Suchergebnis: Katalogdaten im Herbstsemester 2021
Raumentwicklung und Infrastruktursysteme Master  | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Master-Studium (Studienreglement 2021) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 101-0467-01L | Transport Systems Only for master students, otherwise a special permisson by the lecturers is required. | O | 6 KP | 4G | K. W. Axhausen, A. Kouvelas, Y. Zhu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | History, impact and principles of the design and operation of transport systems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Introduction of the basic principles of the design and operation of transport systems (road, rail, air) and of the essential pathways of their impacts (investment, generalised costs, accessibilities, external effects), referring to relatively constant, and factors with substantial future uncertainty, in the past and expected evolution of transport systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Transport systems and land use; network design; fundamental model of mobility behaviour; costs and benefits of mobility; transport history Classification of public transport systems; Characteristics of rail systems, bus systems, cable cars and funiculars, unconventional systems; introduction to logistics; fundamentals of rail freight transports; freight transport systems; intermodal transportation Network layout and its impact on road traffic. Traffic control systems for urban and inter-urban areas. Fundamentals of road safety and infrastructure maintenance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecturer notes and slides as well as hints to further literature will be given during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Obligatory lecture for students of the first semester of MSc Spatial development and Infrastructure Systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0317-00L | Introduction to Spatial Development and Transformation Nur für Master-Studierende, ansonsten ist eine Spezialbewilligung des Dozierenden notwendig. | O | 3 KP | 2G | M. Nollert, D. Kaufmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In der Lehrveranstaltung werden die wichtigsten theoretischen, materiellen und methodischen Grundlagen für raumbedeutsames Handeln und Entscheiden vermittelt. Anhand aktueller und zukünftiger Herausforderungen der Raumentwicklung in der Schweiz und in Europas werden zentrale Aufgaben und Möglichkeiten zu deren Behandlung vermittelt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Raumentwicklung beschäftigt sich mit der Gestaltung unseres Lebensraumes. Um zwischen den unterschiedlichen Ansprüche, Interessen und Vorhaben verschiedener Akteure vermitteln zu können, bedarf es einer vorausschauenden, aktionsorientierten und auf Robustheit bedachten Planung. Sie ist - im Sinne einer nachhaltigen Raumentwicklung - dem haushälterischen Umgang mit Ressourcen verpflichtet, insbesondere der nicht vermehrbaren Ressource Boden. In der Vorlesung wird das dafür notwendige grundlegende Fachwissen eingeführt und orientiert sich an folgenden Leitthemen: – Innenentwicklung und Herausforderungen räumlicher Transformation – Planungsansätze und die politische Steuerung der Raumentwicklung – Zusammenspiel formeller und informeller Verfahren und Prozesse über verschiedene Massstäbe räumlicher Entwicklung hinweg – Methoden aktionsorientierter Planung in von Unsicherheit geprägten Situationen – Partizipation in Raumplanungsfragen – Integrierte Raum- und Infrastrukturentwicklung Die Studierenden sind durch die Belegung der Vorlesung in der Lage, massstabsübergreifende, komplexe Aufgaben der Raumentwicklung und Transformation zu erkennen und ihr theoretisches, methodisches sowie fachliches Wissen zu deren Klärung einsetzen.In der Vorlesung wird das dafür notwendige grundlegende Fachwissen eingeführt und orientiert sich an folgenden Leitthemen: – Innenentwicklung und Herausforderungen räumlicher Transformation – Zusammenspiel formeller und informeller Verfahren und Prozesse über verschiedene Mass-stäbe räumlicher Entwicklung hinweg – Methoden aktionsorientierter Planung in von Unsicherheit geprägten Situationen – Integrierte Raum- und Infrastrukturentwicklung Die Studierenden sind durch die Belegung der Vorlesung in der Lage, massstabsübergreifende, komplexe Aufgaben der Raumentwicklung und Transformation zu erkennen und ihr methodi-sches sowie fachliches Wissen zu deren Klärung einsetzen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Planungsansätze und politische Organisation in der Schweiz - Raumbedeutsame Aufgaben - Kennzahlen und Schlüsselziffern - Treiber der Raumentwicklung - Steuerung der Raumentwicklung I: Politik - Steuerung der Raumentwicklung II: Formelle und informelle Instrumente - Organisation der Raumentwicklung I: Governance - Organisation der Raumentwicklung II: Prozesse und Organisation - Methoden der Raumplanung I - Methoden in der Raumplanung II - Planung in komplexen Situationen - Partizipation in der Raumentwicklung - Gegenwärtige und zukünftige Kernaufgaben der Raumentwicklung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Weitere Informationen und Unterlagen zur Vorlesung werden auf den Internetseiten des IRL/STL bereitgestellt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0347-00L | Landscape Planning and Environmental Systems  | O | 3 KP | 2V | A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Kurs werden die Methoden zur Erfassung und Messung der Landschaftseigenschaften, sowie Massnahmen und Umsetzung in der Landschaftsplanung vermittelt. Die Landschaftsplanung wird in den Kontext der Umweltsysteme (Boden, Wasser, Luft, Klima, Pflanzen und Tiere) gestellt und hinsichtlich gesellschaftspolitischer Zukunftsfragen diskutiert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ziele der Vorlesung sind: 1) Der Begriff Landschaftsplanung, die ökonomische Bedeutung von Landschaft und Natur im Kontext der Umweltsysteme (Boden, Wasser, Luft, Klima, Pflanzen und Tiere) erläutern. 2) Die Landschaftsplanung als umfassendes Informationssystem zur Koordination verschiedener Instrumente aufzeigen, indem die Ziele, Methoden, die Instrumente und deren Funktion in der Landschaftsplanung erläutert werden. 3) Die Leistungen von Ökosystemen verdeutlichen. 4) Die Grundlageninformationen über Natur und Landschaft aufzeigen: Analyse und Bewertung des komplexen Wirkungsgefüges aller Landschaftsfaktoren, Auswirkungen vorhandener und absehbaren Raumnutzungen (Naturgüter und Landschaftsfunktionen). 5) Die Erfassung und Messung der Eigenschaften der Landschaft. 6) Zweckmässiger Einsatz von GIS für die Landschaftsplanung kennen lernen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In dieser Vorlesung werden folgende Themen behandelt: - Definition Landschaft, Landschaftsbegriff - Lanschaftsstrukturmasse - Landschaftswandel - Landschaftsplanung - Methoden, Instrumente und Ziele in der Landschaftsplanung (Politik) - Gesellschaftspolitische Zukunftsfragen - Umweltsysteme, ökologische Vernetzung - ökosystemleistungen - Urbane Landschaftsdienstleistungen - Praxis der Landschaftsplanung - Einsatz von GIS in der Landschaftsplanung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Kein Skript. Die Unterlagen, bestehend aus Präsentationsunterlagen der einzelnen Referate werden teilweise abgegeben und stehen auf Moodle zum Download bereit. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Inhalte der Vorlesung werden in der zugehörigen Lehrveranstaltung 103-0347-01 U (Landscape Planning and Environmental Systems (GIS Exercises)) verdeutlicht. Eine entsprechende Kombination der Lehrveranstaltungen wird empfohlen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 103-0377-10L | Basics of RE&IS Nur für Raumentwicklung und Infrastruktursysteme MSc. | O | 3 KP | 2G | K. W. Axhausen, B. T. Adey, A. Grêt-Regamey, C. Sailer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course Basics of RE&IS provides essential basic knowledge for the Master's degree program in Spatial Development & Infrastructure Systems and is divided into the three main topics of technical-scientific working, writing & presenting. The students deepen and apply the learned knowledge in the context of three performance elements and one ungraded semester performance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Students will be able to identify, name, and be able to define the content taught. - The students can assess, discuss and explain the necessity, significance and application of the standards in scientific work. - Students will be able to apply the content, implement it in different examples and use it to solve the exercises and the semester assignment. - With the techniques learned in the course, students will be able to analyze and differentiate scientific sources and apply them in their work in a structured way. - The knowledge learned will help students to be able to assess, decide, evaluate and critically evaluate in the context of the semester assignment. -Students are able to systematically compare and present their results in an argumentative manner. -Students are able to produce their results in collaboration with their group and are able to develop, formulate and design a scientific and technical report to complete the assignment. -The students are able to present their results in an engaging presentation together with their project group and use attractive and formally correct visualizations, maps or diagrams for this purpose. -The students thus develop a common understanding with regard to their methodological knowledge and can henceforth work scientifically at an appropriate level. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Students will learn the basics of scientific work and practice their skills within the framework of three performance elements as well as an ungraded semester work, which will be worked out in groups of two to three students. In the first half of the semester, students will learn the theoretical basics and apply and understand these in the context of the exercises (=performance elements) in groups of maximum of two. The final ungraded semester exercise in the second part of the course, students will work in groups of maximum two on an assignment, which they will document and communicate in the form of a written report and a final presentation at the end of the course. -Exercise 1: Citations & Referencing 20% -Exercise 2: Searching, Reading and Summarizing 20% -Exercise 3: Maps, Graphs & Visualizations 20% -Exercise 4: Review 20% -Presentation of review 20% Students will be supervised by at least three assistants and one professor throughout the course. The main course lead changes periodically between the following RE&IS chairs: Infrastructure Management (IM), Transportation Systems (TS), Traffic Engineering (SVT), Transport Planning (VPL), Spatial Development and Urban Policy (SPUR), Planning of Landscape and Urban Systems (PLUS) and Spatial Transformation Laboratories (STL). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | All documents relevant for the course (slides, literature, further links, etc.) are provided centrally via the moddle platform. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | American Psychological Association (APA) (2010) Publication Manual of the American Psychological Association, 6th edition, APA, Washington, D.C. Axhausen, K.W. (2016) Style Guide for Student Dissertations, IVT, ETH Zürich, Zürich (available as download under learning materials) Backhaus, N. and R. Tuor (2008): Leitfaden für wissenschaftliches Arbeiten, 7. überarbeitete und ergänzte Auflage. Schriftenreihe Humangeographie 18, Geographisches Institut der Universität Zürich, Zürich. ZürichChapman, M. and C. Wykes (1996) Plain Figures, HM Stationary Office, London. ETH (2017) Citation etiquette: How to handle the intellectual property of others, ETH, ETH Zürich, Zürich (last retrieved 29.11.2017) Modern Language Association of America (MLA) (2016) MLA Handbook, 8th edition, MLA, New York. Monmonier, M. (1991) How to lie with maps, University of Chicago Press, Chicago. Tufte, E. R. (2001) The Visual Display of Quantitative Information, Graphics Press USA Wilkinson, L. (1999) The Grammar of Graphics, Springer, Berlin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0509-10L | Network Infrastructure 1 Nur für Raumentwicklung und Infrastruktursysteme MSc. | O | 3 KP | 2G | B. T. Adey, C. Martani | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Spatial planners ensure our built environment optimally meets our future needs. This course explains how spatial planners can evaluate proposed modifications to network infrastructure when there is substantial future uncertainty with respect to requirements, and how to develop implementation plans taking into consideration asset life cycles. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Spatial planners ensure our built environment optimally meets our future needs. This is challenging, as the built environment is a large and complex system, which interacts extensively with the natural environment. Additionally, there is considerable uncertainty with respect to the expectations of the built environment in the future, due to the uncertain environment in which we live, e.g. changing technologies and the changing climate. It is in the face of this complexity and uncertainty that spatial planners need to propose potential improvements and defend them convincingly to a large and diverse set of stakeholders. The objective of this course is to provide spatial planners with an introduction to two essential tools in this regard. The first tool is a methodology to systematically take into consideration the future uncertainty in infrastructure requirements when proposing changes to the built environment. This involves the identification of key uncertainties, modelling their effect on infrastructure requirements and assessing how changes in future needs and the environment may affect future decisions. The second tool is a methodology to systematically estimate the life cycles of infrastructure assets. This methodology can be used together with the state of the existing infrastructure assets to develop optimal implementation plans. More specifically, upon completion of the course students will understand how: • to identify and quantify the service being provided by the built environment • to construct an objective function to be used in the evaluation of proposed modifications to estimate changing societal needs and their potential effect on required infrastructure • to develop concepts for flexible/robust infrastructure alongside traditional infrastructure • to simulate future scenarios to evaluate the costs and effects on the service provided over time by infrastructure • to estimate the service provided by existing infrastructure now and in the future • to determine optimal maintenance strategies for infrastructure • to convert them into optimal intervention programs, which can be used to build strong arguments as to when system modifications should be implemented. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course consists of 9 lectures, 2 projects and 5 help sections. The two hour weekly lecture period is used as follows: 1 Planning infrastructure interventions – This lecture provides an introduction to the course and why it is useful in helping spatial planners propose and evaluate modifications to the built environment. The requirements for successful completion of the course are discussed and the two projects are introduced. 2 Service – Arguments for modifying the built environment are built on meeting the future needs of stakeholders. This week we present how to identify, quantify and value the service provided by the built environment. The measures of service, along with intervention costs are used to construct an objective function to be used in the evaluation of proposed modifications. 3 Changing needs – Trying to modify the built environment to meet future needs, requires estimating them. This week we discuss how to estimate them and their potential effect on required infrastructure. 4 Robust and flexible infrastructure – In the face of large amounts of future uncertainty it is useful to have either robust infrastructure, i.e. infrastructure that meets a large range of possible future needs, or flexible infrastructure, i.e. infrastructure that can be easily modified to meet different possible future needs. This week we discuss the concepts of robustness and flexibility and demonstrate their roles in maximizing the net-benefit of infrastructure. 5 Evaluating robust and flexible infrastructure – Robust and flexible infrastructure sometimes comes with increased costs. Whether or not the costs are worth it depends on a myriad of factors. This week we present a methodology that helps you develop robust and flexible infrastructure and evaluate their costs and benefits over time. 6 Simulating the uncertain future – As a key aspect to evaluating robust and flexible infrastructure is simulating what might happen in the future, this week, we explain how use Monte Carlo simulations and conduct an in class exercise so that you have an enhanced understanding of how it is done. 7 Help sessions 7-9 – We use the lecture periods to answer any questions you might have on project 1. 10 Existing infrastructure – Deciding how to modify infrastructure does not only require thinking about how to meet future needs. It also requires thinking about how the existing infrastructure is likely to provide service in the future. This week, we discuss the connection between provided service and the state of the infrastructure and use a common methodology to predict their evolution over time. 11 Maintenance strategies – It is useful to know the optimal maintenance intervention strategies for infrastructure assets when considering how to modify infrastructure to accommodate future needs, as it is easier to justify expenditures when a maintenance intervention is planned than immediately afterwards, when it is in a like new state. This week we explain how optimal intervention strategies are estimated. 12 Maintenance programs – As planning periods approach, exact decisions need to be made as to which interventions will be executed, taking into consideration network level constraints, such as budgets. This week we demonstrate how the state of assets together with the optimal maintenance strategies and network level constraints can be combined to determine optimal maintenance programs. These programs are used to optimally integrate both maintenance and modification interventions into one intervention program. 13 Help sessions 13 and 14 – We use the lecture periods to answer any questions you might have on project 2. The course uses a combination of qualitative and quantitative approaches. The quantitative analysis required in the project requires at least the use of Excel. Some students, however, prefer to use Python or R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | • The lecture materials consist of handouts, the slides, and example calculations in Excel. • The lecture materials will be distributed via Moodle two days before each lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Appropriate literature will be handed out when required via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course has no prerequisites. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0378-00L | Introduction to the Programming Language R | O | 3 KP | 2G | M. J. Van Strien, A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | R is one of the most popular programming language in science and practice for data analysis, modelling and visualisation. In this course, you will learn the basics of R and some common applications of R, such as making plots, regression analysis and working with spatial data. The weekly computer labs start with a short lecture followed by exercises that have to be handed in to pass the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The overall objective of this course is to provide an introduction to the programming language R and to build confidence to apply R in other courses. More specifically, the objectives are: - Understand how to import and export data, and how to work with the most important types of R-objects (e.g. vectors, data frames, matrices and lists). - Learn how to create meaningful and visually attractive graphics and apply this knowledge to several datasets. - Learn how to apply several types of important functions (e.g. for- and while-loops, if-else statements, data manipulation). - Understand descriptive statistics and regression analysis and apply this knowledge to analyse several datasets. - Understand the possibilities of analysing and plotting spatial data. - Learn how to write own functions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course has a strong focus on “learning by doing”. During the weekly computer lab sessions, students will be given an introduction to the programming language R. Each lab session will start with a short introductory lecture, after which students work through the script and complete the exercises. During the lab sessions, the lecturers will be available to answer individual questions. The main topics that will be covered in the lab sessions are: - importing and exporting data - types of R-objects - data scraping - plotting data - descriptive statistics - data manipulation - conditionals and loops - regression analysis - plotting and analysing spatial data - writing own functions In the 7th and 14th week of the course, students have the time to finish the exercises that should be handed in at the end of those weeks. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | A script with theory, examples and exercises will be handed out at the beginning of the course. Data for the exercises will be made available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Optional supplementary reading is the book: Venables, Smith & R Core Team (2021) An Introduction to R. This book can be downloaded for free from: https://cran.r-project.org/doc/manuals/r-release/R-intro.pdf. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | No prior knowledge of R or any other programming language is required for this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Vertiefung in Raum- und Landschaftsentwicklung | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0337-00L | Standort- und Projektentwicklung | W | 3 KP | 2G | A. Gonzalez Martinez, M. Sudau, J. Van Wezemael | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Fokus der Vorlesung Standort- & Projektentwicklung stehen grössere zusammenhängende Flächen oder Areale und deren städtebauliche, freiräumliche und infrastrukturelle Entwicklung. Studierende bearbeiten in dieser Vorlesung eine Semesterübung, in deren Rahmen sie ein konkretes Grossprojekt aus der Praxis selbst „entwickeln“ und dieses ökonomisch und hinsichtlich der Realisierbarkeit evaluieren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Folgende Lernziele verfolgen Studierende dieser Lehrveranstaltung: - Untersuchen und Verstehen eines gegebenen konkreten Projektgebiets sowie Identifizieren, Evaluieren und Formulieren der aktuellen Probleme und relevanten Themen innerhalb dieses Bereichs. - Studierende festigen ihr Wissen in den wesentlichen Themenfeldern der Standort- & Projektentwicklung und wenden dieses fundiert, argumentiert und kreativ zur Bearbeitung der Aufgabenstellung an. - Die Studierenden organisieren, strukturieren und unterstützen sich in Eigenverantwortung in ihrem interdisziplinären Projektteam, bestehend aus drei bis fünf KommilitonInnen, und entwickeln innovative, tragfähige und belastbare Nutzungskonzepte für ein reales Projektgebiet und präsentieren ihre Überlegungen in schriftlicher (Projektbericht) und sprachlich-visueller (Abschlusspräsentation) Form. Am Ende des Kurses reflektieren die Studierenden gemeinsam mit der Kursleitung kritisch ihre Erfahrungen mit dem Gruppenarbeitsprozess. - Zur Bearbeitung der Aufgabenstellung eignen sich die Studierenden methodisches Wissen in der Standort- & Markanalyse, 3D-Visualisierung eines städtebaulichen Entwurfs sowie in der Kosten-Nutzen-Bewertung eines Grossimmobilienprojekts an und nutzen dieses Wissen um ihre Überlegungen zu begründen und ihr Nutzungskonzept zu evaluieren. - Entwicklung und Stärkung der individuellen Position der Studierenden als PlanerIn (Raum-, Stadt-, Verkehrsplanung etc.) in Bezug auf die Fragestellungen im Projektgebiet sowie innerhalb der eigenen Disziplin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Vorlesung gliedert sich analog zu den wesentlichen Themenbereichen der Standort- & Projektentwicklung in mehrere thematische Abschnitte. Die Studierenden werden sowohl bei der Semesterübung als auch bei den einzelnen Vorlesungen selbst von einer Vielzahl externer Gastreferierender aus der Praxis begleitet, wodurch die Vorlesung thematisch nicht nur die relevanten Themenfelder der Standort- & Projektentwicklung beleuchtet, sondern den Studierenden auch exklusive, praxisnahe Einblicke bietet. Die zur Bearbeitung der Semesterübung relevanten methodischen Kenntnisse werden vermittelt und durch die Nähe zur Praxis erlangen die Studierenden exklusive Einblicke in mögliche berufliche Aufgabengebiete. Studierende wenden in dieser Vorlesung ihre bereits gewonnenen sowie neu erlernten Kompetenzen insbesondere in interdisziplinären Teams an und bearbeiten dabei eine spannende, motivierende und relevante Fragestellung aus der Praxis. Wesentliche Themenbereiche, die in der Vorlesung behandelt werden sind u.a.: - Städtebau - Standort- und Marktanalyse - Immobilienentwicklung, -finanzierung und -bewertung - Projektentwicklung und Handlungsentscheidungen aus Sicht von Investoren - Freiraumgestaltung und Landschaftsarchitektur - Nachhaltiges Bauen und Nachhaltigkeitszertifizierung - Mobilität, Parkraumthematik, Fahrtenmodelle - Kooperative Planung und Partizipationsprozesse, Mediation - Gendered Planning in der Projektentwicklung - Innenentwicklung & urbane Qualität Parallel zur Vorlesungsreihe bearbeiten die Studierenden in interdisziplinären Teams eine reale Aufgabenstellung. Im Rahmen der Semesterübung werden der Vorlesungsstoff vertieft und das Erlernte angewandt. Die Studierenden begehen das Projektgebiet zu Beginn des Semesters im Rahmen einer Exkursion. Behandelt werden konkrete Grossprojekte wie das Gaswerkareal Bern, das Sihl-Manegg Areal Zürich (Greencity) oder das Areal Alter Pilatusmarkt (Nidfeld) Luzern. Zur möglichen Umnutzung des Projektperimeters werden von den Studierenden auf Grundlage einer umfassenden Standort- & Marktanalyse Visionen entwickelt und ein Nutzungskonzept erarbeitet. Dabei werden die Studierenden durch Experten begleitet und diskutieren ihre Ideen und Lösungsvorschläge regelmässig mit der Betreuung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Die Unterlagen, bestehend aus Präsentationsunterlagen der einzelnen Fachreferate, Auszügen aus wissenschaftlichen Artikeln und Lehrbüchern und Übungsunterlagen werden teilweise abgegeben und stehen auf der Homepage des Instituts für Raum- & Landschaftsentwicklung zum Download bereit. Download: https://irl.ethz.ch/de/education/vorlesungen/msc/project_developement.