Suchergebnis: Katalogdaten im Herbstsemester 2016
Umweltnaturwissenschaften Master | ||||||
Ergänzungen | ||||||
Ergänzung in Landwirtschaftliche Pflanzenproduktion und Umwelt | ||||||
Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
---|---|---|---|---|---|---|
751-4701-00L | Herbologie | W | 2 KP | 2G | B. Streit, N. Delabays, U. J. Haas | |
Kurzbeschreibung | Vermittelt werden Grundkenntnisse über Biologie und Ökologie der Unkräuter, Unkraut-Kulturpflanzen-Interaktionen sowie Prinzipien chemischer, physikalischer und biologische Unkrautkontrolle. Weiter werden die Mechanismen des gezielten Unkrautmanagements in unterschiedlichen Anbausystemen und Kulturen erläutert. | |||||
Lernziel | ||||||
751-4003-01L | Current Topics in Grassland Sciences (HS) | W | 2 KP | 2S | N. Buchmann | |
Kurzbeschreibung | Research results in agro- and forest ecosystem sciences will be presented by experienced researchers as well as Ph.D. and graduate students. Citation classics as well as recent research results will be discussed. Topics will range from plant ecophysiology, biodiversity and biogeochemistry to management aspects in agro- and forest ecosystems. | |||||
Lernziel | Students will be able to understand and evaluate experimental design and data interpretation of on-going studies, be able to critically analyze published research results, practice to present and discuss results in the public, and gain a broad knowledge of recent research and current topics in agro- and forest ecosystem sciences. | |||||
Inhalt | Research results in agro- and forest ecosystem sciences will be presented by experienced researchers as well as Ph.D. and graduate students. Citation classics as well as recent research results will be discussed. Topics will range from plant ecophysiology, biodiversity and biogeochemistry to management aspects in agro- and forest ecosystems. | |||||
Skript | none | |||||
Voraussetzungen / Besonderes | Prerequisites: Basic knowledge of plant ecophysiology, terrestrial ecology and management of agro- and forest ecosystems. Course will be taught in English. | |||||
751-4104-00L | Alternative Crops | W | 2 KP | 2V | A. Walter, B. Büter, E. A. Pérez Torres | |
Kurzbeschreibung | Wenige Kulturpflanzen dominieren Fruchtfolgen weltweit. Im Interesse einer erhöhten agrikulturellen Biodiversität können Arten wie Buchweizen aber auch Medizinalpflanzen in Zukunft eine wichtigere Bedeutung erlangen. Die Biologie, Physiologie, Stresstoleranz und zentrale Aspekte der gesamten Wertschöpfungskette der Produkte solcher Pflanzenarten werden dargestellt. | |||||
Lernziel | Im Verlauf des Kurses lernen die Studierenden, das Potential verschiedenster Kulturpflanzenarten im Vergleich zu den Hauptkulturarten auf der Basis ihrer biologischen und agronomischen Eigenschaften zu beurteilen. Jeder Studierende nimmt die Beurteilung einer von ihm oder ihr selbst ausgewählten alternativen Kulturart vor und stellt diese den anderen Kursteilnehmern dar. Dabei werden Fachartikel sowie Einträge in Wikipedia zu Hilfe gezogen und selbst bearbeitet. | |||||
751-5001-00L | Agroecologists without Borders | W | 2 KP | 2S | C. Decock, A. Hofmann, J. Six | |
Kurzbeschreibung | In this seminar students apply their knowledge on sustainable agriculture, tropical soils and land use to a case study related to a current research project from the Sustainable Agroecosystems group. The seminar offers interactions with researchers and extension specialists working in the context of agricultural development. | |||||
Lernziel | (1) Students analyze concrete examples of agricultural development projects in tropical agroecosystems. (2) Students broaden their understanding of environmental and socio-economic challenges of smallholder farmers. (3) Students articulate complexity and challenges in agricultural development interventions. (4) Students develop their science communication skills by producing science communication materials in the context of the given case study. | |||||
Voraussetzungen / Besonderes | Students signing up for this class should have a strong interest in tropical agriculture and science communication. | |||||
751-5003-00L | Nachhaltige Agrarökosysteme II | W | 2 KP | 2V | J. Six, A. Hofmann | |
Kurzbeschreibung | Die Lehrveranstaltung vermittelt Methoden der agrarökologischen Forschung durch ausgewählte Fallbeispiele aktueller Forschungsprojekte und praktische Übungen. Die Studierenden erhalten einen Überblick zu Akteuren im Bereich der nachhaltigen Agrarentwicklung. | |||||
