Search result: Catalogue data in Autumn Semester 2024
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| 752-2122-00L | Food and Consumer Behaviour | W | 2 credits | 2V | M. Siegrist, F. Michel | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course focuses on food consumer behavior, consumer's decision-making processes and consumer's attitudes towards food products. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able... - to describe heuristics that influence consumer behavior in the food domain - to explain the consumer led food product development - to summarise how consumers perceive the environmental impact and the healthiness of foods - to assess the cultural, the environmental and and the food policy impact on consumer behavior - to explain psychological factors influencing eating behavior | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 752-2307-00L | Nutritional Aspects of Food Composition and Processing | W | 3 credits | 2V | B. E. Baumer, J. M. Sych | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Lecture type course with an interdisciplinary approach for the evaluation of nutritional aspects of changes in food composition due to processing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students should be able to - describe and compare the major concepts /criteria used for the evaluation of the nutritional quality of food - apply these criteria when assessing the effects of selected processing technologies on nutritional quality. - evaluate recent formulation strategies aimed to achieve additional physiological benefits for targeted population groups (i.e. functional foods). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course gives inputs on compositional changes in food due to processing (with focus on thermal/chilling, enzymatic, chemical, separation and emerging technologies) or new formulation strategies. New approaches for evaluating these changes (e.g. nutritional profiles) and how these are communicated to consumers are also discussed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | There is no script. Powerpoint presentations and relevant scientific articles will be available on-line for students. A selection of recommended readings will be given at the beginning of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The course is open to Master and MAS students in food and science and nutrition or related. Basic knowledge of food chemistry and nutrition is expected, as well as an understanding of food processing. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-7310-00L | Bioactive Feed Compounds and Enriched Food Products | W+ | 2 credits | 2V | G. Foggi, M. Niu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course provides students with basic knowledge of the connection between plant secondary metabolites and their active roles in feed and food. It offers insights into active compounds in feed or their natural-identical equivalents and the resulting quality of animal-derived food, reporting practical examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course aims to provide students with foundational knowledge of plant secondary metabolites and their roles in animal feed and food quality. Through an in-depth exploration of the structure and mechanisms of action of these compounds, students will gain insights into their practical applications in animal nutrition and the production of added-value or enriched food products. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course provides an overview of various types of bioactive components contained in both food and feedstuffs, including fatty acids and secondary plant metabolites such as polyphenols, terpenoids, carotenoids and saponins. Subjects covered: - Distribution of bioactive compounds - Sources of active compounds for animal feed - Main mechanism of actions at animal or human levels - Added value and enriched food products - Advantages and disadvantages | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | The teaching slides and other materials will be provided during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Information about books and other references will be communicated during the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-4104-00L | Alternative Crops | W+ | 2 credits | 2V | A. Walter, K. Berger Büter | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Few crops dominate the crop rotations worldwide. Following the goal of an increased agricultural biodiversity, species such as buckwheat but also medicinal plants might become more important in future. The biology, physiology, stress tolerance and central aspects of the value-added chain of the above-mentioned and of other alternative crops will be depicted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | During this course, students learn to assess the potential of different minor or alternative crops compared to the dominant major crops based on their biological and agronomical features. Each student will assess and present a specific alternative crop of his or her choice based on information from scientific articles and Wikipedia. Wikipedia-entries will be generated. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Sustainable Agricultural Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-2105-00L | Political Ecology of Food and Agriculture  Number of participants limited to 25. All students wo register will be on the waiting list. A motivational application is required until 6 September: - presenting yourself and your studies - stating what topic in the field of Political Ecology that you are interested in - suggesting one paper to enrich the literature list for the course The selected students will be notified until 9 September. Questions regarding the application to johanna.jacobi@usys.ethz.ch. | W+ | 3 credits | 2G | J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this seminar, students are introduced to the multi-disciplinary field of political ecology to investigate human-environment relationships in food and agricultural systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Being able to provide an overview of the multi-disciplinary field of political ecology for investigating the relationships of humans to our environment - Learn to identify how power and interest influence social-ecological systems and to distinguish symptoms from systemic root causes - Become enabled to analyse complex and sometimes distant human-ecology relationships choosing from a broad range of methods | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We will review common narratives in agri-food systems informed by a range of different theories and assisted by different analytical tools. For this purpose, we will start from different concepts of nature, power and interests, explore different ontologies and epistemologies through a set of topics such as hunger, obesity, agrobiodiversity and seeds, forests and deforestation, climate change and food production. Students will explain one concept in each course to the groups and practice their argumentative and writing skills in a final essay, applying the acquired tools to a topic of their choice. While specific inputs from external lecturers broaden our perspective, enough time for critical discussion and reflection will be granted. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | 20.9.2024 Introduction to political ecology 27.9.2024 Ontologies and epistemologies 4.10.2024 Climate justice and food systems 11.10.2024 Green revolution, industrial agriculture, and agroecology 18.10.2024 Conservation: Protecting what from what? 25.10.2024 Don't blame the rain: Water management in agriculture 1.11.2024 Deforestation: Root causes and alternatives 8.11.2024 Pandemics, syndemics and the food system 15.11.2024 Technology and the politics of knowledge 22.1.2024 Land-sharing, land-sparing 29.11.2024 Feminist (political) agroecology 6.12.2024 Food: Commons or commodity? 13.12.2024 Alternatives to sustainable development 20.12.2024 Final session (The Hunger Banquet) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literaturelist provided on Moodle when the course starts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-5003-00L | Sustainable Agroecosystems II | W+ | 2 credits | 2V | K. Benabderrazik, J. Six | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This class conveys current topics and methods of agroecological and food systems research through selected case studies from ongoing research of the Sustainable Agroecosystems group. Students will be encouraged to develop critical thinking competencies, through individual and group work, on major agricultural and food system challenges and paths towards agricultural and food system transformation | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Systematically analyse and discuss case studies from ongoing agroecological and food system research. (2) Learn and experiment on methods for field and laboratory investigations in agroecology. (3) Engage with positive and empowering frameworks that motivate critical reflection and action on the types of transformative responses needed to adapt and thrive within agricultural and food systems. (4) Reflect critically on agricultural and food system transformation tools and methods from the perspective a food system stakeholder. (5) Identify and describe institutions in the context of sustainable agricultural development (for Bachelor and Master thesis and internships). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course will address a wide range of agricultural and food system challenges (e.g. food security, climate crisis, soil degradation, etc.) in both temperate and tropical contexts. In class we will address topics like building food system resilience through innovative measures, improving soil fertility management or understanding the effects of agroforestry systems. Case studies from the on-going research in the Sustainable Agroecosystems Group (sae.ethz.ch) will be presented, covering different scales (e.g. food value-chains, farm dynamics and soil management). The class is complemented by practical group work conducted with the CSA Meh Als Gmues in Zürich on Measuring and monitoring Agroecological performance. Students will gain an overview on institutions and actors’ roles in the field of sustainable agricultural development. Throughout the group work, students will learn to engage directly with various stakeholders, monitor agroecological transition and communicate their research to a wider audience. Ultimately, this class should provide an overview on methods, tools, innovations and platforms that support a sustainable food transformation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Gliessman, S.R., Méndez, V.E., Izzo, V.M., & Engles, E.W. (2022). Agroecology: Leading the Transformation to a Just and Sustainable Food System (4th ed.). CRC Press. https://doi.org/10.1201/9781003304043 HLPE. 2019. Agroecological and other innovative approaches for sustainable agriculture and food systems that enhance food security and nutrition. A report by the High-Level Panel of Experts on Food Security and Nutrition of the Committee on World Food Security, Rome. Link to report: http://www.fao.org/3/ca5602en/ca5602en.pdf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prior participation in the lecture Nachhaltige Agrarökosysteme I (Sustainable Agroecosystems I) 751-5000-00G (spring term) recommended. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0626-01L | International Development Cooperation Does not take place this semester. | W+ | 2 credits | 2V | I. Günther | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course gives economic and empirical foundations for a sound understanding of the instruments, prospects and limitations of international development aid. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students have a theoretically and empirically sound understanding of the prospects and limitations of international development aid. Students are able to critically discuss the various aid instruments of bi-and multilateral donors and NGOs. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Introduction to the Determinants of Underdevelopment; History of Aid; Aid and Development: Theories and Empirics; Political Economy of Aid; Experience and Impact of Aid; New Instruments of Aid: e.g. Micro-Finance, Budget-Support; Fair-Trade. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Articles and book abstracts will be uploaded to a course website. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6001-00L | Forum: Livestock in the World Food System | W+ | 2 credits | 2S | S. Meese | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This forum is a platform for the critical reflection of relevant topics of livestock in the frame of the world food system comprising issues from basic knowledge to acceptance in society. The exchange is operated by scientific writing and presentation. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | In the Forum "Livestock in the World Food System", a topic of significance for livestock agriculture is selected by the students and subsequently dealt with from various angles (from scientific basis to production systems, environmental aspects and to the acceptance by society). The students learn to present a scientific subject in writing and orally to an audience and to defend the presentation in a discussion. Further, feedback is intended to improve the presentation style. Furthermore, the review process of a scientific paper will be demonstrated and applied. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The Forum "Livestock in the World Food System" will take place in blocks of 2 hours each. Once the general topic has been selected, it comprises two parts: Part 1 Aspect 1 - Oral presentation: The students form small groups and are lecturers. Aspect 2 - chairperson: There are moderators which are chosen from outside of the presenting groups and they will lead the discussion and the remaining students and the lecturer are the audience and ask questions. Aspect 3 - feedback: At the beginning, students form teams of 2, which are not in the same group, to give each other feedback on their presentation style. Part 2. Aspect 1 - Scientific writing: Preparation of a critical review of a chosen publication and individual exchange with the lecturer. Aspect 2 - Defense: There will be a discussion in small groups on several dates to discuss the chosen publication in detail and the observations during the process. Introductions to both presentation forms will be given by the lecturer. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | no scriptum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Requirements for allocation of the two credit points: - oral talk with sufficient handout - delivery of the scientific writing in sufficient quality - active participation during all presentations (in case of absence there will be additional tasks) - feedback on the presentation style of a student | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-5201-10L | Tropical Cropping Systems, Soils and Livelihoods (with Excursion) IMPORTANT: Students who enroll for this course are strongly recommended to verify with lecturers from other courses whether their absence of two weeks may affect their performance in the respective courses. | W+ | 5 credits | 10G | J. Six, K. Benabderrazik | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course guides students in analyzing and comprehending tropical agroecosystems and food systems. Students gain practical knowledge of field methods, diagnostic tools and survey methods for tropical soils and agroecosystems. An integral part of the course is the two-week field project in the Mount Kenya Region, which is co-organized with the University of Embu (Kenya) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | (1) Overview of the major land use systems in Tropical agroecosystems in several contexts Africa (2) Interdisciplinary analysis of agricultural production systems (3) Knowledge on methods to assess agroecological performance of a tropical agroecosystems (4) Hands-on training on the use of field methods, diagnostic tools and survey methods. (5) Gain practical knowledge on how to assess to climate resilience and farming systems. (6) Collaboration in international students and stakeholders | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course guides students in analyzing and comprehending tropical agroecosystems. Students of ETH Zürch will work together with the students from Embu University (Kenya) in an interdisciplinary and intercultural team. Students will focus on the Agroecological performance and climate resilience of diverse farming systems in the Mount Kenya Region. From October 28th to November 11th, The students will take part in a field course in the Mount Kenya Region. Students will then gain practical knowledge on field, meeting several stakeholders of the agricultural and food systems and conducting various assessments related to climate resilience and farming systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | We would require the students enrolled to the class to send a short cover letter (1-page max.) by September 18rd 2023, justifying your motivation to enroll to this class. A selection of 20 students will be done on the basis of the letters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-2107-00L | Agrarian and Environmental Values: Tensions, Synergies, Practices and Policies Limited to 20 students. | W+ | 5 credits | 3G | M. Chapman, J. Jacobi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In politics, society, and science, it can seem that the values and practices of agricultural production and environmental protection are in conflict. This tension is often described as “protection versus use” of natural resources. We will explore ways to move beyond the apparent conflict. We will apply this learning to field trips and transdisciplinary projects. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students are able to: - Define different kinds and categories of values. - Relate value concepts to their own studies, life, and experiences through reflective journaling. - Infer the underlying values in a text or policy about agri-environmental topics. - Collaboratively develop a transdisciplinary project for an agri-environmental case study from the field trips. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course consists of interactive seminars alongside fieldtrips to farms that have found innovative solutions to balancing protection and production. Seminars will cover topics such as the relationship between values and behavior and how people perceive value trade-offs. We will also discuss environmental ethics, environmental valuation and its critiques, the interplay of facts and values in agri-environmental decision-making, cultural ecosystem services, and relational values. This class requires active participation. Learning is based on in-class activities, group work and fieldtrips. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will draw from political ecology, value theory and environmental values, as well as case studies and primary texts, such as the following (not all will be required reading; we will read 1 or 2 papers or book chapters each week). Stern, Paul C. "New Environmental Theories: Toward a Coherent Theory of Environmentally Significant Behavior." Journal of Social Issues 56, no. 3 (January 2000): 407–24. https://doi.org/10.1111/0022-4537.00175. Klöckner, Christian A. "A Comprehensive Model of the Psychology of Environmental Behaviour—A Meta-Analysis." Global Environmental Change 23, no. 5 (October 1, 2013): 1028–38. https://doi.org/10.1016/j.gloenvcha.2013.05.014. Martinez-Alier, Joan. "Languages of Valuation." Economic and Political Weekly 43 (November 29, 2008): 28–32. Trainor, Sarah Fleisher. "Realms of Value: Conflicting Natural Resource Values and Incommensurability." Environmental Values 15, no. 1 (2006): 3–29. https://doi.org/10.3197/096327106776678951. Environmental Values, by O’Neill, Holland and Light, 2008 IPBES Values Assessment 2023 Smith, Kimberly. "Black Agrarianism and the Foundations of Black Environmental Thought." Edited by Eugene C. Hargrove. Environmental ethics 26, no. 3 (2004): 267–86. https://doi.org/10.5840/enviroethics200426316. Carlisle, Liz. "Critical Agrarianism." Renewable Agriculture and Food Systems 29, no. 02 (January 11, 2013): 135–45. https://doi.org/10.1017/S1742170512000427. Nesbitt, J. Todd, and Daniel Weiner. "Conflicting Environmental Imaginaries and the Politics of Nature in Central Appalachia." Geoforum 32, no. 3 (August 2001): 333–49. https://doi.org/10.1016/S0016-7185(00)00047-6. Horcea-Milcu, Andra-Ioana, David J. Abson, Cristina I. Apetrei, Ioana Alexandra Duse, Rebecca Freeth, Maraja Riechers, David P. M. Lam, Christian Dorninger, and Daniel J. Lang. "Values in Transformational Sustainability Science: Four Perspectives for Change." Sustainability Science 14, no. 5 (September 2019): 1425–37. https://doi.org/10.1007/s11625-019-00656-1. Berghöfer, Uta, Julian Rode, Kurt Jax, Johannes Förster, Augustin Berghöfer, and Heidi Wittmer. "‘Societal Relationships with Nature’: A Framework for Understanding Nature‐related Conflicts and Multiple Values." People and Nature 4, no. 2 (April 2022): 534–48. https://doi.org/10.1002/pan3.10305. Chan, Kai M. A., Patricia Balvanera, Karina Benessaiah, Mollie Chapman, Sandra Díaz, Erik Gómez-Baggethun, Rachelle K. Gould, et al. "Opinion: Why Protect Nature? Rethinking Values and the Environment." Proc Natl Acad Sci 113, no. 6 (February 9, 2016): 1462–65. https://doi.org/10.1073/pnas.1525002113. Moroder, Alma Maria, and Maria Lee Kernecker. "Grassland Farmers’ Relationship with Biodiversity: A Case Study from the Northern Italian Alps." Ecosystems and People 18, no. 1 (December 31, 2022): 484–97. https://doi.org/10.1080/26395916.2022.2107080. Arias-Arévalo, Paola, Elena Lazos-Chavero, Ana S Monroy-Sais, Sara H Nelson, Agnieszka Pawlowska-Mainville, Arild Vatn, Mariana Cantú-Fernández, Ranjini Murali, Barbara Muraca, and Unai Pascual. "The Role of Power in Leveraging the Diverse Values of Nature for Transformative Change." Current Opinion in Environmental Sustainability 64 (October 2023): 101352. https://doi.org/10.1016/j.cosust.2023.101352. Burton, Rob J. F., and Upananda Herath Paragahawewa. "Creating Culturally Sustainable Agri-Environmental Schemes." Journal of Rural Studies 27, no. 1 (2011): 95–104. Nassauer, Joan Iverson. "Messy Ecosystems, Orderly Frames." Landscape Journal 14, no. 2 (1995): 161–70. https://doi.org/10.3368/lj.14.2.161. Schneider, Flurina, Thomas Ledermann, Patricia Fry, and Stephan Rist. "Soil Conservation in Swiss Agriculture—Approaching Abstract and Symbolic Meanings in Farmers’ Life-Worlds." Land Use Policy 27, no. 2 (2010): 332–39. https://doi.org/10.1016/j.landusepol.2009.04.007. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Electives Courses Elective courses can be chosen from the entire course programme of the ETH Zurich as well as from the course programme of the University of Zurich. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| » Course Catalogue of ETH Zurich | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-3001-00L | Environmental Systems Data Science: Data Processing | W+ | 2 credits | 1G | L. Pellissier, C. P. Albouy, M. Volpi | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are introduced to a typical data science workflow using various examples from environmental systems. They learn common methods and key aspects for each step through practical application. The course enables students to plan their own data science project in their specialization and to acquire more domain-specific methods independently or in further courses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able to ● frame a data science problem and build a hypothesis ● describe the steps of a typical data science project workflow ● conduct selected steps of a workflow on specifically prepared datasets, with a focus on choosing, fitting and evaluating appropriate algorithms and models ● critically think about the limits and implications of a method ● visualise data and results throughout the workflow ● access online resources to keep up with the latest data science methodology and deepen their understanding | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | ● The data science workflow ● Access and handle (large) datasets ● Prepare and clean data ● Analysis: data exploratory steps ● Analysis: machine learning and computational methods ● Evaluate results and analyse uncertainty ● Visualisation and communication | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | 252-0840-02L Anwendungsnahes Programmieren mit Python 401-0624-00L Mathematik IV: Statistik 401-6215-00L Using R for Data Analysis and Graphics (Part I) 401-6217-00L Using R for Data Analysis and Graphics (Part II) 701-0105-00L Mathematik VI: Angewandte Statistik für Umweltnaturwissenschaften | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-5510-00L | Introduction to Agricultural Robotics | W+ | 3 credits | 2G | S. Mintchev | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Autonomous robots are quickly becoming a key player in the transition to precision agriculture. In this course, students will learn theoretical and practical aspects of robotics. Lectures will introduce how robots operate and analyse their application to precision agriculture. In hands-on laboratories, students will apply concepts learned in class on educational robots to simulate a weeding task. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After the course, students will be able to critically examine and select appropriate robotic solutions for agricultural applications. The learning objectives of the course are: (i) illustrate the principle of operation of the main components of a robotic system, (ii) analyse how the different robotic components are integrated and contribute to the functioning of a robotic system, and (iii) solve problems in the field of agriculture using robotic principles. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Robots are becoming a key technology in the transition to smart farming and in supporting the agricultural needs of the 21st century. For example, robots enable site-specific fertilization, automated weeding, or livestock herding. The course gives an overview of robotic systems, beginning with their fundamental components (e.g., sensors, actuators, locomotion strategies) and gradually scaling up to the system level, illustrating the concepts of perception, robot control, obstacle avoidance and navigation. Exercises performed with an educational robot (Thymio) will complement the theoretical lectures providing a hands-on practical experience of the challenges of using these machines. During the course, students will gradually apply the theoretical and practical knowledge they are learning. To this end, students will work in teams to develop a robotic solution for an agricultural task of their choice. Students will learn to translate the task into meaningful requirements for a robotic system and critically select the most appropriate components to achieve the required robotic functions. Students will periodically present and discuss the development of this "robot design" exercise during presentations and in a journal report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Copies of the slides and exercises will be provided on the course Moodle page. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - A. Bechar and C. Vigneault, “Agricultural robots for field operations: Concepts and components,” Biosyst. Eng., vol. 149, pp. 94–111, 2016. - S. Asseng and F. Asche, “Future farms without farmers,” Sci. Robot., vol. 4, no. 27, p. eaaw1875, Feb. 2019. - D. C. Rose, J. Lyon, A. de Boon, M. Hanheide, and S. Pearson, “Responsible development of autonomous robotics in agriculture,” Nat. Food, vol. 2, no. 5, pp. 306–309, 2021. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No mandatory prerequisites, but it is preferable that students have a basic knowledge of computer programming. Class size limitation to 30 students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-5005-00L | Agroecology | W+ | 2 credits | 2G | N. Buchmann, S. Keller, M. Sonnevelt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Agroecology is a discipline, an agricultural practice, and a political-social movement. Students will attend public lectures by experts from different fields and will reflect on agroecology and its principles. Moreover, students will expand their knowledge with case studies and discuss about the role of agroecology to support sustainable agriculture and food systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students know the thirteen principles of the High-Level Panel of Experts (HLPE) of the Committee on World Food Security as well as the ten elements of agroecology suggested by FAO and can critically reflect on the important properties as well as benefits and trade-offs of agroecological systems and approaches. Students will be able to transfer their disciplinary and interdisciplinary knowledge about the thirteen principles as guiding principles for policymakers, practitioners, and other stakeholders across the food system in planning, managing, and evaluating agroecological transformation. Students