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Verweise in den Kursunterlagen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | keine | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 103-0417-02L | Methoden der Planung in Forschung und Praxis Nur für Master-Studierende, ansonsten ist eine Spezialbewilligung des Dozierenden notwendig. | W | 3 KP | 2G | A. Peric Momcilovic, T. Hug, R. Streit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Dieser Kurs geht auf wissenschaftliche und angewandte Methoden und Denkweisen ein, die sowohl in der Planungspraxis als auch in der Forschung von Nutzen sind. Die Vorlesung kombiniert Wissen aus der Planungspraxis, Forschung, Verhaltensökonomie und Sozialwissenschaften. Sie eröffnet neue Blickwinkel auf die Planung, die in zukünftigen Projekten und Forschungen zu besseren Resultaten führen können. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Grundsätzlich soll der Kurs Wissen aus verschiedenen Forschungs- und Praxisquellen kombinieren, sodass die Besucher:innen nachher über folgende Themen Bescheid wissen: - komplexe reale Raumprobleme in angemessener Weise zu behandeln - relevante Theorien und Maximen zu kennen, die bestimmten Methoden der Problemlösung unterliegen - Schlüsselfragen und Schlüsselkonzepte der gegenwärtigen Planungsforschung zu identifizieren - geeignete Forschungsmethoden auszuwählen, um die Forschungsfragen angemessen zu behandeln An angewandten Beispielen lernen Studierende: - mit Unsicherheiten umzugehen und Mengen zu schätzen - ihre Fähigkeit zu verbessern, Entscheidungen auf der Grundlage unvollständiger Daten und Informationen zu treffen - verschiedene (qualitative und quantitative) Methoden und Techniken der Raumforschung kennen - verschiedene Arten der Forschung kennen (theoretische, empirische, handlungsorientierte, qualitative, quantitative) - ihr eigenes Wissen und spezifisch die Vorgehensweise in Planungsprozessen in Frage zu stellen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Der Kurs baut sich auf folgenden Fragestellungen auf: Wie gehen wir mit komplexen Fragestellungen in der Planung um? - Formen von Wissen, Halbwissen und Unwissen - Vorkommen und Erklärungsmuster für irrationales Verhalten - Raumforschung und Planungspraxis - Maximen der Planung - Komplexe Themen in Forschungsfragen abbilden Wie generieren wir Wissen über komplexe Fragestellungen? - Methoden zur wissenschaftlichen Datengenerierung - Angewandte Umgang mit Quantitäten und Wahrscheinlichkeiten - Schätzen trotz Ungewissheiten - Chancen der Digitalisierung in der Planung (Partizipation, BigData) Wie reagieren wir auf komplexe Fragestellung in der Planung? - Methoden der wissenschaftlichen Datenanalyse - Entscheidungen trotz unvollständiger Information treffen - Umgang mit Robustheit und Fragilität Spezifischer stehen in den Vorlesungen folgende Themen im Fokus (NB: Some content units will be presented in English, they are marked with *asterisk below): - (Halb-) Wissen/Verhalten/Irrationalitäten - Ausgangslage: Komplexe Probleme lösen - Formen von Wissen, Wissen vom Unwissen, Unwissen vom Unwissen - Verhaltensmuster, Vorkommen und Erklärungsmuster für irrationales Verhalten - Methoden zur Lösung komplexer Aufgaben in der Planungspraxis - Raumforschung und Planungspraxis – Zusammenhänge, Unterschiede, Überlappungen - Herausforderungen bei der Lösung komplexer Aufgaben: Systemabgrenzung, Interdisziplinarität, retrospektive vs. prospektive Herangehensweise (beschreibend vs. aktionsorientiert, «Reflektierte Szenariobildung») - Maximen der Planung - *Methodology in spatial research - *Research design - *Research questions (types of research questions; research questions, hypotheses and theories); justification of research question - *Data generation methods (interviews and questionnaires, ethnography and observation, documents, official statistics) - Umgang mit Quantitäten, Schätzen, Ankereffekt - Bedeutung von Grössenordnungen und Schlüsselziffern in der Planung - Schätzmethoden - Gefahr des Ankereffekts - Digitalisierung in der Planung - Neue Datenquellen und -grössen - Möglichkeiten und Herausforderungen durch Digitalisierung in der Planung - *Data analysis methods (quantitative and qualitative data; quantitative analysis of survey data; qualitative analysis – content analysis, discourse analysis, case study, comparative research) - *Research ethics - Entscheiden auf Basis unvollständiger Information - Umgang mit komplexen Systemen/Robustheit - *Role of science in planning – the perspective of both research and practice | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lernmaterialien: online verfügbar (Moodle) vor der entsprechenden Vorlesung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Farthing, S. (2015). Research Design in Urban Planning: A Student’s Guide. London: Sage. Schönwandt W., Voermanek K., Utz J., et al. (2013): Komplexe Probleme lösen. Ein Handbuch. Jovis, Berlin. Kahnemann, D. (2012). Langsames Denken, Schnelles Denken. Müchen: Siedler Verlag. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 851-0707-00L | Raumplanungsrecht und Umwelt Besonders geeignet für Studierende D-ARCH, D-BAUG, D-USYS | W | 2 KP | 2G | O. Bucher | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Selbststudium mit Lösung praktischer Fallbeispiele Aufbau des schweizerischen Raumplanungsrechts, Verfassungs- und Gesetzesrecht, Raumplanung und Grundrechte, Instrumente, Anwendung, Rechtsschutz, Durchsetzung, Bearbeitung von praktischen Fällen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Grundverständnis des Wesens und der Aufgaben der Raumplanung aus rechtlicher Sicht. Grundkenntnisse der raumplanerischen Instrumente (Richt-, Nutzungs- und Sondernutzungspläne sowie übriges Instrumentarium), Vermittlung des Bezugs zwischen Raumplanung und der verfassungsrechtlichen Ordnung, namentlich der Eigentumsgarantie (inkl. Entschädigungsordnung). Lösen von einfachen bis schwierigeren Fällen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Vorlesung basiert wesentlich auf der Mitwirkung der Studenten. Es finden 3 Sitzungen im Hörsaal statt, in welchen sich in der Praxis stellende Probleme erörtert werden. Die Vorbereitung auf die jeweiligen Sitzungen erfolgt an Hand von Fallbearbeitungen und einem Selbststudium an Hand des Lehrbuchs zum Raumplanungs- und Baurecht. Lösen von drei Aufgaben (praktischen Fällen) mit je genügender Leistung für die Erlangung der KP. Als Lernhilfe werden Anleitungen und insbesondere ein Musterfall mit Musterlösung zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Haller, Walter/Karlen, Peter, Raumplanung-, Bau- und Umweltrecht, 3.A., Zürich 1999 Hänni, Peter, Planungs-, Bau- und besonderes Umweltschutzrecht, 6.A., Bern 2016 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0327-00L | Geschichte der Raumplanung | W | 3 KP | 2V | M. Koll-Schretzenmayr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung gibt einen Überblick über die Ideen- und Institutionalisierungsgeschichte der Raumplanung Schweiz und stellt den Bezug zum internationalen Fachdiskurs und zur Entwicklung in ausgewählten europäischen Ländern her. Thematisiert werden zudem historische und aktuelle Konfliktlinien und die Motive der Pioniere, die sich für eine "geordnete Besiedlung" einsetzten. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Ziel der Lehrveranstaltung ist es, die räumliche Struktur, das raumplanerische Instrumentarium und raumentwicklungspolitische Aktualitäten aus ihrer Ideen- und Entstehungsgeschichte heraus zu begreifen. Im Vordergrund stehen dabei die Entwicklung, die Wandlungen und Wirkungen raumplanerischer Ideen, Denkweisen und Fragestellungen im jeweiligen gesellschaftlichen, politischen und institutionellen Umfeld. Die Studierenden lernen sich kritisch mit verschiedenen politischen Positionen auseinanderzusetzen, sozio-ökonomische Einflüsse zu reflektieren und sich zu aktuellen und auch historischen Fragestellungen zu positionieren. Anhand unterschiedlicher historischer Quellen, darunter auch Pläne und audiovisuelle Dokumente, findet eine diskursive Auseinandersetzung statt. Die Veranstaltung gibt einen Überblick über die Geschichte der Raumplanung. Sie möchte das Verständnis für die Ideengeschichte wecken und den historischen Kontext für die gegenwärtige Raumplanung und Raumstruktur vermitteln. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Das Skript wird während des Semesters abgegeben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Martina Koll-Schretzenmayr (2008): gelungen-misslungen? Die Geschichte der Raumplanung Schweiz. NZZ Libro. Martina Schretzenmayr, Andreas Teuscher, Simona Casaulta-Meyer: Die Schweiz plant. Zürich 2017. Michael Koch, Städtebau in der Schweiz 1800-1990, Zürich 1992. Angelus Eisinger: Städte bauen: gta Verlag 2004. Daniel Kurz: Die Disziplinierung der Stadt - Moderner Städtebau in Zürich 1900 bis 1940. gta Verlag 2008 Leendertz, Ariane: Ordnung schaffen. Deutsche Raumplanung im 20. Jahrhundert. Wallstein Verlag, Göttingen 2010 Jörn Düwel, Niels Gutschow: Ordnung und Gestalt: Geschichte und Theorie des Städtebaus in Deutschland 1922 bis 1975. 2019. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0569-00L | European Aspects of Spatial Development | W | 3 KP | 2G | A. Peric Momcilovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Following the insight into historical perspective and contemporary models of governance and planning, the course focuses on the international dimension of spatial planning in Europe. This includes a discussion of how European spatial policy is made and by whom, how planners can participate in such process and how they can address transnational challenges of spatial development cooperatively. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Keeping the general aim of exploring the European dimension of spatial planning in mind, the specific course learning objectives are as follows: - to interpret the history of spatial planning at the transnational scale - to understand and explain the content of the European spatial policy agenda - to describe and analyse the role of territorial cooperation in making European spatial development patterns and planning procedures - to discuss the changing role of planners and evaluate the ways of their engagement in European spatial policy-making | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - European spatial policy agenda: introduction and basic directives - governance models - planning models; collaborative planning model (main concepts & critics) - post-positivist approach to spatial planning - transnational spatial planning in Europe; questioning the European spatial planning; spatial development trends in Europe - EU as a political system: EU institutions & non-EU actors - planning families in Europe; the European spatial planning agenda - spatial planning strategies and programmes on territorial cooperation - the notion of planning culture and planning system; planning cultures in Europe - basic characteristics of planning systems in Europe - the relevance of European transnational cooperation for spatial planning - European transnational initiatives | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The documents for the lecture will be provided at the moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Obligatory literature: - Dühr, S., Colomb, C. & Nadin, V. (2010). European Spatial Planning and Territorial Cooperation. London: Routledge. Recommended literature: Governance models: - Martens, K. (2007). Actors in a Fuzzy Governance Environment. In G. de Roo & G. Porter (Eds.), Fuzzy Planning: The Role of Actors in a Fuzzy Governance Environment (pp. 43-65). Abingdon, Oxon, GBR: Ashgate Publishing Group. Planning models: - Davoudi, S. & Strange, I. (2009). Conceptions of Space and Place in Strategic Spatial Planning. Abingdon, Oxon, GBR: Routledge. - Allmendinger, P. (2002). The Post-Positivist Landscape of Planning Theory. In P. Allmendinger & M. Tewdwr-Jones (Eds.), Planning Futures: New Directions for Planning Theory (pp. 3-17). London: Routledge. - Healey, P. (1997). Collaborative Planning - Shaping places in fragmented societies. London: MacMillan Press. EU as a political context: - Williams, R. H. (1996). European Union Spatial Policy and Planning. London: Sage. Territorial cooperation in Europe: - Dühr, S., Stead, D. & Zonneveld, W. (2007). The Europeanization of spatial planning through territorial cooperation. Planning Practice & Research, 22(3), 291-307. - Dühr, S. & Nadin, V. (2007). Europeanization through transnational territorial cooperation? The case of INTERREG IIIB North-West Europe. Planning Practice and Research, 22(3), 373-394. - Faludi, A. (Ed.) (2002). European Spatial Planning. Cambridge, Mass.: Lincoln institute of land policy. - Faludi, A. (2010). Cohesion, Coherence, Cooperation: European Spatial Planning Coming of Age? London: Routledge. - Faludi, A. (2014). EUropeanisation or Europeanisation of spatial planning? Planning Theory & Practice, 15(2), 155-169. - Kunzmann, K. R. (2006). The Europeanisation of spatial planning. In N. Adams, J. Alden & N. Harris (Eds.), Regional Development and Spatial Planning in an Enlarged European Union. Aldershot: Ashgate. Planning families and cultures: - Newman, P. & Thornley, A. (1996). Urban Plannning in Europe: international competition, national systems and planning projects. London: Routledge. - Knieling, J. & Othengrafen, F. (Eds.). (2009). Planning Cultures in Europe: Decoding Cultural Phenomena in Urban and Regional Planning. Aldershot: Ashgate. - Stead, D., de Vries, J. & Tasan-Kok, T. (2015). Planning Cultures and Histories: Influences on the Evolution of Planning Systems and Spatial Development Patterns. European Planning Studies, 23(11), 2127-2132. - Scholl, B. (Eds.) (2012). Spaces and Places of National Importance. Zurich: ETH vdf Hochschulverlag. Planning systems in Europe: - Nadin, V. & Stead, D. (2008). European Spatial Planning Systems, Social Models and Learning. disP - The Planning Review, 44(172), 35-47. - Commission of the European Communities. (1997). The EU compendium of spatial planning systems and policies. Luxembourg: Office for Official Publications of the European Communities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Only for master students, otherwise a special permission by the lecturer is required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 103-0347-01L | Landscape Planning and Environmental Systems (GIS Exercises) | W | 3 KP | 2U | A. Grêt-Regamey, C. Brouillet, N. Klein | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Im Kurs werden die Inhalte der Vorlesung Landschaftsplanung und Umweltsysteme (103-0347-00 V) verdeutlicht. Die verschiedenen Aspekte (z.B. Habitatmodellierung, ökosystemleistungen, Landnutzungsänderung, Vernetzung) werden in einzelnen GIS Übungen praktisch erarbeitet. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Praktische Anwendung der theoretischen Grundlagen aus der Vorlesung - Quantitative Erfassung und Bewertung der Eigenschaften der Landschaft durchführen - Zweckmässiger Einsatz von GIS für die Landschaftsplanung kennen - Anhand von Fallbeispielen Massnahmen der Landschaftsplanung erarbeiten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Einsatz von GIS in der Landschaftsplanung - Landschaftsanalyse - Landschaftsstrukturmasse - Modellierung von Habitaten und Landnutzungsänderungen - Berechnung urbaner Landschaftsdienstleistungen - ökologische Vernetzung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Skripte und Präsentationsunterlagen für jede Übung werden auf Moodle zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Wird in der Veranstaltung genannt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | GIS-Grundkenntisse sind von Vorteil. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 701-1631-00L | Foundations of Ecosystem Management | W | 5 KP | 3G | J. Ghazoul, C. Garcia, J. Garcia Ulloa, A. Giger Dray | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course introduces the broad variety of conflicts that arise in projects focusing on sustainable management of natural resources. It explores case studies of ecosystem management approaches and considers their practicability, their achievements and possible barriers to their uptake. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students should be able to a) propose appropriate and realistic solutions to ecosystem management problems that integrate ecological, economic and social dimensions across relevant temporal and spatial scales. b) identify important stakeholders, their needs and interests, and the main conflicts that exist among them in the context of land and resource management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Traditional management systems focus on extraction of natural resources, and their manipulation and governance. However, traditional management has frequently resulted in catastrophic failures such as, for example, the collapse of fish stocks and biodiversity loss. These failures have stimulated the development of alternative ‘ecosystem management’ approaches that emphasise the functionality of human-dominated systems. Inherent to such approaches are system-wide perspectives and a focus on ecological processes and services, multiple spatial and temporal scales, as well as the need to incorporate diverse stakeholder interests in decision making. Thus, ecosystem management is the science and practice of managing natural resources, biodiversity and ecological processes, to meet multiple demands of society. It can be local, regional or global in scope, and addresses critical issues in developed and developing countries relating to economic and environmental security and sustainability. This course provides an introduction to ecosystem management, and in particular the importance of integrating ecology into management systems to meet multiple societal demands. The course explores the extent to which human-managed terrestrial systems depend on underlying ecological processes, and the consequences of degradation of these processes for human welfare and environmental well-being. Building upon a theoretical foundation, the course will tackle issues in resource ecology and management, notably forests, agriculture and wild resources within the broader context of sustainability, biodiversity conservation and poverty alleviation or economic development. Case studies from tropical and temperate regions will be used to explore these issues. Dealing with ecological and economic uncertainty, and how this affects decision making, will be discussed. Strategies for conservation and management of terrestrial ecosystems will give consideration to landscape ecology, protected area systems, and community management, paying particular attention to alternative livelihood options and marketing strategies of common pool resources. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | No Script | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Chichilnisky, G. and Heal, G. (1998) Economic returns from the biosphere. Nature, 391: 629-630. Daily, G.C. (1997) Nature’s Services: Societal dependence on natural ecosystems. Island Press. Washington DC. Hindmarch, C. and Pienkowski, M. (2000) Land Management: The Hidden Costs. Blackwell Science. Millenium Ecosystem Assessment (2005) Ecosystems and Human Well-being: Synthesis. Island Press, Washington DC. Milner-Gulland, E.J. and Mace, R. (1998) Conservation of Biological Resources. Blackwell Science. Gunderson, L.H. and Holling, C.S. (2002) Panarchy: understanding transformations in human and natural systems. Island Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1453-00L | Ecological Assessment and Evaluation | W | 3 KP | 3G | F. Knaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course provides methods and tools for ecological evaluations dealing with nature conservation or landscape planning. It covers census methods, ecological criteria, indicators, indices and critically appraises objectivity and accuracy of the available methods, tools and procedures. Birds and plants are used as main example guiding through different case studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will be able to: 1) critically consider biological data books and local, regional, and national inventories; 2) evaluate the validity of ecological criteria used in decision making processes; 3) critically appraise the handling of ecological data and criteria used in the process of evaluation 4) perform an ecological evaluation project from the field survey up to the descision making and planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Powerpoint slides are available on the webpage. Additional documents are handed out as copies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Basic literature and references are listed on the webpage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The course structure changes between lecture parts, seminars and discussions. The didactic atmosphere is intended as working group. Suggested prerequisites for attending this course are skills and knowledge equivalent to those taught in the following ETH courses: - Pflanzen- und Vegetationsökologie - Systematische Botanik - Raum- und Regionalentwicklung - Naturschutz und Naturschutzbiologie | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 052-0705-00L | Landschaftsarchitektur I | W | 2 KP | 2V | D. Richter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Einführung in die Geschichte und Theorie der Gartenkunst und Landschaftsarchitektur. Analyse der Gestaltung historischer Gärten und Landschaften vor dem jeweiligen kulturellen Hintergrund. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Vermittlung von Grundkenntnissen in Geschichte und Theorie der Gartenkunst und Landschaftsarchitektur, von den Anfängen bis in das 21. Jahrhundert. Sensibilisierung für ein sich wandelndes Natur- und Landschaftsverständnis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Vorlesungsreihe „Geschichte und Theorie der Gartenkunst und Landschaftsarchitektur“ behandelt die Entwicklungsgeschichte von gestalteter Natur von den Anfängen der Kulturlandschaft und des Gartens bis zur Landschaftsarchitektur des 21. Jahrhunderts. Dabei wird epochenweise besonders auf die räumliche und kulturelle Beziehung von Garten, Stadt und Landschaft, und auf das sich wandelnde Naturverhältnis eingegangen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts und eine Liste für prüfungsrelevante Literatur werden zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Für die Prüfung wird eine Literaturliste zusammengestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Allgemeine Hinweise zur Prüfung: Bachelorstudierende: Als Grundlage für die Prüfungsvorbereitung dienen das in der Vorlesung vermittelte Wissen und die prüfungsrelevante Literatur, die der Lehrstuhl zur Verfügung stellt. Die Vorlesung ist als Jahreskurs angelegt. Da in der schriftlichen Sessionsprüfung Kenntnisse aus den beiden Vorlesungsreihen Landschaftsarchitektur I und II überprüft werden, wird unbedingt angeraten, die Vorlesung über zwei Semester zu besuchen. Kurz vor Semesterende werden die Prüfungsthemen bekannt gegeben. Die Professur stellt zu den Prüfungsthemen Texte als pdf zum Download zur Verfügung. Diese dienen dem vertieften Verständnis der Vorlesung. Mobilitätsstudierende oder Studierende anderer Departemente: Studierende, welche die Vorlesung nur über ein Semester besuchen, schliessen die Vorlesung mit einer mündlichen Semesterendprüfung ab. Auch hier stellt die Professur prüfungsrelevante Literatur als Download zur Verfügung. Die Studierenden werden gebeten, sich vorab per Email bei der Professur zu melden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0468-00L | Participatory Modeling in Integrated Landscape Development | W | 3 KP | 2G | E. Celio, N. Salliou | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture accompanies students into a participatory modelling process. We explore topics such as urban agriculture or climate-resilient city. Students will know participatory modelling tools as well as concepts and approaches related to it. Students elaborate the processes from questions to interactive operational models. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | With this course, students … … know the phases of a participatory modelling process … are able to estimate in which case the involvement of stakeholders is necessary, hence are able to discuss advantages and disadvantages of stakeholder involvement at different levels of participation. … get to know diverse modelling tools and are able to select the proper tool according to the context. … are able to set-up and apply a functional model in a participatory manner on a real case study. … get to know techniques to analyse simulations and are able to inform stakeholders in an adequate way … are able to discuss results together with stakeholders in a structured way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 102-0317-00L | Advanced Environmental Assessments Masterstudierende Umweltingenieurwissenschaften mit Modul Ecological Systems Design dürfen die 102-0317-00 (3KP) nicht belegen, da diese bereits in 102-0307-01 Advanced Environmental, Social and Economic Assessments (5KP) enthalten ist. | W | 3 KP | 2G | S. Pfister, R. Frischknecht | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course deepens students' knowledge of the environmental assessment methodologies and their various applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course has the aim of deepening students' knowledge of the environmental assessment methodologies and their various applications. In particular, students completing the course should have the - Ability to judge the scientific quality and reliability of environmental assessment studies, the appropriateness of inventory data and modelling, and the adequacy of life cycle impact assessment models and factors - Knowledge about the current state of the scientific discussion and new research developments - Ability to properly plan, conduct and interpret environmental assessment studies - Knowledge of how to use LCA as a decision support tool for companies, public authorities, and consumers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Inventory developments, transparency, data quality, data completeness, and data exchange formats - Allocation (multioutput processes and recycling) - Hybrid LCA methods. - Consequential and marginal analysis - Recent development in impact assessment - Spatial differentiation in Life Cycle Assessment - Workplace and indoor exposure in Risk and Life Cycle Assessment - Uncertainty analysis - Subjectivity in environmental assessments - Multicriteria analysis - Case Studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | No script. Lecture slides and literature will be made available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature will be made available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Basic knowledge of environmental assessment tools is a prerequisite for this class. Students that have not done classwork in this topic before are required to read an appropriate textbook before or at the beginning of this course (e.g. Jolliet, O et al. 2016: Environmental Life Cycle Assessment. CRC Press, Boca Raton - London - New York. ISBN 978-1-4398-8766-0 (Chapters 2-5.2)). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0703-00L | Architecture of Territory: Territorial Design in Histories, Theories and Projects This core course (ending with «00L») can only be passed once! Please check before signing up. | W | 2 KP | 2V | M. Topalovic | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This lecture series sets up an agenda for widening the disciplinary field of architecture and urbanism from their focus on the city, or the urban in the narrow sense, to wider territorial scales, which correspond to the increasing scales of contemporary urbanisation. It discusses the concepts of territory and urbanisation, and their implications for the work of architects and urbanists. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The course will enable students to critically discuss concepts of territory and urbanisation. It will invite students to revisit the history of architects’ work engaging with the problematic of urbanising territories and territorial organisation. The goal is to motivate and equip students to engage with territory in the present day and age, by setting out our contemporary urban agenda. The lectures are animated by a series of visual and conceptual exercises, usually on A4 sheets of paper. All original student contributions will be collected and bound together, creating a unique book-object. Some of the exercises are graded and count as proof of completion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Within the theme My Species, the four guest speakers engaged in fields ranging from art and landscape representation to bioethics and environmental philosophy, will approach territory through the notions such as multispecies, coexistence, and diversity. With a more-than-human perspective on the territory, the guest speakers will elaborate their take on “telling horrible stories in beautiful ways,” debate “the dignity of plants,” expound upon “mankind’s fascination to better the world,” and confer “the non-human turn” and what is to come after. 23. 09. 2021 On Territory MILICA TOPALOVIĆ 30. 09. 2021 Architecture and Urbanisation MILICA TOPALOVIĆ 07. 10. 2021 Methods in Territorial Research and Design MILICA TOPALOVIĆ 14. 10. 2021 Multispecies Worldbuilding Guest lecture by FEIFEI ZHOU 21. 10. 2021 Better Nature Guest lecture by ALEXANDRA DAISY GINSBERG 04. 11. 2021 Planetary Urbanisation: Hinterland MILICA TOPALOVIĆ 11. 11. 2021 Tomatoes Talk, Birch Trees Learn – Do Plants Have Dignity? Guest lecture by FLORIANNE KOECHLIN 18. 11. 2021 Disappearance of the Countryside MILICA TOPALOVIĆ 25. 11. 2021 What is Soul? On the Idea of Species Being Guest lecture by OXANA TIMOFEEVA 09. 12. 2021 Our Common Territories: An Outlook MILICA TOPALOVIĆ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The lectures will take place on Thursdays, 10.00-12:00, at ONA Fokushalle E7 and on ZOOM. Lecturer: Prof. Milica Topalovic Team: Prof. Milica Topalović, Dr. Nazlı Tümerdem Student Assistant: Michiel Gieben With the support of Hans Hortig, Evelyne Gordon, Vesna Jovanović, and Jan Westerheide Contact: Nazli Tümerdem tuemerdem@arch.ethz.ch Our website: https://topalovic.arch.ethz.ch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Vertiefung in Verkehrssysteme und -verhalten | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0427-01L | Public Transport Design and Operations | W | 6 KP | 4G | F. Corman, F. Leutwiler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course aims at analyzing, designing, improving public transport systems, as part of the overall transport system. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Public transport is a key driver for making our cities more livable, clean and accessible, providing safe, and sustainable travel options for millions of people around the globe. Proper planning of public transport system also ensures that the system is competitive in terms of speed and cost. Public transport is a crucial asset, whose social, economic and environmental benefits extend beyond those who use it regularly; it reduces the amount of cars and road infrastructure in cities; reduces injuries and fatalities associated to car accidents, and gives transport accessibility to very large demographic groups. Goal of the class is to understand the main characteristics and differences of public transport networks. Their various performance criteria based on various perspective and stakeholders. The most relevant decision making problems in a planning tactical and operational point of view At the end of this course, students can critically analyze existing networks of public transport, their design and use; consider and substantiate possible improvements to existing networks of public transport and the management of those networks; optimize the use of resources in public transport. General structure: general introduction of transport, modes, technologies, system design and line planning for different situations, mathematical models for design and line planning timetabling and tactical planning, and related mathematical approaches operations, and quantitative support to operational problems, evaluation of public transport systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Basics for line transport systems and networks Passenger/Supply requirements for line operations Objectives of system and network planning, from different perspectives and users, design dilemmas Conceptual concepts for passenger transport: long-distance, urban transport, regional, local transport Planning process, from demand evaluation to line planning to timetables to operations Matching demand and modes Line planning techniques Timetabling principles Allocation of resources Management of operations Measures of realized operations Improvements of existing services | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture slides are provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Ceder, Avi: Public Transit Planning and Operation, CRC Press, 2015, ISBN 978-1466563919 (English) Holzapfel, Helmut: Urbanismus und Verkehr – Bausteine für Architekten, Stadt- und Verkehrsplaner, Vieweg+Teubner, Wiesbaden 2012, ISBN 978-3-8348-1950-5 (Deutsch) Hull, Angela: Transport Matters – Integrated approaches to planning city-regions, Routledge / Taylor & Francis Group, London / New York 2011, ISBN 978-0-415-48818-4 (English) Vuchic, Vukan R.: Urban Transit – Operations, Planning, and Economics, John Wiley & Sons, Hoboken / New Jersey 2005, ISBN 0-471-63265-1 (English) Walker, Jarrett: Human Transit – How clearer thinking about public transit can enrich our communities and our lives, ISLAND PRESS, Washington / Covelo / London 2012, ISBN 978-1-59726-971-1 (English) White, Peter: Public Transport - Its Planning, Management and Operation, 5th edition, Routledge, London / New York 2009, ISBN 978-0415445306 (English) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 151-0227-00L | Basics of Air Transport (Aviation I) | W | 4 KP | 3G | P. Wild | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In general the course explains the main principles of air transport and elaborates on simple interdisciplinary topics. Working on broad 14 different topics like aerodynamics, manufacturers, airport operations, business aviation, business models etc. the students get a good overview in air transportation. The program is taught in English and we provide 11 different experts/lecturers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal is to understand and explain basics, principles and contexts of the broader air transport industry. Further, we provide the tools for starting a career in the air transport industry. The knowledge may also be used for other modes of transport. Ideal foundation for Aviation II - Management of Air Transport. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Weekly: 1h independent preparation; 2h lectures and 1 h training with an expert in the respective field Concept: This course will be tought as Aviation I. A subsequent course - Aviation II - covers the "Management of Air Transport". Content: Transport as part of the overall transportation scheme; Aerodynamics; Aircraft (A/C) Designs & Structures; A/C Operations; Aviation Law; Maintenance & Manufacturers; Airport Operations & Planning; Aviation Security; ATC & Airspace; Air Freight; General Aviation; Business Jet Operations; Business models within Airline Industry; Military Aviation. Technical visit: This course includes a guided tour at Zurich Airport and Dubendorf Airfield (baggage sorting system, apron, Tower & Radar Simulator at Skyguide Dubendorf). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Preparation materials & slides are provided prior to each class | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Literature will be provided by the lecturers, respectively there will be additional Information upon registration (normally available in Moodle) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The lecture is planned as class teaching with live-streaming and recordings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 101-0417-00L | Transport Planning Methods | W | 6 KP | 4G | K. W. Axhausen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course provides the necessary knowledge to develop models supporting and also evaluating the solution of given planning problems. The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to evaluate a transport project/ policy by means of cost-benefit analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Knowledge and understanding of statistical methods and algorithms commonly used in transport planning - Comprehend the reasoning and capabilities of transport models - Ability to independently develop a transport model able to solve / answer planning problem - Getting familiar with cost-benefit analysis as a decision-making supporting tool | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course provides the necessary knowledge to develop models supporting the solution of given planning problems and also introduces cost-benefit analysis as a decision-making tool. Examples of such planning problems are the estimation of traffic volumes, prediction of estimated utilization of new public transport lines, and evaluation of effects (e.g. change in emissions of a city) triggered by building new infrastructure and changes to operational regulations. To cope with that, the problem is divided into sub-problems, which are solved using various statistical models (e.g. regression, discrete choice analysis) and algorithms (e.g. iterative proportional fitting, shortest path algorithms, method of successive averages). The course is composed of a lecture part, providing the theoretical knowledge, and an applied part in which students develop their own models in order to evaluate a transport project/ policy by means of cost-benefit analysis. Interim lab session take place regularly to guide and support students with the applied part of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Moodle platform (enrollment needed) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Willumsen, P. and J. de D. Ortuzar (2003) Modelling Transport, Wiley, Chichester. Cascetta, E. (2001) Transportation Systems Engineering: Theory and Methods, Kluwer Academic Publishers, Dordrecht. Sheffi, Y. (1985) Urban Transportation Networks: Equilibrium Analysis with Mathematical Programming Methods, Prentice Hall, Englewood Cliffs. Schnabel, W. and D. Lohse (1997) Verkehrsplanung, 2. edn., vol. 2 of Grundlagen der Strassenverkehrstechnik und der Verkehrsplanung, Verlag für Bauwesen, Berlin. McCarthy, P.S. (2001) Transportation Economics: A case study approach, Blackwell, Oxford. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0437-00L | Traffic Engineering | W | 6 KP | 4G | A. Kouvelas | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Fundamentals of traffic flow theory and control. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to fully understand the fundamentals of traffic flow theory in order to effectively manage traffic operations. By the end of this course students should be able to apply basic techniques to model different aspects of urban and inter-urban traffic performance, including congestion. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Introduction to fundamentals of traffic flow theory and control. Includes understanding of traffic data collection and processing techniques, as well as data analysis, traffic modeling, and methodologies for traffic control. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture notes and additional handouts will be provided during the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Additional literature recommendations will be provided during the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Verkehr III - Road Transport Systems 6th Sem. BSc (101-0415-00L) Special permission from the instructor can be requested if the student has not taken Verkehr III | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 227-0523-00L | Eisenbahn-Systemtechnik I | W | 6 KP | 4G | M. Meyer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Grundlagen der Eisenbahnfahrzeuge und ihr Zusammenspiel mit der Bahninfrastruktur: - Zugförderungsaufgaben und Fahrzeugarten - Fahrdynamik - Mechanischer Aufbau der Eisenbahnfahrzeuge - Bremssysteme - Antriebsstrang und Hilfsbetriebeversorgung - Bahnstromversorgung - Sicherungsanlagen - Normen - Verfügbarkeit und Sicherheit - Betriebsleitung und Instandhaltung | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Überblick über die technischen Eigenschaften von Eisenbahnsystemen - Kenntnisse über den Aufbau der Eisenbahnfahrzeuge - Verständnis für die Abhängigkeiten verschiedenster Ingenieur-Disziplinen in einem vielfältigen System (Mechanik, Elektro- und Informationstechnik, Verkehrstechnik) - Verständnis für die Aufgaben und Möglichkeiten eines Ingenieurs in einem stark von wirtschaftlichen und politischen Randbedingungen geprägten Umfeld - Einblick in die Aktivitäten der Schienenfahrzeug-Industrie und der Bahnen in der Schweiz - Begeisterung des Ingenieurnachwuchses für die berufliche Tätigkeit im Bereich Schienenverker und Schienenfahrzeuge | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | EST I (Herbstsemester) - Begriffen, Grundlagen, Merkmale 1 Einführung: 1.1 Geschichte und Struktur des Bahnsystems 1.2 Fahrdynamik 2 Vollbahnfahrzeuge: 2.3 Mechanik: Kasten, Drehgestelle, Lauftechnik, Adhäsion 2.2 Bremsen 2.3 Traktionsantriebssysteme 2.4 Hilfsbetriebe und Komfortanlagen 2.5 Steuerung und Regelung 3 Infrastruktur: 3.1 Fahrweg 3.2 Bahnstromversorgung 3.3 Sicherungsanlagen 4 Betrieb: 4.1 Interoperabilität, Normen und Zulassung 4.2 RAMS, LCC 4.3 Anwendungsbeispiele Voraussichtlich ein oder zwei Gastreferate Geplante Exkursionen: Betriebszentrale SBB, Zürich Flughafen Reparatur und Unterhalt, SBB Zürich Altstetten Fahrzeugfertigung, Stadler Bussnang | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Abgabe der Unterlagen (gegen eine Schutzgebühr) zu Beginn des Semesters. Rechtzeitig eingschriebene Teilnehmer können die Unterlagen auf Wunsch und gegen eine Zusatzgebühr auch in Farbe beziehen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Dozent: Dr. Markus Meyer, Emkamatik GmbH Voraussichtlich ein oder zwei Gastvorträge von anderen Referenten. EST I (Herbstsemester) kann als in sich geschlossene einsemestrige Vorlesung besucht werden. EST II (Frühjahrssemester) dient der weiteren Vertiefung der Fahrzeugtechnik und der Integration in die Bahninfrastruktur. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 363-1047-00L | Urban Systems and Transportation | W | 3 KP | 2G | G. Loumeau | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course is an introduction to urban and regional economics. It focuses on the formation and development of urban systems, and highlight how transport infrastructure investments can affect the location, size and composition of such systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The main objective of this course is to provide students with some basic tools to analyze the fundamental economic forces at play in urban systems (i.e., agglomeration and congestion forces), and the role of transport networks in shaping the structure of these systems. Why do urban areas grow or decline? How do transport networks affect the location of individuals and firms? Does the location of a firm determine its productivity? Can transport infrastructure investments reduce economic disparities? These are some of the questions that students should be able to answer after having completed the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is organized in four parts. I start with the key observation that economic activity (both in terms of population density and productivity) is unevenly distributed in space. For instance, the share of the population living in urban centers is increasing globally, from 16% in 1900 and 50% in 2000 to about 68% by the year 2050 (UN, World Economic Prospects, 2014). The goal of the first part is then to understand the economic forces at play behind these trends, looking at the effects within and across urban areas. I will also discuss how natural or man-made geographical characteristics (e.g., rivers, mountains, borders, etc.) affect the development of such urban systems. In the second part, I discuss the planning and pricing of transport networks, moving from simple local models to more complex transport models at a global scale. The key aspects include: the first and second best road pricing, the public provision of transport networks and the demographic effects of transport networks. In the third part, I combine the previous two parts and analyze the interaction between urban systems and transportation. Thereby, the main focus is to understand the economic mechanisms that can lead to a general equilibrium of all actors involved. However, as the study of the historical development of urban systems and transport networks provides interesting insights, I will discuss how their interaction in the past shapes today’s economic geography. Finally, I broaden the scope of the course and explore related topics. There will be a particular emphasis on the relation between urban systems and fiscal federalism as well as environmental policies. Both aspects are important determinants of the contemporary developments of urban systems, and as such deserve our attention. In general, this class focuses on the latest research developments in urban and regional economics, though it does not require prior knowledge in this field. It pays particular attention to economic approaches, which are based on theoretical frameworks with strong micro-foundations and allow for precise policy recommendations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Course slides will be made available to students prior to each class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Course slides will be made available to students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0492-00L | Microscopic Modelling and Simulation of Traffic Operations | W | 3 KP | 2G | M. Makridis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course introduces basics of microscopic modelling and simulation of traffic operations, including model design and development, calibration, validation, data analysis, identification of strategies for improving traffic flow performance, and evaluation of such strategies. The aim is to provide the fundamentals for building a realistic traffic-engineering project from beginning to end. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to conduct a realistic traffic engineering project from beginning to end. The students will first familiarize themselves with microscopic traffic models. Students will work in groups on a project that includes a base scenario on a real traffic network. Throughout the semester, along with theoretical concepts, the students will build the base scenario (design, calibration and validation) and will develop alternative scenarios regarding modification on the infrastructure, simulation of in-vehicle technologies and vehicle-to-everything (V2X) communication. Simulations will be implemented in Aimsun software. The students will be asked to understand, analyze, interpret and present traffic properties. Evaluation of alternative scenarios over the same network will be performed. Finally, students will be asked to design, implement, analyze and present a novel proposal, which will be compared with the base scenario. Upon completion of the course, the students will: • Understand the basic models used in microsimulation software (car-following, lane changing, gap acceptance, give ways, on/off-ramps, etc.). • Design a road transport network inside the simulation software. • Understand the basics behind modeling traffic demand and supply, vehicle dynamics, performance indicators for evaluation and network design for a realistic road transport network. • Understand how to design a complete study, implement and validate it for planning purposes, e.g. creating a new road infrastructure. • Make valid and concrete engineering proposals based on the simulation model and alternative scenarios. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In this course, the students will first learn some microscopic modelling and simulation concepts, and then complete a traffic-engineering project with microscopic traffic simulator Aimsun. Microscopic modelling and simulation concepts will include: 1) Car following models 2) Lane change models 3) Calibration and validation methodology Specific tasks for the project will include: 1) Building a model with the simulator Aimsun in order to replicate and analyze the traffic conditions measured/observed. 2) Calibrating and validating the simulation model. 3) Redesigning/extending the model to improve the traffic performance through Aimsun and with/without programming in Python or C++. The course will be based on a project that each group of students will build (design, calibrate, analyze and presentation) across the semester. A mid-term and final presentation of the work will be asked from each group of students. It consists of weekly 2-hour lectures. The students work in pairs on a group project that completes in the end of the semester. The modelling software used is Aimsun and lectures (theory and hands on experience) are taking place in a computer room. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun/Python/C++ is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture notes and additional handouts will be provided before the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Additional literature recommendations will be provided at the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students need to know some basic road transport concepts. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0491-00L | Agent Based Modeling in Transportation | W | 6 KP | 4G | M. Balac | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides an introduction to agent-based modeling in transportation. The lectures and exercises offer an opportunity to learn about agent-based models' current methodology, focusing on MATSim, how agent-based models are set up, and perform a practical case study by working in teams. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of the course, the students should: - have an understanding of agent-based modeling - have an understanding of MATSim - have an understanding of the process needed to set up an agent-based study - have practical experience of using MATSim to perform practical transportation studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course provides an introduction to agent-based models for transportation policy analysis. Four essential topics are covered: 1) Introduction of agent-based modeling and its comparison to the traditional state of practice modeling 2) Introduction of MATSim, an open-source agent-based model, developed at ETH Zurich and TU Berlin, and its various parts 3) Setting up an agent-based model simulation, where different statistical methods used in the process will be introduced and explained. Here the open-source eqasim framework used at ETH Zurich to set up agent-based models will be introduced 4) Conducting a transport policy study. The case study will be performed in groups and will include a paper-like report. During the course, outside lecturers will give several lectures on using MATSim in practice (i.e., SBB). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Agent-based modeling in general Bonabeau, E. (2002). Agent-based modeling: Methods and techniques for simulating human systems. Proceedings of the national academy of sciences, 99(suppl 3), 7280-7287. Helbing, D (2012) Social Self-Organization, Understanding Complex Systems, Springer, Berlin. Heppenstall, A., A. T. Crooks, L. M. See and M. Batty (2012) Agent-Based Models of Geographical Systems, Springer, Dordrecht. MATSim Horni, A., K. Nagel and K.W. Axhausen (eds.) (2016) The Multi-Agent Transport Simulation MATSim, Ubiquity, London (http://www.matsim.org/the-book) Additional relevant readings, primarily scientific articles, will be recommended throughout the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | There are no strict preconditions in terms of which lectures the students should have previously attended. However, knowledge of basic statistical theory is expected, and experience with at least one high-level programming language (Java, R, Python, or other) is recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0469-00L | Strassenverkehrssicherheit | W | 6 KP | 4G | M. Deublein, P. Eberling | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Inhalt sind die Erfassung von Strassenverkehrsunfällen sowie deren statistische und geografische Analysemöglichkeiten. Am Beispiel von Innerortsstrassen werden verschiedene Einflussfaktoren auf das Unfallgeschehen genauer untersucht und Lösungsmöglichkeiten aufgezeigt. Verfahren der Sicherheitsarbeit in der Praxis von Verwaltungen und Polizei sind ebenfalls Thema der Veranstaltung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Vermittlung des Grundlagenwissens zur Strassenverkehrssicherheit, Wecken des Verständnisses für das Unfallgeschehen, Gewährung von Einblicken in Möglichkeiten zur Erhöhung der Verkehrssicherheit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Unfallentstehung, Verkehrsunfallerfassung, statistische (deskriptiv und multivariat, accident prediction models) und geografische Analyse von Verkehrsunfällen, Gefahrenanalyse und Sanierungstechnik, Instrumente der Verkehrssicherheit der Infrastruktur, Verkehrspolitik in der Schweiz und international | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Basisliteratur: Botschaft zu Via Sicura; Handlungsprogramm des Bundes für mehr Sicherheit im Strassenverkehr; Directive 2008/96/EC on road infrastructure safety management; ELVIK, R.; VAA, T. (2004). The Handbook of Road Safety Measures. Oxford: ELSEVIER Ltd.; EU-Projekt RiPCORD-iSEREST (http://ripcord.bast.de/) Weiterführende Literatur: wird in der Vorlesung bekannt gegeben | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Netzinfrastrukturen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0549-00L | AK Baurecht | W | 3 KP | 2G | H. Briner, D. Trümpy | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Grundkenntnisse im öffentlichen und privaten Baurecht; eingegangen wird u.a. auf Raumplanungsrecht, Umweltrecht, Bauverfahrensrecht, Bauvorschriften. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Teil 1: Erwerb von Grundkenntnissen des öffentlichen Rechts, das das Bauen betrifft: Raumplanungsrecht, Bauvorschriften, Umweltrecht und Bauverfahrensrecht Teil 2: Erwerb von Grundkenntnissen des privaten Baurechts | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Teil 1: Jede Lektion behandelt für ein bestimmtes Stadium des Projekts ein Thema des öffentlichen Baurechts wie Bau- und Zonenordnungen, Quartierpläne, Umweltverträglichkeitsprüfungen, Baubewilligungsverfahren etc.. Teil 2: Grundzüge des privaten Baurechts wie Abnahme und Genehmigung von Bauwerken, Vollmacht des Architekten / Ingenieurs zu Rechtshandlungen namens des Bauherrn, Mängelrüge im Bauwesen, Mehrheit ersatzpflichtiger Baubeteiligter, Generalunternehmervertrag, Haftung des Baumaterialverkäufers, Bauhandwerkerpfandrecht, Grundzüge der SIA-Norm 118, Baukonsortium, technische Normen, internationale Bauverträge, Architekten / Ingenieure als Gerichtsexperten, Aspekte des Bauzivilprozesses | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | D. Trümpy: Tafeln zu den Grundzügen des schweizerischen Bauvertragsrechts (Vorlesungsunterlage) H. Briner: Tafeln zu den Grundzügen des öffentlichen Raumplanungs-, Bau- und Umweltrechts (Vorlesungsunterlage) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Stöckli P./Siegenthaler Th. (Hrsg.) Die Planerverträge, Schulthess 2013 - Gauch Peter, Werkvertrag, 5. Auflage, Schulthess 2011 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Die Teilnehmer sollen stets ein Exemplar der SIA-Norm 118, der SIA-LHO 103 sowie die Gesetzesausgaben von OR und ZGB bei sich haben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0492-00L | Microscopic Modelling and Simulation of Traffic Operations | W | 3 KP | 2G | M. Makridis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course introduces basics of microscopic modelling and simulation of traffic operations, including model design and development, calibration, validation, data analysis, identification of strategies for improving traffic flow performance, and evaluation of such strategies. The aim is to provide the fundamentals for building a realistic traffic-engineering project from beginning to end. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to conduct a realistic traffic engineering project from beginning to end. The students will first familiarize themselves with microscopic traffic models. Students will work in groups on a project that includes a base scenario on a real traffic network. Throughout the semester, along with theoretical concepts, the students will build the base scenario (design, calibration and validation) and will develop alternative scenarios regarding modification on the infrastructure, simulation of in-vehicle technologies and vehicle-to-everything (V2X) communication. Simulations will be implemented in Aimsun software. The students will be asked to understand, analyze, interpret and present traffic properties. Evaluation of alternative scenarios over the same network will be performed. Finally, students will be asked to design, implement, analyze and present a novel proposal, which will be compared with the base scenario. Upon completion of the course, the students will: • Understand the basic models used in microsimulation software (car-following, lane changing, gap acceptance, give ways, on/off-ramps, etc.). • Design a road transport network inside the simulation software. • Understand the basics behind modeling traffic demand and supply, vehicle dynamics, performance indicators for evaluation and network design for a realistic road transport network. • Understand how to design a complete study, implement and validate it for planning purposes, e.g. creating a new road infrastructure. • Make valid and concrete engineering proposals based on the simulation model and alternative scenarios. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In this course, the students will first learn some microscopic modelling and simulation concepts, and then complete a traffic-engineering project with microscopic traffic simulator Aimsun. Microscopic modelling and simulation concepts will include: 1) Car following models 2) Lane change models 3) Calibration and validation methodology Specific tasks for the project will include: 1) Building a model with the simulator Aimsun in order to replicate and analyze the traffic conditions measured/observed. 2) Calibrating and validating the simulation model. 3) Redesigning/extending the model to improve the traffic performance through Aimsun and with/without programming in Python or C++. The course will be based on a project that each group of students will build (design, calibrate, analyze and presentation) across the semester. A mid-term and final presentation of the work will be asked from each group of students. It consists of weekly 2-hour lectures. The students work in pairs on a group project that completes in the end of the semester. The modelling software used is Aimsun and lectures (theory and hands on experience) are taking place in a computer room. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun/Python/C++ is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture notes and additional handouts will be provided before the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Additional literature recommendations will be provided at the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students need to know some basic road transport concepts. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0469-00L | Strassenverkehrssicherheit | W | 6 KP | 4G | M. Deublein, P. Eberling | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Inhalt sind die Erfassung von Strassenverkehrsunfällen sowie deren statistische und geografische Analysemöglichkeiten. Am Beispiel von Innerortsstrassen werden verschiedene Einflussfaktoren auf das Unfallgeschehen genauer untersucht und Lösungsmöglichkeiten aufgezeigt. Verfahren der Sicherheitsarbeit in der Praxis von Verwaltungen und Polizei sind ebenfalls Thema der Veranstaltung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Vermittlung des Grundlagenwissens zur Strassenverkehrssicherheit, Wecken des Verständnisses für das Unfallgeschehen, Gewährung von Einblicken in Möglichkeiten zur Erhöhung der Verkehrssicherheit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Unfallentstehung, Verkehrsunfallerfassung, statistische (deskriptiv und multivariat, accident prediction models) und geografische Analyse von Verkehrsunfällen, Gefahrenanalyse und Sanierungstechnik, Instrumente der Verkehrssicherheit der Infrastruktur, Verkehrspolitik in der Schweiz und international | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Basisliteratur: Botschaft zu Via Sicura; Handlungsprogramm des Bundes für mehr Sicherheit im Strassenverkehr; Directive 2008/96/EC on road infrastructure safety management; ELVIK, R.; VAA, T. (2004). The Handbook of Road Safety Measures. Oxford: ELSEVIER Ltd.; EU-Projekt RiPCORD-iSEREST (http://ripcord.bast.de/) Weiterführende Literatur: wird in der Vorlesung bekannt gegeben | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0419-02L | Bahninfrastrukturen 2 | W | 2 KP | 2G | U. A. Weidmann, P. Güldenapfel, M. Kohler, M. J. Manhart | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Gleisgeometrie einschliesslich deren Berechnung und Vermessung sowie zugehörige Datensysteme; Lichtraumprofil; Interaktion Fahrweg - Fahrzeug, Fahrzeugdynamik, Oberbaubeanspruchung; Fahrbahnbau einschliesslich spezieller Aspekte des Ingenieurbaus; baulicher Umweltschutz; Zustandsdiagnose und -prognose; Fahrbahnerhaltung und Erhaltungsmethoden | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Vorlesung gibt einen vertiefenden Einblick in die geometrische Linienführung einschliesslich Lichtraumprofil, die Interaktionen Fahrweg - Fahrzeug sowie in Aufbau und Bemessung des Gleises. Methoden der Zustandserfassung und von dessen Prognose werden behandelt. Zeitgemässe Strategien und Verfahren für Bau, Erhaltung und Unterhalt von Bahnanlagen werden dargestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 1 - Trassierung Gleisgeometrie einschliesslich deren Berechnung und Vermessung sowie zugehörige Datensysteme; Lichtraumprofil 2 - Interaktion Interaktion Fahrweg - Fahrzeug, Fahrzeugdynamik 3 - Fahrbahnbau Oberbaubeanspruchung; Fahrbahnbau einschliesslich spezieller Aspekte des Ingenieurbaus 4 - Baulicher Umweltschutz Grundlagen, Lärmschutz, Erschütterungsschutz 5 - Diagnose, Substanzerhaltung Zustandsdiagnose und -prognose; Erhaltungsstrategien 6 - Fahrbahnerhaltung Fahrbahnerhaltung und Erhaltungsmethoden | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Die Vorlesungsfolien werden zur Verfügung gestellt. Textbuch: Weidmann Ulrich / Bahninfrastrukturen: Planen - entwerfen - realisieren - erhalten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Es wird eine Liste mit weiterführender Literatur abgegeben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Voraussetzung: 101-0419-01 Bahninfrastrukturen 1 (FS) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Vertiefungsfächer für alle Vertiefungen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0701-00L | Methoden der Stadtforschung Dieses Kernfach ("-00L" am Ende) kann nur einmal bestanden werden. Bitte vor Belegung prüfen. | W | 2 KP | 2G | C. Schmid, I. Apostol, N. Bathla, L. B. Howe, C. Ting | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Der Kurs vermittelt eine Einführung in Methoden der sozialwissenschaftlichen Stadtforschung durch Vorlesungen und begleitende Übungen. Er behandelt die Grundprinzipien des wissenschaftlichen Arbeitens, Literaturrecherche, verschiedene Formen von teilnehmender Beobachtung, qualitative Interviews (Experteninterview, ethnographisches Interview) und die Analyse von urbanen Qualitäten. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Dieser Kurs soll es den Studierenden der Architektur ermöglichen, mit einfachen Mitteln soziologische Analysen als Grundlage für Entwurfsarbeiten einzusetzen. Er basiert auf einem spezifischen Methodenset, das in Entwurfskursen (integrierte Disziplin) und auch bei der Masterarbeit (Begleitfach Soziologie) angewendet wird. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0541-00L | Systems Dynamics and Complexity | W | 3 KP | 3G | F. Schweitzer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Finding solutions: what is complexity, problem solving cycle. Implementing solutions: project management, critical path method, quality control feedback loop. Controlling solutions: Vensim software, feedback cycles, control parameters, instabilities, chaos, oscillations and cycles, supply and demand, production functions, investment and consumption | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | A successful participant of the course is able to: - understand why most real problems are not simple, but require solution methods that go beyond algorithmic and mathematical approaches - apply the problem solving cycle as a systematic approach to identify problems and their solutions - calculate project schedules according to the critical path method - setup and run systems dynamics models by means of the Vensim software - identify feedback cycles and reasons for unintended systems behavior - analyse the stability of nonlinear dynamical systems and apply this to macroeconomic dynamics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Why are problems not simple? Why do some systems behave in an unintended way? How can we model and control their dynamics? The course provides answers to these questions by using a broad range of methods encompassing systems oriented management, classical systems dynamics, nonlinear dynamics and macroeconomic modeling. The course is structured along three main tasks: 1. Finding solutions 2. Implementing solutions 3. Controlling solutions PART 1 introduces complexity as a system immanent property that cannot be simplified. It introduces the problem solving cycle, used in systems oriented management, as an approach to structure problems and to find solutions. PART 2 discusses selected problems of project management when implementing solutions. Methods for identifying the critical path of subtasks in a project and for calculating the allocation of resources are provided. The role of quality control as an additional feedback loop and the consequences of small changes are discussed. PART 3, by far the largest part of the course, provides more insight into the dynamics of existing systems. Examples come from biology (population dynamics), management (inventory modeling, technology adoption, production systems) and economics (supply and demand, investment and consumption). For systems dynamics models, the software program VENSIM is used to evaluate the dynamics. For economic models analytical approaches, also used in nonlinear dynamics and control theory, are applied. These together provide a systematic understanding of the role of feedback loops and instabilities in the dynamics of systems. Emphasis is on oscillating phenomena, such as business cycles and other life cycles. Weekly self-study tasks are used to apply the concepts introduced in the lectures and to come to grips with the software program VENSIM. Another objective of the self-study tasks is to practice efficient communication of such concepts. These are provided as home work and two of these will be graded (see "Prerequisites"). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture slides are provided as handouts - including notes and literature sources - to registered students only. All material is to be found on the Moodle platform. More details during the first lecture | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Interdisziplinäre Projektarbeit | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0020-00L | Interdisziplinäre Projektarbeit Nur für Raumentwicklung und Infrastruktursysteme MSc, Studienreglement 2021. | O | 16 KP | 34A | A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Interdisziplinäre Projektarbeit (IPA) bildet den Kern des MSc RE&IS. Die Studierenden bearbeiten eine interdisziplinäre Aufgabenstellung aus dem Bereich Raumentwicklung und Infrastruktursysteme in einem realen Gebiet. Die interdisziplinäre Zusammenarbeit und ein gutes Kommunikationsvermögen sind in der Praxis entscheidende Fähigkeiten, um mit den relevanten Akteuren zu interagieren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Nach Abschluss de IPA haben die Studierenden Fähigkeiten entwickelt im: 1) Untersuchen und Verstehen eines gegebenen konkreten Projektgebiets sowie im Identifizieren, Evaluieren und Formulieren der aktuellen Probleme und relevanten Themen innerhalb dieses Bereichs. 2) Entwickeln einer integrierten Gesamtstrategie für das Projektgebiet mit relevanten Massnahmen sowie einer vertieften Untersuchung eines bestimmten räumlichen oder thematischen Aspekts innerhalb des Projektgebiets. 3) Organisieren, Strukturieren und Fördern der Teamarbeit in einer interdisziplinären Gruppe von 4-5 Studierenden in Eigenverantwortung. 4) Anwenden von zuvor erlernten methodischen und theoretischen Fähigkeiten aus verschiedenen Fachbereichen sowie von Methoden und Design Thinking, die während der IPA erlernt werden. 5) Bewertung und Auswahl der richtigen Repräsentationsformen (z.B.: Text, Statistik, Bilder, etc.) für alle Informationen, Ideen und Vorschläge während des gesamten Semesters. 6) Entwicklung und Stärkung der individuellen Position des Studierenden als Planer*in (Raum-, Stadt-, Verkehrsplanung etc.) in Bezug auf die Fragestellungen im Projektgebiet sowie innerhalb der eigenen Disziplin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Studierenden wenden die gesamte Bandbreite ihrer zuvor erlernten theoretischen und methodischen Fähigkeiten an, um gemeinsam in ihrem Projektteam die Aufgabenstellung zu lösen. In enger Zusammenarbeit mit Vertretern der jährlich wechselnden Fallstudiengebiete sowie weiteren Fachleuten (z.B. Gemeindevertretenden, der Öffentlichkeit, verschiedenen Fachexperten), durch Ortsbegehungen und durch die individuelle Betreuung durch die sechs RE&IS-Professuren arbeiten die Studierenden in einer anregenden und motivierenden Umgebung an der Lösung realer raumrelevanter Herausforderungen. - Das Semester wird durch eine Zwischen- und Abschlusspräsentation, bilaterale Gespräche mit den beteiligten Lehrstühlen sowie individuellen Gruppenbetreuung strukturiert. An diesen Treffen ist der Arbeitsstand mit adäquaten Darstellungsmitteln zu kommunizieren und wird mit den Professoren, Assistenten und ggf. externen Experten diskutiert. - Das Projekt beginnt mit einer Ortsbegehung des Projektgebietes zu Beginn des Semesters und der Identifizierung sowie präzisen Formulierung der im Projektgebiet beobachteten Probleme und Chancen. - Die Studierenden bearbeiten eine komplexe, recht grobe Aufgabenstellung und definieren ihre genaue Zielsetzung auf Grundlage der Ist-Analyse eigenständig. In der Gesamtstrategie werden anschliessend die zukünftige Entwicklungsrichtung für den Projektbereich festgelegt sowie Maßnahmen formuliert, die die Entwicklung in diese Richtung lenken. Innerhalb eines Fokusbereichs oder Fokusthemas entwickeln die Studierenden ihr Projekt weiter und vertiefen ihre Gesamtstrategie. Sie testen und evaluieren die Wirkung ausgewählter Massnahmen und reflektieren ihr Projekt abschliessend, fassen die wichtigsten Erkenntnisse zusammen und geben eine an Entscheidungsträger formulierte Empfehlung ab. - Das Projekt wird in einer interdisziplinären Gruppe von den Studierenden entwickelt. Die interne Strukturierung der Gruppe und die Verteilung der Arbeit ist von den Studierenden selbst zu organisieren. - Die Wahl der Software für die Projektentwicklung bleibt den Studierenden überlassen. Die verwendete Software sollte in den Bereichen Datenanalyse, Informationsverarbeitung, Bilderzeugung und Textverarbeitung einsetzbar sein. Dies können die Adobe-Programme wie InDesign, Illustrator oder Photoshop, GIS, die Microsoft-Programme wie Word, PowerPoint oder Excel, CAD, R, etc. sein). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master-Arbeit | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0010-10L | Master-Arbeit Nur für Raumentwicklung und Infrastruktursysteme MSc, Studienreglement 2021. Zur Master-Arbeit wird nur zugelassen, wer: a. das Bachelor-Studium erfolgreich abgeschlossen hat; b. allfällige Auflagen für die Zulassung zum Master-Studiengang erfüllt hat; c. im Master-Studium mindestens 90 KP erworben hat, wobei die erforderlichen Kreditpunkte in der Kategorie Pflichtfächer und die 12 KP für die interdisziplinäre Projektarbeit erworben sein müssen. | O | 20 KP | 43D | Betreuer/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Master-Arbeit bildet den Abschluss des Master-Studiums. Sie ist in einer der gewählten Vertiefungen zu verfassen und dauert 16 Wochen. Sie steht unter der Leitung eines Professors/einer Professorin und soll die Fähigkeiten des/der Studierenden, selbständig, strukturiert und wissenschaftlich zu arbeiten, unter Beweis stellen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Selbständig, strukturiert und wissenschaftlich zu arbeiten. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Themen und Aufgabenstellungen werden von den Professoren/Professorinnen ausgeschrieben. Ein Thema kann auch aufgrund einer Absprache zwischen dem/der Studierenden und dem Professor/der Professorin festgelegt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master-Studium (Studienreglement 2009) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Vertiefungsfächer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Vertiefung in Raum- und Landschaftsentwicklung | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0468-00L | Participatory Modeling in Integrated Landscape Development | W | 3 KP | 2G | E. Celio, N. Salliou | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture accompanies students into a participatory modelling process. We explore topics such as urban agriculture or climate-resilient city. Students will know participatory modelling tools as well as concepts and approaches related to it. Students elaborate the processes from questions to interactive operational models. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | With this course, students … … know the phases of a participatory modelling process … are able to estimate in which case the involvement of stakeholders is necessary, hence are able to discuss advantages and disadvantages of stakeholder involvement at different levels of participation. … get to know diverse modelling tools and are able to select the proper tool according to the context. … are able to set-up and apply a functional model in a participatory manner on a real case study. … get to know techniques to analyse simulations and are able to inform stakeholders in an adequate way … are able to discuss results together with stakeholders in a structured way. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 052-0801-00L | Global History of Urban Design I | W | 2 KP | 2G | T. Avermaete | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course focuses on the history of the design of cities, as well as on the ideas, processes and actors that engender and lead their development and transformation. The history of urban design will be approached as a cross-cultural field of knowledge that integrates scientific, economic and technical innovation as well as social and cultural advances. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The lectures deal mainly with the definition of urban design as an independent discipline, which maintains connections with other disciplines (politics, sociology, geography) that are concerned with the transformation of the city. The aim is to make students conversant with the multiple theories, concepts and approaches of urban design as they were articulated throughout time in a variety of cultural contexts, thus offering a theoretical framework for students' future design work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In the first semester the genesis of the objects of study, the city, urban culture and urban design, are introduced and situated within their intellectual, cultural and political contexts: 01. The History and Theory of the City as Project 02. Of Rituals, Water and Mud: The Urban Revolution in Mesopotamia and the Indus 03: The Idea of the Polis: Rome, Greece and Beyond 04: The Long Middle Ages and their Counterparts: From the Towns of Tuscany to Delhi 05: Between Ideal and Laboratory: Of Middle Eastern Grids and European Renaissance Principles 06: Of Absolutism and Enlightenment: Baroque, Defense and Colonization 07: The City of Labor: Company Towns as Cross-Cultural Phenomenon 09: Garden Cities of Tomorrow: From the Global North to the Global South and Back Again 010: Civilized Wilderness and City Beautiful: The Park Movement of Olmsted and The Urban Plans of Burnham 011: The Extension of the European City: From the Viennese Ringstrasse to Amsterdam Zuid | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Prior to each lecture a chapter of the reader (Skript) will be made available through the webpage of the Chair. These chapters will provide an introduction to the lecture, the basic visual references of each lecture, key dates and events, as well as references to the compulsory and additional reading. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | There are three books that will function as main reference literature throughout the course: -Ching, Francis D. K, Mark Jarzombek, and Vikramditya Prakash. A Global History of Architecture. Hoboken: Wiley, 2017. -Ingersoll, Richard. World Architecture: A Cross-Cultural History. New York: Oxford University Press, 2018. -James-Chakraborty, Kathleen. Architecture Since 1400. Minneapolis: University of Minnesota Press, 2014. These books will be reserved for consultation in the ETH Baubibliothek, and will not be available for individual loans. A list of further recommended literature will be found within each chapter of the reader (Skript). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students are required to familiarize themselves with the conventions of architectural drawing (reading and analyzing plans at various scales). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Vertiefung in Verkehrssysteme und -verhalten | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0445-00L | Production and Operations Management | W | 3 KP | 2G | T. Netland | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This core course provides insights into the basic theories, principles, concepts, and techniques used to design, analyze, and improve the operational capabilities of an organization. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course provides students a broad theoretical basis for understanding, analyzing, designing, and improving operations. After completing this course: 1. Students can apply key concepts of POM to detail an operations strategy. 2. Students can conduct basic process mapping analysis and elaborate on the limitations of the chosen method. 3. Students can calculate the needed capacity to meet demand. 4. Students can select and use problem-solving tools and methods. 5. Students can select and use the basic tools of lean thinking to improve the productivity of production and service operations. 6. Students can explain how new technologies and servitization affect production and operations management. 7. Additional skills: Students acquire experience in teamwork, report writing, and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course covers the most fundamental strategic and tactical concepts in production and operations management (POM). POM is concerned with the business processes that transform input into output and deliver products and services to customers. POM is much more than what takes place inside the production facilities of companies like ABB, Boeing, BMW, LEGO, Nestlé, Roche, TESLA, and Toyota, to mention a few (although factory management is important and a big part of POM). Also, finance firms, professional service firms, media organizations, non-profit organizations, and public service companies are dependent on their operational capabilities. With the ongoing globalization and digitization of operations, POM has won a deserved status for providing a competitive advantage. The following three fundamental areas in POM are covered: (1) Introduction to POM and operations strategy. (2) Operations design and management, including demand and capacity management, production planning and control, the role of inventory, lean management, service operations, and performance measurement. (3) Operations improvement, including problem-solving and the use of new technologies in POM ("Industry 4.0" / digitalization). Students can expect to learn a range of useful concepts, principles, and methods that can be used to design, analyze, and improve value-creating processes. POM is concerned with the productivity of technology, people, and processes. Hence, POM is a generic research field, relevant to all business sectors. Yet, many of the examples and concepts of POM stem from the manufacturing sector, which for many years have been subject to global competition and learned how to develop effective and efficient operations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Suggested literature is provided in the syllabus. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0445-02L | Production and Operations Management – Supplement Credit Findet dieses Semester nicht statt. A parallel enrolment to the lecture 363-0445-00L Production and Operations Management is mandatory. | W | 1 KP | 1A | T. Netland | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Extension to course 363-0445-00 Production and Operations Management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course strengthens the learning objectives of the POM core course (see separate syllabus). After completing this course, • students can use lean thinking to improve the productivity of production processes, • students can conduct fundamental process mapping analyses. • students can select and implement many lean production techniques, • students can select and use problem-solving tools and methods, and • students understand the role of management in manufacturing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course is an extension to the course 363-0445-00 Production and Operations Management. Participants get an extra deep dive into key concepts of POM. The lectures in this course are highly interactive. To pass this course, students need to complete a course assignment in pairs. The course assignment consists of two parts: preparations for the lecture and a reflection essay after the lecture | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course (1ECTS) is offered as an extension to the D-MTEC core course 363-0445-02 Production and Operations Management (3 ECTS). To take this course, you have to follow the core course. Due to its practical format, this course is limited to ca 30 students. Note that we offer this course primarily for students who need the extra credit (total of 4 ECTS) to complete their study plans. This will typically be students from D-MAVT and, in some cases, exchange students. Students from all other departments (inducing D-MTEC) are welcome to apply to the lecturer. If capacity, applicants may receive written acceptance by the teaching team to join. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0491-00L | Agent Based Modeling in Transportation | W | 6 KP | 4G | M. Balac | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course provides an introduction to agent-based modeling in transportation. The lectures and exercises offer an opportunity to learn about agent-based models' current methodology, focusing on MATSim, how agent-based models are set up, and perform a practical case study by working in teams. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of the course, the students should: - have an understanding of agent-based modeling - have an understanding of MATSim - have an understanding of the process needed to set up an agent-based study - have practical experience of using MATSim to perform practical transportation studies | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course provides an introduction to agent-based models for transportation policy analysis. Four essential topics are covered: 1) Introduction of agent-based modeling and its comparison to the traditional state of practice modeling 2) Introduction of MATSim, an open-source agent-based model, developed at ETH Zurich and TU Berlin, and its various parts 3) Setting up an agent-based model simulation, where different statistical methods used in the process will be introduced and explained. Here the open-source eqasim framework used at ETH Zurich to set up agent-based models will be introduced 4) Conducting a transport policy study. The case study will be performed in groups and will include a paper-like report. During the course, outside lecturers will give several lectures on using MATSim in practice (i.e., SBB). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Agent-based modeling in general Bonabeau, E. (2002). Agent-based modeling: Methods and techniques for simulating human systems. Proceedings of the national academy of sciences, 99(suppl 3), 7280-7287. Helbing, D (2012) Social Self-Organization, Understanding Complex Systems, Springer, Berlin. Heppenstall, A., A. T. Crooks, L. M. See and M. Batty (2012) Agent-Based Models of Geographical Systems, Springer, Dordrecht. MATSim Horni, A., K. Nagel and K.W. Axhausen (eds.) (2016) The Multi-Agent Transport Simulation MATSim, Ubiquity, London (http://www.matsim.org/the-book) Additional relevant readings, primarily scientific articles, will be recommended throughout the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | There are no strict preconditions in terms of which lectures the students should have previously attended. However, knowledge of basic statistical theory is expected, and experience with at least one high-level programming language (Java, R, Python, or other) is recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0469-00L | Strassenverkehrssicherheit | W | 6 KP | 4G | M. Deublein, P. Eberling | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Inhalt sind die Erfassung von Strassenverkehrsunfällen sowie deren statistische und geografische Analysemöglichkeiten. Am Beispiel von Innerortsstrassen werden verschiedene Einflussfaktoren auf das Unfallgeschehen genauer untersucht und Lösungsmöglichkeiten aufgezeigt. Verfahren der Sicherheitsarbeit in der Praxis von Verwaltungen und Polizei sind ebenfalls Thema der Veranstaltung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Vermittlung des Grundlagenwissens zur Strassenverkehrssicherheit, Wecken des Verständnisses für das Unfallgeschehen, Gewährung von Einblicken in Möglichkeiten zur Erhöhung der Verkehrssicherheit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Unfallentstehung, Verkehrsunfallerfassung, statistische (deskriptiv und multivariat, accident prediction models) und geografische Analyse von Verkehrsunfällen, Gefahrenanalyse und Sanierungstechnik, Instrumente der Verkehrssicherheit der Infrastruktur, Verkehrspolitik in der Schweiz und international | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Basisliteratur: Botschaft zu Via Sicura; Handlungsprogramm des Bundes für mehr Sicherheit im Strassenverkehr; Directive 2008/96/EC on road infrastructure safety management; ELVIK, R.; VAA, T. (2004). The Handbook of Road Safety Measures. Oxford: ELSEVIER Ltd.; EU-Projekt RiPCORD-iSEREST (http://ripcord.bast.de/) Weiterführende Literatur: wird in der Vorlesung bekannt gegeben | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0492-00L | Microscopic Modelling and Simulation of Traffic Operations | W | 3 KP | 2G | M. Makridis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course introduces basics of microscopic modelling and simulation of traffic operations, including model design and development, calibration, validation, data analysis, identification of strategies for improving traffic flow performance, and evaluation of such strategies. The aim is to provide the fundamentals for building a realistic traffic-engineering project from beginning to end. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to conduct a realistic traffic engineering project from beginning to end. The students will first familiarize themselves with microscopic traffic models. Students will work in groups on a project that includes a base scenario on a real traffic network. Throughout the semester, along with theoretical concepts, the students will build the base scenario (design, calibration and validation) and will develop alternative scenarios regarding modification on the infrastructure, simulation of in-vehicle technologies and vehicle-to-everything (V2X) communication. Simulations will be implemented in Aimsun software. The students will be asked to understand, analyze, interpret and present traffic properties. Evaluation of alternative scenarios over the same network will be performed. Finally, students will be asked to design, implement, analyze and present a novel proposal, which will be compared with the base scenario. Upon completion of the course, the students will: • Understand the basic models used in microsimulation software (car-following, lane changing, gap acceptance, give ways, on/off-ramps, etc.). • Design a road transport network inside the simulation software. • Understand the basics behind modeling traffic demand and supply, vehicle dynamics, performance indicators for evaluation and network design for a realistic road transport network. • Understand how to design a complete study, implement and validate it for planning purposes, e.g. creating a new road infrastructure. • Make valid and concrete engineering proposals based on the simulation model and alternative scenarios. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In this course, the students will first learn some microscopic modelling and simulation concepts, and then complete a traffic-engineering project with microscopic traffic simulator Aimsun. Microscopic modelling and simulation concepts will include: 1) Car following models 2) Lane change models 3) Calibration and validation methodology Specific tasks for the project will include: 1) Building a model with the simulator Aimsun in order to replicate and analyze the traffic conditions measured/observed. 2) Calibrating and validating the simulation model. 3) Redesigning/extending the model to improve the traffic performance through Aimsun and with/without programming in Python or C++. The course will be based on a project that each group of students will build (design, calibrate, analyze and presentation) across the semester. A mid-term and final presentation of the work will be asked from each group of students. It consists of weekly 2-hour lectures. The students work in pairs on a group project that completes in the end of the semester. The modelling software used is Aimsun and lectures (theory and hands on experience) are taking place in a computer room. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun/Python/C++ is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture notes and additional handouts will be provided before the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Additional literature recommendations will be provided at the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students need to know some basic road transport concepts. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 401-0647-00L | Introduction to Mathematical Optimization | W | 5 KP | 2V + 1U | D. Adjiashvili | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction to basic techniques and problems in mathematical optimization, and their applications to a variety of problems in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of the course is to obtain a good understanding of some of the most fundamental mathematical optimization techniques used to solve linear programs and basic combinatorial optimization problems. The students will also practice applying the learned models to problems in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Topics covered in this course include: - Linear programming (simplex method, duality theory, shadow prices, ...). - Basic combinatorial optimization problems (spanning trees, shortest paths, network flows, ...). - Modelling with mathematical optimization: applications of mathematical programming in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Information about relevant literature will be given in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is meant for students who did not already attend the course "Mathematical Optimization", which is a more advance lecture covering similar topics. Compared to "Mathematical Optimization", this course has a stronger focus on modeling and applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Netzinfrastrukturen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0258-00L | River Engineering | W | 3 KP | 2G | V. Weitbrecht, I. Schalko, K. Sperger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture addresses the fundamentals of river engineering to quantitatively describe the flow of water, transport of sediment and wood, and morphological changes such as erosion and deposition processes associated with river structures. In addition, design guidelines for river engineering structures are introduced. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of the course, the students will be able to: - recall and describe the fundamentals of transport processes in rivers, - apply different calculation approaches and methods to tackle river engineering problems and tasks such as the discharge capacity of a river, scour estimation, or sediment budget of a river, - design and dimension river engineering works needed to influence the processes in watercourses, and - determine the interaction between flow (discharge), sediment transport, wood transport and the resulting channel evolution. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The first part of the lecture introduces the fundamentals of river engineering, such as methods to determine and calculate the river discharge, or sampling methods to characterize the bed material. In addition, the transport processes of sediment (bedload and suspended load) and wood in rivers will be examined, including the principles of incipient motion, and initiation of erosion or deposition processes. In the second part of the lecture, the methods will be explained to quantify the bed load budget and the morphological changes (erosion, deposition) in river systems. Specifically, natural channel formation processes, different bed forms and plan forms of rivers (straight, meandering, braided) are examined. The last part of the lecture focuses on the design of river engineering structures, including examples from an ongoing flood and river revitalization project at the Alpine Rhine in Austria and Switzerland. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts and powerpoint presentations shown in the lecture can be downloaded via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | 1. «Flussbau» lecture notes of fall semester 2020 by Dr. Gian Reto Bezzola (available only in German at VAW teaching assistance) 2. Erosion and Sedimentation; Pierre Y. Julien 3. River Mechanics; Pierre Y. Julien | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Recommended lectures: Hydrology (102-0293-AAL), Hydraulics I (101-0203-01L), and Hydraulic Engineering (101-0206-00L). Short practical exercises (voluntary) will be offered throughout the semester to improve the application of the learned subjects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0469-00L | Strassenverkehrssicherheit | W | 6 KP | 4G | M. Deublein, P. Eberling | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Inhalt sind die Erfassung von Strassenverkehrsunfällen sowie deren statistische und geografische Analysemöglichkeiten. Am Beispiel von Innerortsstrassen werden verschiedene Einflussfaktoren auf das Unfallgeschehen genauer untersucht und Lösungsmöglichkeiten aufgezeigt. Verfahren der Sicherheitsarbeit in der Praxis von Verwaltungen und Polizei sind ebenfalls Thema der Veranstaltung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Vermittlung des Grundlagenwissens zur Strassenverkehrssicherheit, Wecken des Verständnisses für das Unfallgeschehen, Gewährung von Einblicken in Möglichkeiten zur Erhöhung der Verkehrssicherheit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Unfallentstehung, Verkehrsunfallerfassung, statistische (deskriptiv und multivariat, accident prediction models) und geografische Analyse von Verkehrsunfällen, Gefahrenanalyse und Sanierungstechnik, Instrumente der Verkehrssicherheit der Infrastruktur, Verkehrspolitik in der Schweiz und international | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Basisliteratur: Botschaft zu Via Sicura; Handlungsprogramm des Bundes für mehr Sicherheit im Strassenverkehr; Directive 2008/96/EC on road infrastructure safety management; ELVIK, R.; VAA, T. (2004). The Handbook of Road Safety Measures. Oxford: ELSEVIER Ltd.; EU-Projekt RiPCORD-iSEREST (http://ripcord.bast.de/) Weiterführende Literatur: wird in der Vorlesung bekannt gegeben | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0492-00L | Microscopic Modelling and Simulation of Traffic Operations | W | 3 KP | 2G | M. Makridis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The course introduces basics of microscopic modelling and simulation of traffic operations, including model design and development, calibration, validation, data analysis, identification of strategies for improving traffic flow performance, and evaluation of such strategies. The aim is to provide the fundamentals for building a realistic traffic-engineering project from beginning to end. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to conduct a realistic traffic engineering project from beginning to end. The students will first familiarize themselves with microscopic traffic models. Students will work in groups on a project that includes a base scenario on a real traffic network. Throughout the semester, along with theoretical concepts, the students will build the base scenario (design, calibration and validation) and will develop alternative scenarios regarding modification on the infrastructure, simulation of in-vehicle technologies and vehicle-to-everything (V2X) communication. Simulations will be implemented in Aimsun software. The students will be asked to understand, analyze, interpret and present traffic properties. Evaluation of alternative scenarios over the same network will be performed. Finally, students will be asked to design, implement, analyze and present a novel proposal, which will be compared with the base scenario. Upon completion of the course, the students will: • Understand the basic models used in microsimulation software (car-following, lane changing, gap acceptance, give ways, on/off-ramps, etc.). • Design a road transport network inside the simulation software. • Understand the basics behind modeling traffic demand and supply, vehicle dynamics, performance indicators for evaluation and network design for a realistic road transport network. • Understand how to design a complete study, implement and validate it for planning purposes, e.g. creating a new road infrastructure. • Make valid and concrete engineering proposals based on the simulation model and alternative scenarios. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In this course, the students will first learn some microscopic modelling and simulation concepts, and then complete a traffic-engineering project with microscopic traffic simulator Aimsun. Microscopic modelling and simulation concepts will include: 1) Car following models 2) Lane change models 3) Calibration and validation methodology Specific tasks for the project will include: 1) Building a model with the simulator Aimsun in order to replicate and analyze the traffic conditions measured/observed. 2) Calibrating and validating the simulation model. 3) Redesigning/extending the model to improve the traffic performance through Aimsun and with/without programming in Python or C++. The course will be based on a project that each group of students will build (design, calibrate, analyze and presentation) across the semester. A mid-term and final presentation of the work will be asked from each group of students. It consists of weekly 2-hour lectures. The students work in pairs on a group project that completes in the end of the semester. The modelling software used is Aimsun and lectures (theory and hands on experience) are taking place in a computer room. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun/Python/C++ is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The lecture notes and additional handouts will be provided before the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Additional literature recommendations will be provided at the lectures. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students need to know some basic road transport concepts. The course Road Transport Systems (Verkehr III), or simultaneously taking the course Traffic Engineering is encouraged. Previous experience with Aimsun is helpful but not mandatory. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0419-02L | Bahninfrastrukturen 2 | W | 2 KP | 2G | U. A. Weidmann, P. Güldenapfel, M. Kohler, M. J. Manhart | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Gleisgeometrie einschliesslich deren Berechnung und Vermessung sowie zugehörige Datensysteme; Lichtraumprofil; Interaktion Fahrweg - Fahrzeug, Fahrzeugdynamik, Oberbaubeanspruchung; Fahrbahnbau einschliesslich spezieller Aspekte des Ingenieurbaus; baulicher Umweltschutz; Zustandsdiagnose und -prognose; Fahrbahnerhaltung und Erhaltungsmethoden | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Vorlesung gibt einen vertiefenden Einblick in die geometrische Linienführung einschliesslich Lichtraumprofil, die Interaktionen Fahrweg - Fahrzeug sowie in Aufbau und Bemessung des Gleises. Methoden der Zustandserfassung und von dessen Prognose werden behandelt. Zeitgemässe Strategien und Verfahren für Bau, Erhaltung und Unterhalt von Bahnanlagen werden dargestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 1 - Trassierung Gleisgeometrie einschliesslich deren Berechnung und Vermessung sowie zugehörige Datensysteme; Lichtraumprofil 2 - Interaktion Interaktion Fahrweg - Fahrzeug, Fahrzeugdynamik 3 - Fahrbahnbau Oberbaubeanspruchung; Fahrbahnbau einschliesslich spezieller Aspekte des Ingenieurbaus 4 - Baulicher Umweltschutz Grundlagen, Lärmschutz, Erschütterungsschutz 5 - Diagnose, Substanzerhaltung Zustandsdiagnose und -prognose; Erhaltungsstrategien 6 - Fahrbahnerhaltung Fahrbahnerhaltung und Erhaltungsmethoden | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Die Vorlesungsfolien werden zur Verfügung gestellt. Textbuch: Weidmann Ulrich / Bahninfrastrukturen: Planen - entwerfen - realisieren - erhalten | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Es wird eine Liste mit weiterführender Literatur abgegeben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Voraussetzung: 101-0419-01 Bahninfrastrukturen 1 (FS) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0187-00L | Structural Reliability and Risk Analysis | W | 3 KP | 2G | S. Marelli | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Structural reliability aims at quantifying the probability of failure of systems due to uncertainties in their design, manufacturing and environmental conditions. Risk analysis combines this information with the consequences of failure in view of optimal decision making. The course presents the underlying probabilistic modelling and computational methods for reliability and risk assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of this course is to provide the students with a thorough understanding of the key concepts behind structural reliability and risk analysis. After this course the students will have refreshed their knowledge of probability theory and statistics to model uncertainties in view of engineering applications. They will be able to analyze the reliability of a structure and to use risk assessment methods for decision making under uncertain conditions. They will be aware of the state-of-the-art computational methods and software in this field. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Engineers are confronted every day to decision making under limited amount of information and uncertain conditions. When designing new structures and systems, the design codes such as SIA or Euro- codes usually provide a framework that guarantees safety and reliability. However the level of safety is not quantified explicitly, which does not allow the analyst to properly choose between design variants and evaluate a total cost in case of failure. In contrast, the framework of risk analysis allows one to incorporate the uncertainty in decision making. The first part of the course is a reminder on probability theory that is used as a main tool for reliability and risk analysis. Classical concepts such as random variables and vectors, dependence and correlation are recalled. Basic statistical inference methods used for building a probabilistic model from the available data, e.g. the maximum likelihood method, are presented. The second part is related to structural reliability analysis, i.e. methods that allow one to compute probabilities of failure of a given system with respect to prescribed criteria. The framework of reliability analysis is first set up. Reliability indices are introduced together with the first order-second moment method (FOSM) and the first order reliability method (FORM). Methods based on Monte Carlo simulation are then reviewed and illustrated through various examples. By-products of reliability analysis such as sensitivity measures and partial safety coefficients are derived and their links to structural design codes is shown. The reliability of structural systems is also introduced as well as the methods used to reassess existing structures based on new information. The third part of the course addresses risk assessment methods. Techniques for the identification of hazard scenarios and their representation by fault trees and event trees are described. Risk is defined with respect to the concept of expected utility in the framework of decision making. Elements of Bayesian decision making, i.e. pre-, post and pre-post risk assessment methods are presented. The course also includes a tutorial using the UQLab software dedicated to real world structural reliability analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Slides of the lectures are available online every week. A printed version of the full set of slides is proposed to the students at the beginning of the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Ang, A. and Tang, W.H, Probability Concepts in Engineering - Emphasis on Applications to Civil and Environmental Engineering, 2nd Edition, John Wiley & Sons, 2007. S. Marelli, R. Schöbi, B. Sudret, UQLab user manual - Structural reliability (rare events estimation), Report UQLab-V0.92-107. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Basic course on probability theory and statistics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Vertiefungsfächer für alle Vertiefungen | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0507-00L | Infrastructure Management 3: Optimisation Tools Findet dieses Semester nicht statt. | W | 6 KP | 2G | B. T. Adey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course will provide an introduction to the methods and tools that can be used to determine optimal inspection and intervention strategies and work programs for infrastructure. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Upon successful completion of this course students will be able: - to use preventive maintenance models, such as block replacement, periodic preventive maintenance with minimal repair, and preventive maintenance based on parameter control, to determine when, where and what should be done to maintain infrastructure - to take into consideration future uncertainties in appropriate ways when devising and evaluating monitoring and management strategies for physical infrastructure - to use operation research methods to find optimal solutions to infastructure management problems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Part 1: Explanation of the principal models of preventative maintenance, including block replacement, periodic group repair, periodic maintenance with minimal repair and age replacement, and when they can be used to determine optimal intervention strategies Part 2: Explanation of preventive maintenance models that are based on parameter control, including Markovian models and opportunistic replacement models Part 3: Explanation of the methods that can be used to take into consideration the future uncertainties in the evaluation of monitoring strategies Part 4: Explanation of how operations research methods can be used to solve typical infrastructure management problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | A script will be given out at the beginning of the course. Class relevant materials will be distributed electronically before the start of class. A copy of the slides will be handed out at the beginning of each class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Successful completion of IM1: 101-0579-00 Evaluation tools is a prerequisite for this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Interdisziplinäre Projektarbeit | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0489-02L | Interdisziplinäre Projektarbeit Nur für Raumentwicklung und Infrastruktursysteme MSc, Studienreglement 2009. | O | 12 KP | 26A | A. Grêt-Regamey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Interdisziplinäre Projektarbeit (IPA) bildet den Kern des MSc RE&IS. Die Studierenden bearbeiten eine interdisziplinäre Aufgabenstellung aus dem Bereich Raumentwicklung und Infrastruktursysteme in einem realen Gebiet. Die interdisziplinäre Zusammenarbeit und ein gutes Kommunikationsvermögen sind in der Praxis entscheidende Fähigkeiten, um mit den relevanten Akteuren zu interagieren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Nach Abschluss de IPA haben die Studierenden Fähigkeiten entwickelt im: 1) Untersuchen und Verstehen eines gegebenen konkreten Projektgebiets sowie im Identifizieren, Evaluieren und Formulieren der aktuellen Probleme und relevanten Themen innerhalb dieses Bereichs. 2) Entwickeln einer integrierten Gesamtstrategie für das Projektgebiet mit relevanten Massnahmen sowie einer vertieften Untersuchung eines bestimmten räumlichen oder thematischen Aspekts innerhalb des Projektgebiets. 3) Organisieren, Strukturieren und Fördern der Teamarbeit in einer interdisziplinären Gruppe von 4-5 Studierenden in Eigenverantwortung. 4) Anwenden von zuvor erlernten methodischen und theoretischen Fähigkeiten aus verschiedenen Fachbereichen sowie von Methoden und Design Thinking, die während der IPA erlernt werden. 5) Bewertung und Auswahl der richtigen Repräsentationsformen (z.B.: Text, Statistik, Bilder, etc.) für alle Informationen, Ideen und Vorschläge während des gesamten Semesters. 6) Entwicklung und Stärkung der individuellen Position des Studierenden als Planer*in (Raum-, Stadt-, Verkehrsplanung etc.) in Bezug auf die Fragestellungen im Projektgebiet sowie innerhalb der eigenen Disziplin. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Die Studierenden wenden die gesamte Bandbreite ihrer zuvor erlernten theoretischen und methodischen Fähigkeiten an, um gemeinsam in ihrem Projektteam die Aufgabenstellung zu lösen. In enger Zusammenarbeit mit Vertretern der jährlich wechselnden Fallstudiengebiete sowie weiteren Fachleuten (z.B. Gemeindevertretenden, der Öffentlichkeit, verschiedenen Fachexperten), durch Ortsbegehungen und durch die individuelle Betreuung durch die sechs RE&IS-Professuren arbeiten die Studierenden in einer anregenden und motivierenden Umgebung an der Lösung realer raumrelevanter Herausforderungen. - Das Semester wird durch eine Zwischen- und Abschlusspräsentation, bilaterale Gespräche mit den beteiligten Lehrstühlen sowie individuellen Gruppenbetreuung strukturiert. An diesen Treffen ist der Arbeitsstand mit adäquaten Darstellungsmitteln zu kommunizieren und wird mit den Professoren, Assistenten und ggf. externen Experten diskutiert. - Das Projekt beginnt mit einer Ortsbegehung des Projektgebietes zu Beginn des Semesters und der Identifizierung sowie präzisen Formulierung der im Projektgebiet beobachteten Probleme und Chancen. - Die Studierenden bearbeiten eine komplexe, recht grobe Aufgabenstellung und definieren ihre genaue Zielsetzung auf Grundlage der Ist-Analyse eigenständig. In der Gesamtstrategie werden anschliessend die zukünftige Entwicklungsrichtung für den Projektbereich festgelegt sowie Maßnahmen formuliert, die die Entwicklung in diese Richtung lenken. Innerhalb eines Fokusbereichs oder Fokusthemas entwickeln die Studierenden ihr Projekt weiter und vertiefen ihre Gesamtstrategie. Sie testen und evaluieren die Wirkung ausgewählter Massnahmen und reflektieren ihr Projekt abschliessend, fassen die wichtigsten Erkenntnisse zusammen und geben eine an Entscheidungsträger formulierte Empfehlung ab. - Das Projekt wird in einer interdisziplinären Gruppe von den Studierenden entwickelt. Die interne Strukturierung der Gruppe und die Verteilung der Arbeit ist von den Studierenden selbst zu organisieren. - Die Wahl der Software für die Projektentwicklung bleibt den Studierenden überlassen. Die verwendete Software sollte in den Bereichen Datenanalyse, Informationsverarbeitung, Bilderzeugung und Textverarbeitung einsetzbar sein. Dies können die Adobe-Programme wie InDesign, Illustrator oder Photoshop, GIS, die Microsoft-Programme wie Word, PowerPoint oder Excel, CAD, R, etc. sein). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | - | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | - | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| Master-Arbeit | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0010-00L | Master-Arbeit Nur für Raumentwicklung und Infrastruktursysteme MSc, Studienreglement 2009. Zur Master-Arbeit wird nur zugelassen, wer: a. das Bachelor-Studium erfolgreich abgeschlossen hat; b. allfällige Auflagen für die Zulassung zum Master-Studiengang erfüllt hat; c. im Master-Studium mindestens 90 KP erworben hat, wobei die erforderlichen Kreditpunkte in der Kategorie Pflichtfächer und die 12 KP für die interdisziplinäre Projektarbeit erworben sein müssen. | O | 24 KP | 51D | Betreuer/innen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Master-Arbeit bildet den Abschluss des Master-Studiums. Sie ist in einer der gewählten Vertiefungen zu verfassen und dauert 16 Wochen. Sie steht unter der Leitung eines Professors/einer Professorin und soll die Fähigkeiten des/der Studierenden, selbständig, strukturiert und wissenschaftlich zu arbeiten, unter Beweis stellen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Selbständig, strukturiert und wissenschaftlich zu arbeiten. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Themen und Aufgabenstellungen werden von den Professoren/Professorinnen ausgeschrieben. Ein Thema kann auch aufgrund einer Absprache zwischen dem/der Studierenden und dem Professor/der Professorin festgelegt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Wahlfächer Den Studierenden steht das gesamte Lehrangebot der ETH Zürich und der Universitäten Zürich zur individuellen Auswahl offen. Die Studeierenden haben selbst zu überprüfen, ob sie die Zulassungsvoraussetzungen zu einer Lehrveranstaltung erfüllen. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Empfohlene Wahlfächer des Studiengangs | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0227-00L | Cartography III | W | 5 KP | 4G | L. Hurni | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This follow-up course proceeds to a complete Web map project and introduces in 3D and animated cartography. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course enables students to plan, design and realize interactive Web map projects. The introduction to 3D and animated cartography also provides a general knowledge about animated 3D graphics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Web mapping. - Data processing. - Interaction design. - Graphical user interface. - 3D cartography. - Animated cartography. - Video production. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts of the lectures and exercise documents are available on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Further information at http://www.karto.ethz.ch/studium/lehrangebot.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 151-0757-00L | Umwelt-Management | W | 2 KP | 2G | R. Züst | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Von einem Unternehmen wird künftig erwartet, dass die umweltorientierte Leistung der eigenen Tätigkeiten, Produkte und Dienstleistungen kontinuierlich verbessert wird. In der Vorlesung soll deshalb ein generelles wie auch spezifisches Problemverständnis aus der Sicht eines unter wirtschaftlichen Gesichtspunkten geführten Unternehmens vermittelt und Lösungsansätze aufgezeigt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Von einem Unternehmen wird künftig erwartet, dass entsprechend den spezifischen Potentialen die umweltorientierte Leistung der eigenen Tätigkeiten, Produkte und Dienstleistungen kontinuierlich verbessert wird. In der Vorlesung soll deshalb ein generelles wie auch spezifisches Problemverständnis aus der Sicht eines unter wirtschaftlichen Gesichtspunkten geführten Unternehmens vermittelt und Lösungsansätze im Bereich des proaktiven Umweltschutzes " aufgezeigt werden. Zudem werden Grundlagen zum Aufbau von 'Umweltmanagementsystemen' nach ISO 14001 vermittelt und den Bezug zu 'Öko-Design' (analog zum ISO/TR 14062 Integration of environmental aspects in product design) aufgezeigt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Teil 1: Einleitung Umweltmanagement: Sinn, Zweck, Motivation und Inhalt (=Kernidee), Umweltmanagementsysteme (UMS) als Managementaufgabe: Charakteristische Verbrauchszahlen / Kennzahlen / Verbrauchswerte, Charakterisierung eines Unternehmens und Beziehungen zum Umfeld (Wirkungszusammenhänge), Normenfamilie ISO 14001 ff.: Ziel und Zweck der einzelnen Normen, deren Entstehung und Anwendung sowie Inhalt / Aufbau, Anwendungsbeispiele Teil 2: Vorgehen und Methoden: Product-Life-Cycle-Management / Life-Cycle-Design; Bewertungs- und Beurteilungsmethoden (Abgrenzung und Beurteilungsrahmen, Untersuchsziele, Aussagekraft, Datenbasis, Vorgehen sowie Einordnung in Umweltmanagementsystem); Bezug zu ISO 14031 und ISO 14040ff.; Bestimmen der bedeutenden Umweltaspekte; Bezug zu bestehenden Problemlösemethodiken (insbesondere Einsatz und Umgang mit Methoden, Rollenverständnis zwischen Planer und Auftraggeber und Bezug zu Projektmanagement), Anwendungsbeispiele Teil 3: Aspekte der Anwendung und Umsetzung: End-of-Pipe-Massnahmen (stoffliches und thermisches Recycling); Eco-Design / Life-Cycle-Design (Produktentwicklung mit Schwerpunkt Stückgutindustrie / mechanische Fertigung sowie Life-Cycle Engineering) sowie praktische Beispiele Teil 4: Umweltmanagementsysteme in der Praxis: Zusammenfassung der Vorlesung und Ausblick, Vorschau auf weitere Vorlesungen; Fragen Die Vorlesung wird durch kleine Übungen ergänzt. In Gruppen muss ein Fallbeispiel detaillierter bearbeitet werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Unterlagen zu "Umweltmanagement" / "Umweltmanagementsystemen" wie auch das Managementhandbuch der Modellfirma (basierend auf einer realen Firma) werden auf einer CD abgegeben respektive direkt per Mail an die eingeschriebenen Studierenden verschickt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | In der Vorlesung wird eine Literaturliste abgegeben; zudem werden Web-Links und Hinweise auf relevante Normen abgegeben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Abgabe eines Fallbeispiels, bearbeitet in Kleingruppen. Lehrsprache in Englisch nach Bedarf. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0703-03L | Privates Baurecht Nur für Bauingenieurwissenschaften BSc, Raumentwicklung und Infrastruktursysteme MSc und UZH MNF Geographie/Erdsystemswissenschaften. | W | 2 KP | 2V | T. Ender, E. Rüegg | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung führt in die Grundzüge des privaten Baurechts ein. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Einführung in Grundfragen des privaten Baurechts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Einführung (wichtigste Rechtsquellen des privaten Baurechts), SIA Planer-/Bauleitungsvertrag, SIA-Norm 118, Haftung der Planer/Ingenieure, Bauversicherungen, Eigentumsrecht für Ingenieure, Grundstückkauf, Altlastenrecht, Bauhandwerkerpfandrecht, Submissionsrecht, der Bauprozess, der Ingenieur als Experte. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Die Vorlesung verwendet ein eigenes Skript. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0193-00L | Systemic Design Labs: RE:GENERATE Alpine-Urban Circularity | W | 4 KP | 2S | T. Luthe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Systemic design (SD) optimizes an entire system as a whole, rather than its parts in isolation. SD is iterative, recursive and circular, requires creative, curious, informed and critical systems thinking and doing, yielding radical resource efficiency. It systems mapping, design thinking, footprint assessment, network analysis, test planning, prototyping, fabrication, social experiments. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The teaching purpose of Systemic Design Labs (SDL) is to better tackle the complexity of today’s sustainability challenges. Often, in current education we learn to disassemble design challenges into their bits and parts for individual optimization. While being useful for developing topical expertise, this reductionism to parts with less emphasis on their interaction does not match with the growing complexity of today’s challenges. In contrast, systemic design approaches a task from a holistic perspective, zooming out of a system to reveal its structure and connections between its parts – to zoom in on the hub of influence that matters most. The objectives of the course are to introduce students to Systemic Design as theory, methodology and practice. This includes whole systems thinking, circularity, cross-scale design, Gigamapping, and many more. The course stimulates overall reflective eco-social thinking in design, planning and engineering disciplines. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Design Challenge: How to re-design alpine-urban circularity? How to revive mountain livelihoods, focusing on local identity, resilient landscapes and a regenerative economy? What is a regenerative relation between the alpine and the urban? Covid has accelerated and intensified a traditionally challenging relation of the alpine (mountain livelihoods) and the urban. Both depend on each other, but there are as well many unsustainable elements in this relation, especially for the alpine. The specific design challenge is to identify and layout a holistic, partly quantified and visualized systems strategy for building a resilient community economy in relation to the actual Covid driven pressure factors in the relation of the alpine with the urban. We build upon former ETH SDL students who developed a systems maps for the community of Ostana, Italy, that embraces local identity, revitalizes cultural and landscape biodiversity, and creates alpine-urban circularity. This course will extend this systems map to more clearly understand the urban component, the source market, and design in new opportunities of urban-alpine regeneration, for circularity, for new ways of tourism, of mobility, in a creative economy. Recap of former SDL courses: In Ostana, a clear connection is between the local identity (culture, traditions, visions) which is formed by Occitan culture (food, music, dance, language), traditional stone building architecture which is under pressure to carefully evolve with new needs for carbon-neutral and net-positive buildings, and the Monte Viso landscape. How does a re-growing economy that should be regenerative and circular by design, correlate with innovation in architecture, with population growth and associated challenges in mobility, waste systems and supplies, with growing tourism, new agro-forestry practices like industrial hemp and Paulownia, while impacts of climate change are clearly visible? How does the community design a vision that is based on cooperation on different governance scales, balancing local identity and urgently needed international innovation? Deliverables & output: This SDL course RE:GENERATE builds upon related work from former courses hosted and lead by the MonViso Institute (i.e. on social innovation, mobility, architecture and local identity, tourism, circular economy, land use change) to develop and design foundations for an extension of the existing, visualized and partly quantified systems map, that will support ongoing and future innovation processes in this community. The focus now is on the urban integration into new, regenerative business models of the alpine, and in regenerative relation between both as a model for the future. This course will thus develop an extended graphical systems map from the alpine to the urban, backed up by a technical report, and connected with the existing systems maps of Ostana and the surrounding valley. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | see learning materials and https://systemicdesignlabs.ethz.ch/ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | e.g. Striebig, B. and Ogundipe, A. 2016. Engineering Applications in Sustainable Design and Development. ISBN-10: 8131529053. Jones, P. 2014. Design research methods for systemic design: Perspectives from design education and practice. Proceedings of ISSS 2014, July 28 – Aug1, 2014, Washington, D.C. Blizzard, J. L. and L. E. Klotz. 2012. A framework for sustainable whole systems design. Design Studies 33(5). Brown, T. and J. Wyatt. 2010. Design thinking for social innovation. Stanford Social Innovation Review. Stanford University. Fischer, M. 2015. Design it! Solving Sustainability problems by applying design thinking. GAIA 24/3:174-178. Luthe, T., Kaegi, T. and J. Reger. 2013. A Systems Approach to Sustainable Technical Product Design. Combining life cycle assessment and virtual development in the case of skis. Journal of Industrial Ecology 17(4), 605-617. DOI: 10.1111/jiec.12000 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Depending on the Covid situation, some part of the course will be virtual via Zoom, using a Miro design board. If possible, we will do a field trip. Some travel costs may apply. Students need to be motivated to design in teams on the preparation of the deliverables, a systemic strategy map and a written report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 101-0507-00L | Infrastructure Management 3: Optimisation Tools Findet dieses Semester nicht statt. | W | 6 KP | 2G | B. T. Adey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course will provide an introduction to the methods and tools that can be used to determine optimal inspection and intervention strategies and work programs for infrastructure. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Upon successful completion of this course students will be able: - to use preventive maintenance models, such as block replacement, periodic preventive maintenance with minimal repair, and preventive maintenance based on parameter control, to determine when, where and what should be done to maintain infrastructure - to take into consideration future uncertainties in appropriate ways when devising and evaluating monitoring and management strategies for physical infrastructure - to use operation research methods to find optimal solutions to infastructure management problems | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Part 1: Explanation of the principal models of preventative maintenance, including block replacement, periodic group repair, periodic maintenance with minimal repair and age replacement, and when they can be used to determine optimal intervention strategies Part 2: Explanation of preventive maintenance models that are based on parameter control, including Markovian models and opportunistic replacement models Part 3: Explanation of the methods that can be used to take into consideration the future uncertainties in the evaluation of monitoring strategies Part 4: Explanation of how operations research methods can be used to solve typical infrastructure management problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | A script will be given out at the beginning of the course. Class relevant materials will be distributed electronically before the start of class. A copy of the slides will be handed out at the beginning of each class. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Successful completion of IM1: 101-0579-00 Evaluation tools is a prerequisite for this course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 401-0647-00L | Introduction to Mathematical Optimization | W | 5 KP | 2V + 1U | D. Adjiashvili | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction to basic techniques and problems in mathematical optimization, and their applications to a variety of problems in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of the course is to obtain a good understanding of some of the most fundamental mathematical optimization techniques used to solve linear programs and basic combinatorial optimization problems. The students will also practice applying the learned models to problems in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Topics covered in this course include: - Linear programming (simplex method, duality theory, shadow prices, ...). - Basic combinatorial optimization problems (spanning trees, shortest paths, network flows, ...). - Modelling with mathematical optimization: applications of mathematical programming in engineering. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Information about relevant literature will be given in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course is meant for students who did not already attend the course "Mathematical Optimization", which is a more advance lecture covering similar topics. Compared to "Mathematical Optimization", this course has a stronger focus on modeling and applications. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0258-00L | River Engineering | W | 3 KP | 2G | V. Weitbrecht, I. Schalko, K. Sperger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture addresses the fundamentals of river engineering to quantitatively describe the flow of water, transport of sediment and wood, and morphological changes such as erosion and deposition processes associated with river structures. In addition, design guidelines for river engineering structures are introduced. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | At the end of the course, the students will be able to: - recall and describe the fundamentals of transport processes in rivers, - apply different calculation approaches and methods to tackle river engineering problems and tasks such as the discharge capacity of a river, scour estimation, or sediment budget of a river, - design and dimension river engineering works needed to influence the processes in watercourses, and - determine the interaction between flow (discharge), sediment transport, wood transport and the resulting channel evolution. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The first part of the lecture introduces the fundamentals of river engineering, such as methods to determine and calculate the river discharge, or sampling methods to characterize the bed material. In addition, the transport processes of sediment (bedload and suspended load) and wood in rivers will be examined, including the principles of incipient motion, and initiation of erosion or deposition processes. In the second part of the lecture, the methods will be explained to quantify the bed load budget and the morphological changes (erosion, deposition) in river systems. Specifically, natural channel formation processes, different bed forms and plan forms of rivers (straight, meandering, braided) are examined. The last part of the lecture focuses on the design of river engineering structures, including examples from an ongoing flood and river revitalization project at the Alpine Rhine in Austria and Switzerland. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Handouts and powerpoint presentations shown in the lecture can be downloaded via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | 1. «Flussbau» lecture notes of fall semester 2020 by Dr. Gian Reto Bezzola (available only in German at VAW teaching assistance) 2. Erosion and Sedimentation; Pierre Y. Julien 3. River Mechanics; Pierre Y. Julien | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Recommended lectures: Hydrology (102-0293-AAL), Hydraulics I (101-0203-01L), and Hydraulic Engineering (101-0206-00L). Short practical exercises (voluntary) will be offered throughout the semester to improve the application of the learned subjects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0445-00L | Production and Operations Management | W | 3 KP | 2G | T. Netland | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This core course provides insights into the basic theories, principles, concepts, and techniques used to design, analyze, and improve the operational capabilities of an organization. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course provides students a broad theoretical basis for understanding, analyzing, designing, and improving operations. After completing this course: 1. Students can apply key concepts of POM to detail an operations strategy. 2. Students can conduct basic process mapping analysis and elaborate on the limitations of the chosen method. 3. Students can calculate the needed capacity to meet demand. 4. Students can select and use problem-solving tools and methods. 5. Students can select and use the basic tools of lean thinking to improve the productivity of production and service operations. 6. Students can explain how new technologies and servitization affect production and operations management. 7. Additional skills: Students acquire experience in teamwork, report writing, and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course covers the most fundamental strategic and tactical concepts in production and operations management (POM). POM is concerned with the business processes that transform input into output and deliver products and services to customers. POM is much more than what takes place inside the production facilities of companies like ABB, Boeing, BMW, LEGO, Nestlé, Roche, TESLA, and Toyota, to mention a few (although factory management is important and a big part of POM). Also, finance firms, professional service firms, media organizations, non-profit organizations, and public service companies are dependent on their operational capabilities. With the ongoing globalization and digitization of operations, POM has won a deserved status for providing a competitive advantage. The following three fundamental areas in POM are covered: (1) Introduction to POM and operations strategy. (2) Operations design and management, including demand and capacity management, production planning and control, the role of inventory, lean management, service operations, and performance measurement. (3) Operations improvement, including problem-solving and the use of new technologies in POM ("Industry 4.0" / digitalization). Students can expect to learn a range of useful concepts, principles, and methods that can be used to design, analyze, and improve value-creating processes. POM is concerned with the productivity of technology, people, and processes. Hence, POM is a generic research field, relevant to all business sectors. Yet, many of the examples and concepts of POM stem from the manufacturing sector, which for many years have been subject to global competition and learned how to develop effective and efficient operations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Suggested literature is provided in the syllabus. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0565-00L | Grundzüge des Naturgefahrenmanagements Findet dieses Semester nicht statt. | W | 3 KP | 3G | V. Griess, B. Krummenacher, S. Löw | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Durch die Überlagerung von Siedlungsflächen und Infrastrukturanlagen mit Prozessräumen von Naturgefahren entstehen Risiken für Leben und Sachwerte. Die Veranstaltung vermittelt das Vorgehenskonzept für den risikobasierten Umgang mit Naturgefahren, indem für reale Fallstudienobjekte Risiken analysiert, bewertet und Lösungen für den Umgang entwickelt werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Das Vorgehenskonzept wird Schritt für Schritt anhand eines Satzes von Fallstudienobjekten erklärt und von den Studierenden angewendet. Hierbei lernen Sie die Verknüpfung folgender Kompetenzen: Risikoanalyse - Was kann passieren? - Naturgefahren-Prozesse in ihren Grundzügen charakterisieren und Resultate aus Modellrechnungen integrieren. - Einer bestimmten Gefahr exponierte Leben und Objekte identifizieren und ihre mögliche Beeinträchtigung oder Beschädigung abschätzen. Risikobewertung - Was darf passieren? - Ansätze zur Festlegung akzeptabler Risiken für Leben und Objekte anwenden, um Schutzdefizite im Raum zu bestimmen. - Ursachen von Konflikten zwischen Risikowahrnehmung und Risikoanalyse erklären. Risikomanagement - Was ist zu tun? - Wirkungsprinzipien von Massnahmen zur Risikoreduktion erklären. - Für die Bemessung von Massnahmen massgebende Gefährdungsbilder beschreiben. - Anhand eines Zielkatalogs die beste Alternative aus einer Menge denkbarer Massnahmen bestimmen. - Prinzipien der Risk-Governance erklären. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | 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) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 052-0801-00L | Global History of Urban Design I | W | 2 KP | 2G | T. Avermaete | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course focuses on the history of the design of cities, as well as on the ideas, processes and actors that engender and lead their development and transformation. The history of urban design will be approached as a cross-cultural field of knowledge that integrates scientific, economic and technical innovation as well as social and cultural advances. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The lectures deal mainly with the definition of urban design as an independent discipline, which maintains connections with other disciplines (politics, sociology, geography) that are concerned with the transformation of the city. The aim is to make students conversant with the multiple theories, concepts and approaches of urban design as they were articulated throughout time in a variety of cultural contexts, thus offering a theoretical framework for students' future design work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In the first semester the genesis of the objects of study, the city, urban culture and urban design, are introduced and situated within their intellectual, cultural and political contexts: 01. The History and Theory of the City as Project 02. Of Rituals, Water and Mud: The Urban Revolution in Mesopotamia and the Indus 03: The Idea of the Polis: Rome, Greece and Beyond 04: The Long Middle Ages and their Counterparts: From the Towns of Tuscany to Delhi 05: Between Ideal and Laboratory: Of Middle Eastern Grids and European Renaissance Principles 06: Of Absolutism and Enlightenment: Baroque, Defense and Colonization 07: The City of Labor: Company Towns as Cross-Cultural Phenomenon 09: Garden Cities of Tomorrow: From the Global North to the Global South and Back Again 010: Civilized Wilderness and City Beautiful: The Park Movement of Olmsted and The Urban Plans of Burnham 011: The Extension of the European City: From the Viennese Ringstrasse to Amsterdam Zuid | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Prior to each lecture a chapter of the reader (Skript) will be made available through the webpage of the Chair. These chapters will provide an introduction to the lecture, the basic visual references of each lecture, key dates and events, as well as references to the compulsory and additional reading. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | There are three books that will function as main reference literature throughout the course: -Ching, Francis D. K, Mark Jarzombek, and Vikramditya Prakash. A Global History of Architecture. Hoboken: Wiley, 2017. -Ingersoll, Richard. World Architecture: A Cross-Cultural History. New York: Oxford University Press, 2018. -James-Chakraborty, Kathleen. Architecture Since 1400. Minneapolis: University of Minnesota Press, 2014. These books will be reserved for consultation in the ETH Baubibliothek, and will not be available for individual loans. A list of further recommended literature will be found within each chapter of the reader (Skript). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Students are required to familiarize themselves with the conventions of architectural drawing (reading and analyzing plans at various scales). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0187-00L | Structural Reliability and Risk Analysis | W | 3 KP | 2G | S. Marelli | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Structural reliability aims at quantifying the probability of failure of systems due to uncertainties in their design, manufacturing and environmental conditions. Risk analysis combines this information with the consequences of failure in view of optimal decision making. The course presents the underlying probabilistic modelling and computational methods for reliability and risk assessment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of this course is to provide the students with a thorough understanding of the key concepts behind structural reliability and risk analysis. After this course the students will have refreshed their knowledge of probability theory and statistics to model uncertainties in view of engineering applications. They will be able to analyze the reliability of a structure and to use risk assessment methods for decision making under uncertain conditions. They will be aware of the state-of-the-art computational methods and software in this field. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Engineers are confronted every day to decision making under limited amount of information and uncertain conditions. When designing new structures and systems, the design codes such as SIA or Euro- codes usually provide a framework that guarantees safety and reliability. However the level of safety is not quantified explicitly, which does not allow the analyst to properly choose between design variants and evaluate a total cost in case of failure. In contrast, the framework of risk analysis allows one to incorporate the uncertainty in decision making. The first part of the course is a reminder on probability theory that is used as a main tool for reliability and risk analysis. Classical concepts such as random variables and vectors, dependence and correlation are recalled. Basic statistical inference methods used for building a probabilistic model from the available data, e.g. the maximum likelihood method, are presented. The second part is related to structural reliability analysis, i.e. methods that allow one to compute probabilities of failure of a given system with respect to prescribed criteria. The framework of reliability analysis is first set up. Reliability indices are introduced together with the first order-second moment method (FOSM) and the first order reliability method (FORM). Methods based on Monte Carlo simulation are then reviewed and illustrated through various examples. By-products of reliability analysis such as sensitivity measures and partial safety coefficients are derived and their links to structural design codes is shown. The reliability of structural systems is also introduced as well as the methods used to reassess existing structures based on new information. The third part of the course addresses risk assessment methods. Techniques for the identification of hazard scenarios and their representation by fault trees and event trees are described. Risk is defined with respect to the concept of expected utility in the framework of decision making. Elements of Bayesian decision making, i.e. pre-, post and pre-post risk assessment methods are presented. The course also includes a tutorial using the UQLab software dedicated to real world structural reliability analysis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Slides of the lectures are available online every week. A printed version of the full set of slides is proposed to the students at the beginning of the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Ang, A. and Tang, W.H, Probability Concepts in Engineering - Emphasis on Applications to Civil and Environmental Engineering, 2nd Edition, John Wiley & Sons, 2007. S. Marelli, R. Schöbi, B. Sudret, UQLab user manual - Structural reliability (rare events estimation), Report UQLab-V0.92-107. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Basic course on probability theory and statistics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0565-00L | Principles of Macroeconomics | W | 3 KP | 2V | J.‑E. Sturm | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course examines the behaviour of macroeconomic variables, such as gross domestic product, unemployment and inflation rates. It tries to answer questions like: How can we explain fluctuations of national economic activity? What can economic policy do against unemployment and inflation? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This lecture will introduce the fundamentals of macroeconomic theory and explain their relevance to every-day economic problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course helps you understand the world in which you live. There are many questions about the macroeconomy that might spark your curiosity. Why are living standards so meagre in many African countries? Why do some countries have high rates of inflation while others have stable prices? Why have some European countries adopted a common currency? These are just a few of the questions that this course will help you answer. Furthermore, this course will give you a better understanding of the potential and limits of economic policy. As a voter, you help choose the policies that guide the allocation of society's resources. When deciding which policies to support, you may find yourself asking various questions about economics. What are the burdens associated with alternative forms of taxation? What are the effects of free trade with other countries? How does the government budget deficit affect the economy? These and similar questions are always on the minds of policy makers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The course webpage (to be found at https://moodle-app2.let.ethz.ch/course/view.php?id=15062) contains announcements, course information and lecture slides. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | The set-up of the course will closely follow the book of N. Gregory Mankiw and Mark P. Taylor (2020), Economics, Cengage Learning, Fifth Edition. This book can also be used for the course '363-0503-00L Principles of Microeconomics' (Filippini). Besides this textbook, the slides, lecture notes and problem sets will cover the content of the lecture and the exam questions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 052-0707-00L | Urban Design III | W | 2 KP | 2V | H. Klumpner, M. Fessel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Students are introduced to a narrative of 'Urban Stories' through a series of three tools driven by social, governance, and environmental transformations in today's urbanization processes. Each lecture explores one city's spatial and organizational ingenuity born out of a particular place's realities, allowing students to transfer these inventions into a catalog of conceptual tools. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | How can students of architecture become active agents of change? What does it take to go beyond a building's scale, making design-relevant decisions to the city rather than a single client? How can we design in cities with a lack of land, tax base, risk, and resilience, understanding that Zurich is the exception and these other cities are the rule? How can we discover, set rather than follow trends and understand existing urban phenomena activating them in a design process? The lecture series produces a growing catalog of operational urban tools across the globe, considering Governance, Social, and Environmental realities. Instead of limited binary comparing of cities, we are building a catalog of change, analyzing what design solutions cities have been developing informally incrementally over time, why, and how. We look at the people, institutions, culture behind the design and make concepts behind these tools visible. Students get first-hand information from cities where the chair as a Team has researched, worked, or constructed projects over the last year, allowing competent, practical insight about the people and topics that make these places unique. Students will be able to use and expand an alternative repertoire of experiences and evidence-based design tools, go to the conceptual core of them, and understand how and to what extent they can be relevant in other places. Urban Stories is the basic practice of architecture and urban design. It introduces a repertoire of urban design instruments to the students to use, test, and start their designs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Urban form cannot be reduced to physical space. Cities result from 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 urban evolution. The facts stored in urban environments include contributions from its entire lifecycle, visible in the physical environment, and non-physical aspects. This imaginary city exists along with its potentials and problems and with the conflicts that have evolved. 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 understand how urban form evolved to its current state. How did cities develop into the cities we live in now? Urban plans, instruments, visions, political decisions, economic reasonings, cultural inputs, and social organization have been used to operate in urban settlements in specific moments of change. We have chosen cities that exemplify 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. The lecture series translates urban knowledge into operational tools, extracted from cities where they have been tested and become exemplary samples, most relevant for understanding how the urban landscape has taken shape. The tools are clustered in twelve thematic clusters and three tool scales for better comparability and cross-reflection. The Tool case studies are compiled into a global urbanization toolbox, which we use as typological models to read the city and critically reflect upon it. The presented contents are meant to serve as inspiration for positioning in future professional life and provide instruments for future design decisions. In an interview with a local designer, we measure our insights against the most pressing design topics in cities today, including inclusion, affordable housing, provision of public spaces, and infrastructure for all. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The learning material, available via https://moodle-app2.let.ethz.ch/ is comprised of: - Toolbox 'Reader' with an 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 - Interviews with experts - Archive of lecture recordings | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Reading material will be provided throughout the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-0445-02L | Production and Operations Management – Supplement Credit Findet dieses Semester nicht statt. A parallel enrolment to the lecture 363-0445-00L Production and Operations Management is mandatory. | W | 1 KP | 1A | T. Netland | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Extension to course 363-0445-00 Production and Operations Management. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | This course strengthens the learning objectives of the POM core course (see separate syllabus). After completing this course, • students can use lean thinking to improve the productivity of production processes, • students can conduct fundamental process mapping analyses. • students can select and implement many lean production techniques, • students can select and use problem-solving tools and methods, and • students understand the role of management in manufacturing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | This course is an extension to the course 363-0445-00 Production and Operations Management. Participants get an extra deep dive into key concepts of POM. The lectures in this course are highly interactive. To pass this course, students need to complete a course assignment in pairs. The course assignment consists of two parts: preparations for the lecture and a reflection essay after the lecture | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | This course (1ECTS) is offered as an extension to the D-MTEC core course 363-0445-02 Production and Operations Management (3 ECTS). To take this course, you have to follow the core course. Due to its practical format, this course is limited to ca 30 students. Note that we offer this course primarily for students who need the extra credit (total of 4 ECTS) to complete their study plans. This will typically be students from D-MAVT and, in some cases, exchange students. Students from all other departments (inducing D-MTEC) are welcome to apply to the lecturer. If capacity, applicants may receive written acceptance by the teaching team to join. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 401-3901-00L | Linear & Combinatorial Optimization | W | 11 KP | 4V + 2U | R. Zenklusen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Mathematical treatment of optimization techniques for linear and combinatorial optimization problems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The goal of this course is to get a thorough understanding of various classical mathematical optimization techniques for linear and combinatorial optimization problems, with an emphasis on polyhedral approaches. In particular, we want students to develop a good understanding of some important problem classes in the field, of structural mathematical results linked to these problems, and of solution approaches based on such structural insights. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Key topics include: - Linear programming and polyhedra; - Flows and cuts; - Combinatorial optimization problems and polyhedral techniques; - Equivalence between optimization and separation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - Bernhard Korte, Jens Vygen: Combinatorial Optimization. 6th edition, Springer, 2018. - Alexander Schrijver: Combinatorial Optimization: Polyhedra and Efficiency. Springer, 2003. This work has 3 volumes. - Ravindra K. Ahuja, Thomas L. Magnanti, James B. Orlin. Network Flows: Theory, Algorithms, and Applications. Prentice Hall, 1993. - Alexander Schrijver: Theory of Linear and Integer Programming. John Wiley, 1986. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Solid background in linear algebra. Former course title: Mathematical Optimization. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 401-0625-01L | Applied Analysis of Variance and Experimental Design | W | 5 KP | 2V + 1U | L. Meier | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Principles of experimental design, one-way analysis of variance, contrasts and multiple comparisons, multi-factor designs and analysis of variance, complete block designs, Latin square designs, random effects and mixed effects models, split-plot designs, incomplete block designs, two-series factorials and fractional designs, power. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Participants will be able to plan and analyze efficient experiments in the fields of natural sciences. They will gain practical experience by using the software R. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Principles of experimental design, one-way analysis of variance, contrasts and multiple comparisons, multi-factor designs and analysis of variance, complete block designs, Latin square designs, random effects and mixed effects models, split-plot designs, incomplete block designs, two-series factorials and fractional designs, power. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | G. Oehlert: A First Course in Design and Analysis of Experiments, W.H. Freeman and Company, New York, 2000. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The exercises, but also the classes will be based on procedures from the freely available, open-source statistical software R, for which an introduction will be held. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0249-00L | Hydraulic Engineering: Selected Topics Voraussetzung: 101-0247-01L Wasserbau II oder gleichwertige Lehrveranstaltung. | W | 3 KP | 2S | R. Boes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture focuses on selected topics in hydraulic engineering, water management and aquatic ecology relating to hydropower and flood protection projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The overarching goal of the course is to deepen knowledge on special aspects in hydraulic engineering and to understand the procedures and the planning sequence of hydropower projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Different selected topics in hydraulic engineering will be focused on, e.g. dam safety, materials in dam building, possible problems at reservoirs like natural hazards by impulse waves, the hydraulics of spillways and intake structures at dams and weirs and the area of conflict between hydropower and ecology. Another focus will be put on typical approaches and procedures in the planning process of hydropower projects at the national and international level. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture notes will be available online. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | will be specified in the lecture | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | External speakers will be involved to present current topics and projects in Switzerland and abroad. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Wahlfächer ETH Zürich | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| » Auswahl aus sämtlichen Lehrveranstaltungen der ETH Zürich | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| GESS Wissenschaft im Kontext | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| » siehe Studiengang GESS Wissenschaft im Kontext: Sprachkurse ETH/UZH | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| » siehe Studiengang GESS Wissenschaft im Kontext: Typ A: Förderung allgemeiner Reflexionsfähigkeiten | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| » Empfehlungen aus dem Bereich GESS Wissenschaft im Kontext (Typ B) für das D-BAUG. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Auflagen-Lerneinheiten Das untenstehende Lehrangebot gilt nur für MSc Studierende mit Zulassungsauflagen. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Nummer | Titel | Typ | ECTS | Umfang | Dozierende | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0031-AAL | Systems Engineering 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- | 4 KP | 9R | B. T. Adey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | • Systems Engineering is a way of thinking that helps engineer sustainable systems, i.e. ones that meet the needs of stakeholders in the short, medium and long terms. • This course provides an overview of the main principles of Systems Engineering, and includes an introduction to the use of operations research methods in the determination of optimal systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The world’s growing population, changing demographics, and changing climate pose formidable challenges to humanity’s ability to live sustainably. Ensuring that humanity can live sustainably requires accommodating Earth’s growing and changing population through the provision and operation of a sustainable and resilient built environment. This requires ensuring excellent decision-making as to how the built environment is constructed and modified. The objective of this course is to ensure the best possible decision making when engineering sustainable systems, i.e. ones that meet the needs of stakeholders in the short, medium and long term. In this course, you will learn the main principles of Systems Engineering that can help you from the first idea that a system may not meet expectations, to the quantitative and qualitative evaluation of possible system modifications. Additionally, the course includes an introduction to the use of operations research methods in the determination of optimal solutions in complex systems. More specifically upon completion of the course, you will have gained insight into: • how to structure the large amount of information that is often associated with attempting to modify complex systems • how to set goals and define constraints in the engineering of complex systems • how to generate possible solutions to complex problems in ways that limit exceedingly narrow thinking • how to compare multiple possible solutions over time with differences in the temporal distribution of costs and benefits and uncertainty as to what might happen in the future • how to assess values of benefits to stakeholders that are not in monetary units • how to assess whether it is worth obtaining more information in determining optimal solution • how to take a step back from the numbers and qualitatively evaluate the possible solutions in light of the bigger picture • the basics of operations research and how it can be used to determine optimal solutions to complex problems, including linear, integer and network programming, dealing with multiple objectives and conducting sensitivity analyses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The weekly content is structured as follows: 1 Introduction – An introduction to System Engineering, a way of thinking that helps to engineer sustainable systems, i.e. ones that meet the needs of stakeholders in the short, medium and long terms. A high-level overview of the main principles of System Engineering. An introduction to the example that we will be working with through most of the course. The expectations of your efforts throughout the semester. 2 Situation analysis – How to structure the large amount of information that is often associated with attempting to modify complex systems. 3 Goals and constraints – How to set goals and constraints to identify the best solutions as clearly as possible. 4 Generation of possible solutions – How to generate possible solutions to problems, considering multiple stakeholders. 5 Analysis – 1/5 – The principles of net-benefit maximization and a series of methods that range from qualitative and approximate to quantitative and exact, including pairwise comparison, elimination, display, weighting, and expected value. 6 Analysis – 2/5 – The idea behind the supply and demand curves and revealed preference methods. 7 Analysis – 3/5 – The concept of equivalence, including the time value of money, interest, life times and terminal values. 8 Analysis – 4/5 – The relationship between net-benefit and the benefit-cost ratio. How incremental cost benefit analysis can be used to determine the maximum net benefit. Marginal rates of return and internal rates of return. 9 Analysis – 5/5 – How to consider multiple possible futures and use simple rules to help pick optimal solutions and to determine the value of more information. 10 Evaluation of solutions – Regardless how sophisticated an analysis is, it requires that decision makers stand back and critically evaluate the results. This week we discuss the aspects of evaluating the results of an analysis. 11 Operations research – 1/4 – Once quantitative analysis is used it becomes possible to use operations research methods to analyse large numbers of possible solutions. This week we discuss linear programming and the simplex method. 12 Operations research – 2/4 – How sensitivity analysis is conducted using linear programming. 13 Operations research – 3/4 – How to use operations research to solve problems that consist of discrete values, as well as how to exploit the structure of networks to find optimal solutions to network problems. 14 Operations research – 4/4 – How to set up and solve problems when there are multiple objectives. The course uses a combination of qualitative and quantitative approaches. The quantitative analyses requires the use of Excel. An introduction to Excel will be provided in one of the help sessions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The script for the original course is in German. The English material that can be used for the virtual course is: 1 ) Adey, B.T., Hackl, J., Lam, J.C., van Gelder, P., van Erp, N., Prak, P., Heitzler, M., Iosifescu, I., Hurni, L., (2016), Ensuring acceptable levels of infrastructure related risks due to natural hazards with emphasis on stress tests, International Symposium on Infrastructure Asset Management (SIAM), Kyoto, Japan, January 21-22. 2) Blanchard, B.S., and Fabrycky W.J., (2008), Systems Engineering and Analysis, 5th International Edition, Prentice Hall. 3) Revelle, C.S., Whitlach, E.E., and Wright, J.R., (2003), Civil and Environmental Systems Engineering, 2nd Edition, Prentice Hall. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | The literature will be made available at the beginning of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 101-0414-AAL | Transport Planning (Transportation 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- | 3 KP | 6R | K. W. Axhausen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung stellt die wesentlichen Konzepte der Verkehrsplanung vor und erläutert in Theorie und Praxis deren wesentliche Ansätze und Verfahren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Vorlesung gibt den Studenten die grundlegenden Werkzeuge und Theorien an die Hand. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Grundlegende Zusammenhänge zwischen Verkehr, Raum und Wirtschaftsentwicklung; Grundbegriffe; Messung und Beobachtung des Verkehrsverhaltens; die Methoden des Vier-Stufen-Ansatzes; Kosten-Nutzen-Analyse. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Ortuzar, J. de D. and L. Willumsen (2011) Modelling Transport, Wiley, Chichester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 101-0515-AAL | Project Management 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- | 2 KP | 4R | B. T. Adey | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | General introduction to the development, the life cycle and the characteristics of projects. Introduction to, and experience with, the methods and tools to help with the preparation, evaluation, organisation, planning, controlling and completion of projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | To introduce the methods and tools of project management. To impart knowledge in the areas of project organisation and structure, project planning, resource management, project controlling and on team leadership and team work. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - From strategic planning to implementation (Project phases, goals, constraints, and feasibility) - Project leadership (Leadership, Teams) - Project organization (Structure) - Project planning (Schedule, cost and resource planning) - Project controlling - Risk and Quality Management - Project completion | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 102-0516-AAL | Environmental Impact Assessment 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- | 3 KP | 6R | S.‑E. Rabe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Focus of the course are the method, the process and content of the Environmental Impact Assessment (EIA) as well as the legal bases and methods for compiling an environmental impact study (EIS). Excursions provide a comprehensive view of the EIA. Using exemplary projects, the process of an EIA will be worked out by the students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - Understanding the context of spatial planning and environmental protection - Ability to use central planning instruments and procedures for assessing the environmental impacts and risks of projects - Ability to apply quantitative methods to assess the environmental impacts and risks of projects - Knowledge about the process and content of an EIA - a capacity for critical review of environmental impact assessments | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | - Nominal and functional environmental protection in Switzerland - Instruments of environmental protection - Need for coordination between environmental protection and spatial planning - Environmental Protection and environmental impact assessment - Legal basis of the EIA - Procedure of EIA - Content of the EIA - Application of the impact analysis - Monitoring and Controlling - View regarding the strategic environmental assessment (SEA) - Excursions to projects obligated under the EIA | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | No script. The documents for the lecture can be found for download on the homepage of the Chair of Planning of Landscape and Urban Systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Supplementary literature is available for download on the homepage of the Chair of Planning of Landscape and Urban Systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0116-AAL | Ecology and Soil Science Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle anderen Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 3 KP | 6R | S. Tobias | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The main focus of the lecture are the basics of ecology and soil science. Students learn about the interdependence of organisms and environment, resource cycles, ecosystems as well as soil characteristics and genesis. The impact of human behavior on ecosystems and the problems of different land use are covered by the lecture, too. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | -getting insights into the basics of ecology -ability to assess the consequences of spatial planning on ecosystems -understanding of ecological processes and interdependency -understanding of function and potential of soil | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Basics of Ecology -definition of ecology, types, habitat, ecosystem, environment -human influence on ecosystem -context of landscape and ecology -ecological context for practical application (e.g. in spatial planning) Basics of Soil Science -basic concept and definition of soil, soiltype and essential parameters -soil water balance (irrigation, drainage) -soil compaction and erosion -reclamation and renaturation -material pollution of soil and remediation approaches - soil and spatial planning | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Lecture notes and slides (in German) can be downloaded from the PLUS homepage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Lecture notes and slides (in German) can be downloaded from the PLUS homepage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0313-AAL | Spatial Planning and Landscape Development 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 | S.‑E. Rabe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture introduces into the main-features of spatial planning. Attended will be the subjects of planning as a national responsibility, instruments of spatial planning, techniques for problem solving in spatial planning and the Swiss concept for regional planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | - To get to know the interaction between the community and our living space and their resulting conflicts. - Link theory and practice in spatial planning. - To get to know instruments and facilities to process problems in spatial planning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0357-AAL | Environmental Planning Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle anderen Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 3 KP | 6R | S.‑E. Rabe | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | The lecture covers tools, methods and procedures of Landscape and Environmental Planning developed. By means of field trips their implementation will be illustrated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Knowledge of the various instruments and possibilities for the practical implementation of environmental planning. Knowledge of the complex interactions of the instruments. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Topics of the Lectures - forest planning - inventories - intervention and compensation - ecological network - agricultural policy - landscape development concepts (LEK) - parks - swiss landscape concept - riverine zone - natural hazards Note: there are several non-obligatory field trips as part of the lecture. It is recommended to participate at these to boost the in-depth understanding of the different topics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | - lecture notes concerning the instruments - handouts - copies of selected literature Download: http://www.plus.ethz.ch/de/studium/vorlesungen/bsc/environmental_planning.html | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0414-AAL | Transport Basics Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle anderen Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 4 KP | 9R | K. W. Axhausen | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | -Introduction to the fundamentals of transportation -Developing an understanding of the interactions between land use and transportation -Introduction to the dynamics of transport systems: daily patterns and historical developments | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | -Accessibility -Equilibrium in transport networks -Fundamental transport models -Traffic flow and control -Vehicle dynamics on rail and road -Transport modes and supply patterns -Time tables | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 252-0846-AAL | Computer Science 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- | 4 KP | 9R | F. Friedrich Wicker, R. Sasse | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Einführung in die Programmierung. Prozedurale Grundkonzepte und Ausblick in die objektorientierte Programmierung. Variablen, Typen, Zuweisungen, Kontrollstrukturen (Verzweigung, Schleife), Datenstrukturen, Algorithmen, Liniengrafik, Benutzeroberflächen. Kleine Programme erstellen. Umgang mit professioneller Programmierumgebung (Eclipse). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Die Studierenden sollen in der Lage sein, einfache Programme selbständig zu programmieren bzw. sich in bestehenden Programmen zurecht zu finden und diese sinnvoll zu erweitern. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In der Vorlesung werden Themen behandelt wie Variablen, Zuweisung, Kontrollstrukturen (Verzweigung, Schleife), Algorithmen, Datenstrukturen, sowie ein erster Einblick in die Modularisierung in grösseren Programmen und die objektorientierten Techniken. Im praktischen Teil werden grundlegende Programmierfertigkeiten geübt anhand der Programmiersprache JAVA. Die Übungen können entweder auf dem eigenen PC oder in den betreuten Übungsstunden in den Computerräumen der ETH bearbeitet werden. Die verwendete Software läuft unter MS Windows, MacOS X und Linux. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Voraussetzung: 252-0845-00 Informatik I (D-BAUG) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 406-0242-AAL | Analysis II Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle anderen Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 7 KP | 15R | M. Akveld | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Mathematical tools of an engineer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Mathematics as a tool to solve engineering problems, mathematical formulation of problems in science and engineering. Basic mathematical knowledge of an engineers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Multi variable calculus: gradient, directional derivative, chain rule, Taylor expansion, Lagrange multipliers. Multiple integrals: coordinate transformations, path integrals, integrals over surfaces, divergence theorem, applications in physics. Ordinary differential equations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Textbooks in English: - J. Stewart: Multivariable Calculus, Thomson Brooks/Cole - V. I. Smirnov: A course of higher mathematics. Vol. II. Advanced calculus - W. L. Briggs, L. Cochran: Calculus: Early Transcendentals: International Edition, Pearson Education - M. Akveld, R. Sperb, Analysis II, vdf - L. Papula: Mathematik für Ingenieure 2, Vieweg Verlag | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 406-0251-AAL | Mathematics I Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle anderen Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 6 KP | 13R | F. Da Lio | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 406-0603-AAL | Stochastics (Probability and Statistics) Belegung ist NUR erlaubt für MSc Studierende, die diese Lerneinheit als Auflagenfach verfügt haben. Alle anderen Studierenden (u.a. auch Mobilitätsstudierende, Doktorierende) können diese Lerneinheit NICHT belegen. | E- | 4 KP | 9R | M. Kalisch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Introduction to basic methods and fundamental concepts of statistics and probability theory for non-mathematicians. The concepts are presented on the basis of some descriptive examples. Learning the statistical program R for applying the acquired concepts will be a central theme. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | The objective of this course is to build a solid fundament in probability and statistics. The student should understand some fundamental concepts and be able to apply these concepts to applications in the real world. Furthermore, the student should have a basic knowledge of the statistical programming language "R". | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | From "Statistics for research" (online) Ch 1: The Role of Statistics Ch 2: Populations, Samples, and Probability Distributions Ch 3: Binomial Distributions Ch 6: Sampling Distribution of Averages Ch 7: Normal Distributions Ch 8: Student's t Distribution Ch 9: Distributions of Two Variables From "Introductory Statistics with R (online)" Ch 1: Basics Ch 2: The R Environment Ch 3: Probability and distributions Ch 4: Descriptive statistics and tables Ch 5: One- and two-sample tests Ch 6: Regression and correlation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | - "Statistics for research" by S. Dowdy et. al. (3rd edition); Print ISBN: 9780471267355; Online ISBN: 9780471477433; DOI: 10.1002/0471477435 From within the ETH, this book is freely available online under: http://onlinelibrary.wiley.com/book/10.1002/0471477435 - "Introductory Statistics with R" by Peter Dalgaard; ISBN 978-0-387-79053-4; DOI: 10.1007/978-0-387-79054-1 From within the ETH, this book is freely available online under: http://www.springerlink.com/content/m17578/ | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-2233-AAL | GIS Basics 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 | W. Kuhn | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Fundamentals in geoinformation technologies: database principles, including modeling of spatial information, geometric and semantic models, topology and metrics; practical training with GIS software. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Know the fundamentals in geoinformation technologies for the realization, application and operation of geographic information systems in engineering projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Modelling of spatial information Geometric and semantic models Topology & metrics Raster and vector models Databases Applications Labs with GIS software | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Worboys, M., & Duckham, M. (2004). GIS - A Computing Perspective (2nd ed.). Boca Raton, FL: CRC Press. O'Sullivan, D., & Unwin, D. (2010). Geographic Information Analysis (second ed.). Hoboken, New Jersey: Wiley. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 252-0856-AAL | Computer Science 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- | 4 KP | 9R | F. Friedrich Wicker, R. Sasse | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Die Vorlesung bietet eine Einführung in das Programmieren mit einem Fokus auf systematischem algorithmischem Problemlösen. Lehrsprache ist C++. Es wird keine Programmiererfahrung vorausgesetzt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Primäres Lernziel der Vorlesung ist die Befähigung zum Programmieren mit C++. Studenten beherrschen nach erfolgreichem Abschluss der Vorlesung die Mechanismen zum Erstellen eines Programms, sie kennen die fundamentalen Kontrollstrukturen, Datenstrukturen und verstehen, wie man ein algorithmisches Problem in ein Programm abbildet. Sie haben eine Vorstellung davon, was "hinter den Kulissen" passiert, wenn ein Programm übersetzt und ausgeführt wird. Sekundäre Lernziele der Vorlesung sind das Computer-basierte, algorithmische Denken, Verständnis der Möglichkeiten und der Grenzen der Programmierung und die Vermittlung der Denkart eines Computerwissenschaftlers. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Wir behandeln fundamentale Datentypen, Ausdrücke und Anweisungen, (Grenzen der) Computerarithmetik, Kontrollanweisungen, Funktionen, Felder, zusammengesetze Strukturen und Zeiger. Im Teil zur Objektorientierung werden Klassen, Vererbung und Polymorhpie behandelt, es werden exemplarisch einfache dynamische Datentypen eingeführt. Die Konzepte der Vorlesung werden jeweils durch Algorithmen und Anwendungen motiviert und illustriert. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Ein Skript in englischer Sprache wird semesterbegleitend herausgegeben. Das Skript und die Folien werden auf der Vorlesungshomepage zum Herunterladen bereitgestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Bjarne Stroustrup: Einführung in die Programmierung mit C++, Pearson Studium, 2010 Stephen Prata: C++ Primer Plus, Sixth Edition, Addison Wesley, 2012 Andrew Koenig and Barbara E. Moo: Accelerated C++, Addison-Wesley, 2000. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0717-AAL | Geoinformation Technologies and Analysis 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 | W. Kuhn | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Advanced geoinformation technologies and analyses methods: Mobile GIS; Web-GIS & Geo-Web-Services; Spatial Big Data; Temporal aspects in GIS; Analysis of movement data; User interfaces | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Knowing advanced topics of geoinformation technologies (Mobile GIS and Web-GIS) and spatio-temporal analysis methods for the realization, application and operation of Web-GIS in engineering projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Introductory GIS course | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 103-0234-AAL | GIS 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 | W. Kuhn | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Advanced course in geoinformation technologies: conceptual and logical modelling of networks, 3D- and 4D-data and spatial processes in GIS; raster data structures and operations; mobile GIS; Internet and GIS; interoperability and data transfer; legal and technical foundations of spatial data infrastructures (SDI) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will be able to carry out the following phases of a GIS project: data modelling, mobile data acquisition and analysis, Web publication of data and integration of interoperable geospatial web services into a Spatial Data Infrastructure (SDI). Students will deepen their knowledge of conceptual and logical modeling by means of the particular requirements of networks as well as 3D- and 4D-data. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Worboys, M., & Duckham, M. (2004). GIS - A Computing Perspective (2nd Edition). Boca Raton, FL: CRC Press. Fu, P., Sun, J. (2010). Web GIS: Principles and Applications. Esri Press. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||