Lernziel | (1) Methoden für agrarökologische Feld- und Laboruntersuchungen kennenlernen, (2) Fallbeispiele aus aktuellen agrarökologischen Forschung analysieren, (3) Institutionen mit ihren Projekten im Kontext der nachhaltigen Agrarentwicklung einordnen können | |||||
Literatur | Gliessman, S.R. (2014) Agroecology: the ecology of sustainable food systems. 3rd edition, CRC Press. 405 p. | |||||
Voraussetzungen / Besonderes | Vorheriger Besuch der Lehrveranstaltung Nachhaltige Agrarökosysteme I (Sustainable Agroecosystems I) 751-5000-00G (jeweils im Frühjahrssemester) empfohlen; Lehrsprache vorwiegend Englisch | |||||
Ergänzung in Umwelt-, Ressourcen- und Lebensmittelökonomie | ||||||
Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
363-0537-00L | Resource and Environmental Economics | W | 3 KP | 2G | L. Bretschger, A. Brausmann | |
Kurzbeschreibung | Relationship between economy and environment, market failure, external effects and public goods, contingent valuation, internalisation of externalities; economics of non-renewable resources, economics of renewable resources, cost-benefit analysis, sustainability, and international aspects of resource and environmental economics. | |||||
Lernziel | Understanding of the basic issues and methods in resource and environmental economics; ability to solve typical problems in the field using the appropriate tools, which are concise verbal explanations, diagrams or mathematical expressions. Topics are: Introduction to resource and environmental economics Importance of resource and environmental economics Main issues of resource and environmental economics Normative basis Utilitarianism Fairness according to Rawls Economic growth and environment Externalities in the environmental sphere Governmental internalisation of externalities Private internalisation of externalities: the Coase theorem Free rider problem and public goods Types of public policy Efficient level of pollution Tax vs. permits Command and Control Instruments Empirical data on non-renewable natural resources Optimal price development: the Hotelling-rule Effects of exploration and Backstop-technology Effects of different types of markets. Biological growth function Optimal depletion of renewable resources Social inefficiency as result of over-use of open-access resources Cost-benefit analysis and the environment Measuring environmental benefit Measuring costs Concept of sustainability Technological feasibility Conflicts sustainability / optimality Indicators of sustainability Problem of climate change Cost and benefit of climate change Climate change as international ecological externality International climate policy: Kyoto protocol Implementation of the Kyoto protocol in Switzerland | |||||
Inhalt | Economy and natural environment, welfare concepts and market failure, external effects and public goods, measuring externalities and contingent valuation, internalising external effects and environmental policy, economics of non-renewable resources, renewable resources, cost-benefit-analysis, sustainability issues, international aspects of resource and environmental problems, selected examples and case studies. | |||||
Skript | Learning material and script can be found here: Link | |||||
Literatur | Perman, R., Ma, Y., McGilvray, J, Common, M.: "Natural Resource & Environmental Economics", 3d edition, Longman, Essex 2003. | |||||
751-1555-00L | Applied Food Industrial Organisation Findet dieses Semester nicht statt. | W | 3 KP | 2G | Noch nicht bekannt | |
Kurzbeschreibung | Concepts of microeconomics and Industrial Organization and their application to the European food sector. Aspects include industry structure as well as strategic actions and performance of food sector firms. | |||||
Lernziel | Understanding and application of theoretical concepts along the Structure-Conduct-Performance paradigm. Ability to apply theory to empirical settings; understand and critically evaluate empirical industrial organization research and to replicate the results of such research using econometric methods | |||||
Inhalt | - Introduction IO o Relevant topics for the food sector - high competition and market saturation - low R&D intensity - bargaining power of retailers - Private label introduction - Theoretical Approaches o Structure Conduct Performance o Market Based View o Porters Five Forces o Resource Based View o Knowledge Based View - Empirical Issues (Based on published research papers) o Competition / Concentration o Profitability o Impact of Innovation / R&D o Efficiency o Market power o Econometric Approaches | |||||
Literatur | Carlton and Perloff: Modern Industrial Organization 4th ed., Pearson Addison Wesley. Several theoretical and empirical IO related research papers | |||||
