Anthopocene and Transitions 6JUCSN05 | ECTS | 3 | SEMESTER | 5-6 | |||||||||||||||||||||||||||||||
lectures | classes / seminars | practical work | integrative teaching | independent work | |||||||||||||||||||||||||||||||
15.5 h | 11.5 h | 0 h | 3 h | 3 h | |||||||||||||||||||||||||||||||
Language used | French | ||||||||||||||||||||||||||||||||||
Course supervisor(s) | (to be determined) | ||||||||||||||||||||||||||||||||||
Key words | Anthropocene, Climate change, Energy transition, Demographics, Biodiversity, Ethics | ||||||||||||||||||||||||||||||||||
Prerequisites | None | ||||||||||||||||||||||||||||||||||
Overall objective | |||||||||||||||||||||||||||||||||||
At the end of the module, students will be familiar with the main issues linked to the growing impact of human activities on the bio-physical functioning of the Earth system: climate change, collapse of biodiversity, difficulty in providing all humans with adequate food. They will also learn about some of the solutions currently being explored to meet these challenges and ensure the transition to a more sustainable world, including the energy transition. Last but not least, they will have been made aware of how Ethics can help to formulate differently the dilemmas faced by engineers. | |||||||||||||||||||||||||||||||||||
Course content and organisation | |||||||||||||||||||||||||||||||||||
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Skills | |||||||||||||||||||||||||||||||||||
Levels | Description and operational verbs | ||||||||||||||||||||||||||||||||||
Know | Know the main challenges of the Anthropocene | ||||||||||||||||||||||||||||||||||
Understand | Understand the impact of human activities on the bio-physical functioning of the Earth system | ||||||||||||||||||||||||||||||||||
Apply | Calculate the effects of different modes of energy production and consumption on the climate | ||||||||||||||||||||||||||||||||||
Analyse | Analyze the impact of different scenarios for reducing our energy consumption on greenhouse gas emissions. | ||||||||||||||||||||||||||||||||||
Summarise | Positioning the role of engineers in society at the right level | ||||||||||||||||||||||||||||||||||
Assess | |||||||||||||||||||||||||||||||||||
Compliance with the United Nations Sustainable Development Goals | |||||||||||||||||||||||||||||||||||
Evalution methods | |||||||||||||||||||||||||||||||||||
Continuous assessment | Written test | Oral presentation / viva | Written report / project |