are part of small groups focusing on selected principles of the HLPE. During the course, students discus the potential and limitations of agroecology and learn about scientific contributions to agroecology. Students form an opinion on the role of agroecology, reflect and argue on the different facets and develop recommendations for real-world applications of agroecology in supporting a transition towards sustainable food systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course is designed as a combination of public lectures/webinars on "Agroecology and the Transformation to Sustainable Food Systems” delivered by national and international experts and scientists as well as sessions in which students reflect on the topics addressed in the lecture series in a group work format. The public lectures bring different perspectives to the discussion and are intended as inputs for the students’ sessions. In the student sessions, the student groups deepen their knowledge of the 13 principles of agroecology proposed by the High-Level Panel of Experts (HLPE) of the Committee on World Food Security. They identify “unknows” and link to other closely related principles. The groups also work out the perspective of a chosen stakeholder. Finally, the groups will take part in a scientific discussion representing their stakeholder perspective. All groups will synthesize their discussions in a short report. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be available on the webpage of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | http://www.fao.org/agroecology/en/ Report of HLPE on agroecology: http://www.fao.org/3/ca5602en/ca5602en.pdf | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is based on fundamental knowledge about plant ecophysiology, soil science, biogeochemistry, crop and forage science, and ecology in general. The course will be taught in English. The course is only offered in fall. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Master's Thesis | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-1030-00L | Master's Thesis Only students who fulfill the following criteria are allowed to begin with their master thesis: a. successful completion of the bachelor programme; b. fulfilling of any additional requirements necessary to gain admission to the master programme. | O | 30 credits | 64D | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The Master thesis is an independent scientific work. Normally the subject is selected among the topics of the core subect. It is written under the guidance of a agricultural sciende professor. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The independent writing of a scientific paper/thesis | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Course Units for Additional Admission Requirements The courses below are only available for MSc students with additional admission requirements. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 751-6102-AAL | Anatomy and Physiology of Humans and Animals I+II Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | S. E. Ulbrich | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Imparts a basic understanding of physiology an anatomy in man and domestic animals, focusing on the interrelations between morphology and function of the organism, in particular of domestic animals. This is fostered by discussing all subjects from a functional point of view. The lecture consists of two consecutive parts. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course enables students to describe basic knowledge of human and animal anatomy and physiology, to understand basic functions of the organism, to understand connections between morphology and function of organ systems, to describe the development of organ systems and to be able to understand pathophysiological connections. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-7002-AAL | Basics in Animal Nutrition Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | M. Niu | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course builds on knowledge of nutritional sciences by translating the information on nutrition to individual farm animal species and purposes. The emphasis is on the principles of utilisation of and requirements for energy and nutrients and the resulting feed evaluation systems as applied for the relevant forms of livestock nutrition (e.g., cattle, pig, poultry). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Studying the course allows the students to explain the most important basic relationships of nutrition and digestion and energy metabolism. They are able to name and apply the range of feedstuffs. They are able to derive the requirements of the most important farm animals. By means of a series of exercise examples, they are taught how to apply the knowledge to concrete tasks in the field of animal nutrition. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Turnover and utilisation of nutrients and energy in the animal (definition of terms, turnover in the animal body, balances, utilisation). Feed evaluation in cattle, pigs and poultry (energetic feed evaluation, evaluation of nitrogenous feed substance) Nutrition of cattle, pigs and poultry (basics of feeding, physiological characteristics, demand and demand coverage, feeding standards, ration design) Feed science (individual feedstuffs, farm-produced feed) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture notes are available and can be obtained by moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | A detailed bibliography is included in the lecture notes. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Calculation exercises are part of the course. A calculator is required for this. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 751-3401-AAL | Plant Nutrition I Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | E. Frossard | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The aim of this course is to present processes controlling the uptake and transport of nutrients by the plant, the assimilation of nutrients in the plant, the effect of nutrients on crop yield and quality, and the role of the soil as a source of nutrients for crops. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | At the end of the course, students know how mineral nutrients are taken up through roots and circulate in the plants and what their roles in plants are. They understand the importance of nutrients for yield formation and for crop product quality. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We study the following chapters of the book Marschner’s Mineral Nutrition of Plants Fourth Edition 2023 chapters 1, 2, 3, 6, 7, 9, 11, 12 and 16 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | We study the following chapters of the book Marschner’s Mineral Nutrition of Plants Fourth Edition 2023 chapters 1, 2, 3, 6, 7, 9, 11, 12 and 16 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Marschner’s Mineral Nutrition of Plants Fourth Edition 2023, edited by Zed Rengel, Ismail Cakmak and Philip J. White; (available online on the ETH library). | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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| 751-4107-AAL | Introduction to Crop and Forage Production Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | A. Walter, N. Buchmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course provides an introduction into crop and forage sciences - with a focus on sustainable management methods in Switzerland and Europe. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students know the basic processes and management methods of arable and forage production in Switzerland and Central Europe. They know the most relevant arable crops. Students can assess the influence of environmental factors and management not only on individual plants, but also on meadow and pasture plant communities and on their yields. They understand the relevance of crop rotation measures and can make recommendations for the establishment of land management methods. The students are familiar with sustainable, climate-friendly and biodiversity-conserving or biodiversity-enhancing management measures and understand the value of species-rich vegetation for the provision of ecosystem services. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The lecture is divided into two parts, i.e., Arable Crop and Forage Production, supervised by different lecturers. The part 'Arable Crop Production' deals with the most relevant arable crops and with basic steps of arable field management such as soil tillage, sowing and plant protection. Effects on soil structure, different tillage measures for different crops as well as differences in the intensity of intervention in comparison of conventional and soil-conserving tillage (e.g. no-till) are explained. The most important differences between conventional, integrated and organic production are addressed. Special emphasis is placed on the establishment of crop rotations taking into account the farm context. In the part 'Forage Production', important plant functional groups and representative plant species as well as different types of grassland systems, i.e., most important mixtures as well as natural plant communities in Central Europe are presented (sward assessment). Based on the ecophysiology of individual plants, the reactions of plant stands to changing environmental conditions are elaborated. Different types of management are presented (e.g. fertilisation, grazing, cutting) and their effects on stand composition and yields are discussed. Feedback mechanisms between environment and grassland systems are addressed. The role of biodiversity is addressed. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Available on moodle | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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| 751-6301-AAL | Animal Breeding Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | E- | 2 credits | 4R | H. Pausch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to basics of animal breeding. Importance of animal production. Species of livestock and their products, performance recording, functional traits, genetic diversity, breeding goals. Qualitative and quantitative traits. Basic knowledge of breeding methods: genetic and environmental variation, heritability, genetic correlation, estimation of breeding values, selection, mating systems. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Show the importance of animal production for Swiss and international agriculture. Name the livestock species, their products, systematic classification and breeding and production goals. Describe methods to measure animal performance (performance recording) and functional traits. Define the most important parameters and methods in animal breeding. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Domestication, history of animal breeding. Definition, models of animal production, species of livestock, numbers, distribution. Genetic polymorphisms and their applications in animal breeding. Genetic diversity, breeds, production and breeding goals. Traits: performance, fucntional. Performance recording. herd replacement. Qualitative (monogenic) and quantitative (polygenic) traits, Mendelian genetics, quantitative genetics. Genetic and environmantal variation, heritability, genetic correlation, selection, selection response. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Transparencies and single chapters of textbook are made available on homepage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Tierzucht (Willam/Simianer) UTB 3526 (2011) Additional literature to be announced in the lecture. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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