751-2103-00L | Socioeconomics of Agriculture | W | 2 KP | 2V | S. Mann | |
Kurzbeschreibung | The main part of this lecture will examine constellations where hierarchies, markets or cooperation have been observed and described in the agricultural sector. On a more aggregated level, different agricultural systems will be evaluated in terms of main socioeconomic parameters like social capital or perceptions. | |||||
Lernziel | Students should be able to describe the dynamics of hierarchies, markets and cooperation in an agricultural context. | |||||
Inhalt | Groups, identities and utility maximization - some conceptual foundations Micro-Socioeconomics: Hierarchy, cooperation and markets Macro-Socioeconomics: Varieties of Capitalism Agricultural Administration: Path dependencies and efficiency issues Causes and Impacts of farm succession Occupational Choice in the farming sector System Choice and segregation (organic, GMO etc.) The economics of rural areas Common Resource Management in Alpine Farming Agricultural Cooperatives Societal perceptions of agriculture Perceptions of farming from within Varieties of agricultural systems and policies | |||||
Skript | Link | |||||
Literatur | see script | |||||
Voraussetzungen / Besonderes | Basic economic knowledge is expected. | |||||
851-0594-00L | International Environmental Politics Besonders geeignet für Studierende D-ITET, D-USYS | W | 3 KP | 2V | T. Bernauer | |
Kurzbeschreibung | This course focuses on the conditions under which cooperation in international environmental politics emerges and the conditions under which such cooperation and the respective public policies are effective and/or efficient. | |||||
Lernziel | The objectives of this course are to (1) gain an overview of relevant questions in the area of international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions concerning this policy area and how to answer them in a methodologically sophisticated way; (3) gain an overview of important global and regional environmental problems. | |||||
Inhalt | This course deals with how and why international cooperation in environmental politics emerges, and under what circumstances such cooperation is effective and efficient. Based on theories of international political economy and theories of government regulation various examples of international environmental politics are discussed: the management of international water resources, the problem of unsafe nuclear power plants in eastern Europe, political responses to global warming, the protection of the stratospheric ozone layer, the reduction of long-range transboundary air pollution in Europe, the prevention of pollution of the oceans, etc. The course is open to all ETH students. Participation does not require previous coursework in the social sciences. After passing an end-of-semester test (requirement: grade 4.0 or higher) students will receive 3 ECTS credit points. The workload is around 90 hours (meetings, reading assignments, preparation of test). Visiting students (e.g., from the University of Zurich) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. | |||||
Skript | Assigned reading materials and slides will be available at Link (select link 'Registered students, please click here for course materials' at top of that page). Log in with your nethz name and password. Questions concerning access to course materials can be addressed to Mike Hudecheck (Mike Hudecheck <Link>). All assigned papers must be read ahead of the respective meeting. Following the course on the basis of on-line slides and papers alone is not sufficient. Physical presence in the classroom is essential. Many books and journals covering international environmental policy issues can be found at the D-GESS library at the IFW building, Haldeneggsteig 4, B-floor, or in the library of D-USYS. | |||||
Literatur | Assigned reading materials and slides will be available at Link (select link 'Registered students, please click here for course materials' at top of that page). Log in with your nethz name and password. Questions concerning access to course materials can be addressed to Mike Hudecheck (Mike Hudecheck <Link>). | |||||
Voraussetzungen / Besonderes | None | |||||
Wahlfächer | ||||||
Weitere | ||||||
Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
701-0019-00L | Readings in Environmental Thinking | W | 3 KP | 2S | J. Ghazoul, G. Hirsch Hadorn, A. Patt | |
Kurzbeschreibung | 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. | |||||
