of an analysis or review of a current technology, or the design of a future technological application. In an inter- or transdisciplinary thesis, knowledge from various fields and disciplines would be merged on the basis of an overarching question, or developed via the input of key societal actors. A short bachelor's thesis should consist of a text, with graphs and figures, of 15-20 pages. | |||||||||||||||||||||||||||||||||||||||||
| 701-0010-10L | Bachelor's Thesis | W | 10 credits | 21D | Lecturers | |||||||||||||||||||||||||||||||||||||
| Abstract | By developing the bachelor's thesis, students learn to (a) analyse a problem using scientific methods and concepts, (b) write a report according to scientific standards and (c) correctly cite scientific literature. Depending on the chosen orientation of the thesis, the students learn these skills through an empirical analysis, a literature review, via design tasks or through an an applied projekt. | |||||||||||||||||||||||||||||||||||||||||
| Learning objective | By developing the bachelor's thesis, students learn to (a) analyse a problem using scientific methods and concepts, (b) write a report according to scientific standards and (c) correctly cite scientific literature. | |||||||||||||||||||||||||||||||||||||||||
| Content | The BA is written either under the "Social sciences and humanities" or the "Natural sciences and technology" modules. The thesis may also be inter- and transdisciplinary. A bachelor's thesis in the domain "Social sciences and humanities" usually deals with an issue at the interface of those sciences, the environment and sustainability. Methods of data collection, analysis and interpretation stemming from the social sciences are applied. A bachelor's thesis in "Natural sciences" deals with a topic at the interface of natural sciences, the environment and sustainability. The methods of data collection, analysis and interpretation appropriate to the natural sciences are used. A thesis in "Technology" deals with the environmental effects of use and application. The thesis may take the form of an analysis or review of a current technology, or the design of a future technological application. In an inter- or transdisciplinary thesis, knowledge from various fields and disciplines would be merged on the basis of an overarching question, or developed via the input of key societal actors. A bachelor's thesis should consist of a text, with graphs and figures, of 30-40 pages. | |||||||||||||||||||||||||||||||||||||||||
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