Lernziel | 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. | |||||
Inhalt | 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. | |||||
Literatur | 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 | Umweltmineralogie | Z | 1 KP | 1V | A. U. Gehring | |
Kurzbeschreibung | Die Vorlesung Umweltmineralogie vermittelt mineral-chemisch und physikalische Kenntnisse von Eisenoxiden, Tonmineralen und Karbonaten sowie analytische Methoden (XRD, Spektrokopie, Magnetik) zur Charakterisierung multimineraler natürlicher Proben als ein Werkzeug zur Rekonstruktion der Verwitterung in Böden, der Diagenese in Sedimenten und der Umwandlung von Festphasen in hydrothermalen Systemen. | |||||
Lernziel | Fachwissen über die wichtigsten Mineralphasen in Umweltsystemen. Technisches Wissen zur Identifikation von Mineralen. Anwendungsmöglichkeiten von Mineralphasen in umweltrelevantem Kontext. | |||||
Inhalt | Kurze Einführung in die Mineralogie. Anorganische Minerale und Biominerale. Verwitterung und Bildung von Mineralen. Methodik zur Identifikation und Charakterisierung von Mineralphasen. Kopräzipitation von Mineralphasen und Spurenelementen. Minerale als Umweltindikatoren. Die Verwendung von Mineralphasen im Umweltmanagement. Verwitterung von Baustoffen; Konservierung von Bausubstanz. | |||||
Skript | Einzelne Blätter werden während der Vorlesung abgegeben | |||||
Literatur | - Introduction to mineral sciences, A. Putnis; Cambridge University Press, 1992. - On Biomineralization, Lowenstam & Weiner, Oxford University Press, 1989. - Umweltchemie, V. Koss, Springer, 1997. | |||||
Voraussetzungen / Besonderes | Voraussetzungen: Bodenchemie | |||||
701-0901-00L | ETH Week 2016: Challenging Water All ETH Bachelor`s, Master`s students and exchange students can take part in the ETH week 2016. Tuition, food and accommodation are free of charge. | W | 1 KP | R. Knutti, C. Bratrich, S. Brusoni, P. Burlando, A. Cabello Llamas, G. Folkers, D. Molnar, A. Vaterlaus, B. Wehrli | ||
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 2016, ETH Week will focus on the topic of water. | |||||
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. The focus in 2016 is on challenging water systems. - 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,...) 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 world of water. 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 the food system 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. A panel of experts will judge your presentations at the end of the week. The winning teams will receive attractive prizes. | |||||
Voraussetzungen / Besonderes | No prerequisites. Program is open to Bachelor and Masters from all ETH Departments. All students must apply through a competitive application process that will open in March 2016 at Link. Participation is subject to successful selection through this competitive process. | |||||
363-1065-00L | Design Thinking: Human-Centred Solutions to Real World Challenges Due to didactic reasons, the number of participants is limited to 30. All interested students are invited to apply for this course by sending a one-page motivation letter until 14.9.16 to Florian Rittiner (Link). Additionally please enroll via mystudies. Places will be assigned after the first lecture on the basis of your motivation letter and commitment for the class. | W | 5 KP | 5G | A. Cabello Llamas, F. Rittiner, S. Brusoni, C. Hölscher, M. Meboldt | |
Kurzbeschreibung | 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: Link | |||||
Lernziel | 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. - Engage in collaborative ideation with a multidisciplinary (student) team. - Rapidly prototype and iteratively test ideas and concepts by using various materials and techniques. | |||||
Inhalt | 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: Link | |||||
Voraussetzungen / Besonderes | 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. | |||||
Vorlesungsverzeichnis der ETH Zürich | ||||||
» Gesamtes Lehrangebot der ETH Zürich | ||||||
Berufspraxis | ||||||
Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
701-1001-00L | Berufspraxis Nur für Umweltnaturwissenschaften MSc. | O | 30 KP | A. Funk | ||
Kurzbeschreibung | In der Berufspraxis lernen die Studierenden durch eigene praktische Tätigkeit ausserhalb der ETH den beruflichen Umgang mit Umweltfragen kennen und setzen ihr erlerntes Wissen um, indem sie Umweltprobleme in ihrer naturwissenschaftlichen, technischen und sozialwissenschaftlichen Komplexität analysieren und Lösungsstrategien gemeinsam mit gesellschaftlichen Akteuren erarbeiten. | |||||
Lernziel | Die Studierenden erfahren die politisch-rechtlichen, wirtschaftlichen, sozialen und psychischen Rahmenbedingungen im Berufsalltag, erwerben Schlüsselqualifikationen wie Kommunikationsfähigkeit, Arbeitsplanung oder das Erkennen von relevante Aspekte. Zudem knüpfen sie Kontakte für den Einstieg in die Berufswelt. | |||||
Inhalt | Die Berufspraxis wird im Umweltbereich in einem Umwelt- oder Planungsbüro, einer Verwaltung, einem Dienstleistungs- oder Industrieunternehmen, in der angewandten Forschung, einer Nicht- Regierungsorganisation oder in der Umweltbildung absolviert. Die Berufspraxis dauert mindestens 18 Wochen (30 Kreditpunkte) und ist obligatorischer Teil des Masters Umweltnaturwissenschaften. Damit ein Praktikum als obligatorische Berufspraxis anerkannt werden kann, muss eine Praktikumsvereinbarung vorgängig genehmigt werden. | |||||
Skript | Informationen für die obligatorische Berufspraxis im Master Umweltnaturwissenschaften unter Link | |||||
Voraussetzungen / Besonderes | Die Studierenden suchen die Praxisstelle selber. Für die Suche stehen Ihnen folgende Informationsmöglichkeiten zu Verfügung: - Register mit Praxisbetrieben in der Schweiz Link - Aktuelle Stellenangebote Link - Überblick mit bisherigen Berufspraxisarbeiten Link - Beratungsgespräch bei der Praxisberatung: Andrea Funk, Link Damit ein Praktikum als obligatorische Berufspraxis anerkannt werden kann, muss eine Praktikumsvereinbarung vorgängig durch die Praxisberatung genehmigt werden. | |||||
Master-Arbeit | ||||||
Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
701-1002-00L | Master's Thesis Zur Master-Arbeit wird nur zugelassen, wer a) das Bachelor-Diplom beantragt hat (bei einem Bachelor an der ETHZ), b) mindestens 32 KP in den Kernfächern des Major erworben hat, c) alle Auflagen für die Zulassung zum Master-Studiengang, inklusive allfälliger Prüfungsrepetitionen, erfüllt hat. Spätestens bei Beginn der Masterarbeit bitte auch das Anmeldeformular einreichen! Sie finden es unter Link | O | 30 KP | 64D | Dozent/innen | |
Kurzbeschreibung | Das Studium wird durch eine Masterarbeit abgeschlossen. Die Arbeit vermittelt Erfahrung wie das Erlernte zur Bearbeitung einer konkreten naturwissenschaftlichen Fragestellung einzusetzen ist. Die Studierenden sollen mit der Masterarbeit aufzeigen, dass sie fähig sind, selbstständig und wissenschaftlich strukturiert zu arbeiten. | |||||
Lernziel | Die Arbeit vermittelt Erfahrung wie das Erlernte zur Bearbeitung einer konkreten naturwissenschaftlichen Fragestellung einzusetzen ist. Die Studierenden sollen mit der Masterarbeit aufzeigen, dass sie fähig sind, selbstständig und wissenschaftlich strukturiert zu arbeiten. | |||||
Auflagen-Lerneinheiten Das untenstehende Lehrangebot gilt nur für Master-Studierende mit Zulassungsauflagen. | ||||||
Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |
406-0062-AAL | Physics I Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle andere Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 5 KP | 11R | A. Vaterlaus | |
Kurzbeschreibung | Introduction to the concepts and tools in physics: mechanics of point-like and rigid bodies, elasticity theory, elements of hydrostatics and hydrodynamics, periodic motion and mechanical waves. | |||||
Lernziel | Introduction to the scientific methodology. The student should develop his/her capability to turn physical observations into mathematical models, and to solve the latter. The student should acquire an overview over the basic concepts in mechanics. | |||||
Inhalt | Book: Physics for Scientists and Engineers, Douglas C. Giancoli, Pearson Education (2009), ISBN: 978-0-13-157849-4 Chapters: 1, 2, 3, 4, 5, 6 (without: 6-5, 6-6, 6-8), 7, 8 (without 8-9), 9, 10 (without 10-10), 11 (without 11-7), 13 (without 13-13, 13-14), 14 (without 14-6), 15 (without 15-3, 15-5) | |||||
Literatur | see "Content" Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 1: Mechanik und Thermodynamik Wiley-VCH Verlag, 2002, 544 S, ca.: Fr. 68.- | |||||
406-0063-AAL | Physics II Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle andere Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 5 KP | 11R | A. Vaterlaus | |
Kurzbeschreibung | Introduction to the "way of thinking" and the methodology in Physics. The Chapters treated are Magnetism, Refraction and Diffraction of Waves, Elements of Quantum Mechanics with applications to Spectroscopy, Thermodynamics, Phase Transitions, Transport Phenomena. | |||||
Lernziel | Introduction to the scientific methodology. The student should develop his/her capability to turn physical observations into mathematical models, and to solve the latter. The student should acquire an overview over the basic concepts used in the theory of heat and electricity. | |||||
Inhalt | Book: Physics for Scientists and Engineers, Douglas C. Giancoli, Pearson Education (2009), ISBN: 978-0-13-157849-4 Chapters: 17 (without 17-5, 17-10), 18 (without 18-5, 18-6, 18-7), 19, 20 (without 20-7, 20-8, 20-9, 20-10, 20-11), 21 (without 21-12), 23, 25 (without 25-9, 25-10), 26 (without 26-4, 26-5, 26-7), 27, 28 (without 28-4, 28-5, 28-8. 28-9, 28-10), 29 (without 29-5, 29-8), 32 (without 32-8), 33 (without 33-4, 33-5, 33-9, 33-10), 34 (without 34-4, 34-6, 34-7), 35 (without 35-2, 35-3, 35-9, 35-11, 35-12, 35-13). | |||||
Literatur | see "Content" Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 2 Elektrizität, Optik, Wellen Verlag Wiley-VCH, 2003, Fr. 77.- | |||||
406-0251-AAL | Mathematics I Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle andere Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 6 KP | 13R | A. Cannas da Silva | |
Kurzbeschreibung | This course covers mathematical concepts and techniques necessary to model, solve and discuss scientific problems - notably through ordinary differential equations. | |||||
Lernziel | Mathematics is of ever increasing importance to the Natural Sciences and Engineering. The key is the so-called mathematical modelling cycle, i.e. the translation of problems from outside of mathematics into mathematics, the study of the mathematical problems (often with the help of high level mathematical software packages) and the interpretation of the results in the original environment. The goal of Mathematics I and II is to provide the mathematical foundations relevant for this paradigm. Differential equations are by far the most important tool for modelling and are therefore a main focus of both of these courses. | |||||
Inhalt | 1. Linear Algebra and Complex Numbers: systems of linear equations, Gauss-Jordan elimination, matrices, determinants, eigenvalues and eigenvectors, cartesian and polar forms for complex numbers, complex powers, complex roots, fundamental theorem of algebra. 2. Single-Variable Calculus: review of differentiation, linearisation, Taylor polynomials, maxima and minima, antiderivative, fundamental theorem of calculus, integration methods, improper integrals. 3. Ordinary Differential Equations: separable ordinary differential equations (ODEs), integration by substitution, 1st and 2nd order linear ODEs, homogeneous systems of linear ODEs with constant coefficients, introduction to 2-dimensional dynamical systems. | |||||
Literatur | - Bretscher, O.: Linear Algebra with Applications (Pearson Prentice Hall). - Thomas, G. B.: Thomas' Calculus, Part 1 - Early Transcendentals (Pearson Addison-Wesley). | |||||
Voraussetzungen / Besonderes | Prerequisites: familiarity with the basic notions from Calculus, in particular those of function and derivative. Assistance: Tuesdays and Wednesdays 17-19h, in Room HG E 41. | |||||
406-0252-AAL | Mathematics II Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle andere Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 7 KP | 15R | A. Cannas da Silva | |
Kurzbeschreibung | Continuation of the topics of Mathematics I. Main focus: multivariable calculus and partial differential equations. | |||||
Lernziel | Mathematics is of ever increasing importance to the Natural Sciences and Engineering. The key is the so-called mathematical modelling cycle, i.e. the translation of problems from outside of mathematics into mathematics, the study of the mathematical problems (often with the help of high level mathematical software packages) and the interpretation of the results in the original environment. The goal of Mathematics I and II is to provide the mathematical foundations relevant for this paradigm. Differential equations are by far the most important tool for modelling and are therefore a main focus of both of these courses. | |||||
Inhalt | - Multivariable Differential Calculus: functions of several variables, partial differentiation, curves and surfaces in space, scalar and vector fields, gradient, curl and divergence. - Multivariable Integral Calculus: multiple integrals, line and surface integrals, work and flux, Green, Gauss and Stokes theorems, applications. - Partial Differential Equations: separation of variables, Fourier series, heat equation, wave equation, Laplace equation, Fourier transform. | |||||
Literatur | - Thomas, G. B.: Thomas' Calculus, Parts 2 (Pearson Addison-Wesley). - Kreyszig, E.: Advanced Engineering Mathematics (John Wiley & Sons). |