. "Scientific methods and writing"@en . . "1" . "no data" . . "Presential"@en . "TRUE" . . "Mathematical laboratory for engineers"@en . . "1" . "The objectives of this course are\n- acquire the skills of independent use of mathematical software system (e.g. free open source Sage or similar) for tasks that require symbolic and/or numerical computation\n- solving of problems in the computer laboratory to support the teaching of mathematical courses (Vector Analysis and Differential Geometry). At the program level, the course contributes to the following learning outcomes:\n-To use information technology in solving geodetic and geoinformation tasks.\n- To make conclusions on the basis of performed computational processing and interpretation of surveying data and obtained results.\n- To understand the mathematical methods and physical laws applied in geodesy and geoinformatics.\n-To apply the knowledge in mathematics and physics for the purpose of recognizing, formulating and solving problems in the field of geodesy and geoinformatics. -Use of a mathematical software system for calculating partial derivatives, Jacobi and Hesse matrix.\n- Use of a mathematical software system for plotting vector functions.\n-Use of a mathematical software system for calculating the gradient, divergence and directed derivatives.\n- Use of a mathematical software system for the computation of multiple integrals." . . "Presential"@en . "FALSE" . . "Laboratory practice (1)"@en . . "2" . "Preparing of an observation programs for the astronomical telescope. Astrometric and photometric processing of CCD images. Photometric light curve analysis. Basics of acquisition and processing of video meteors. Meteor observation methods. Astronomical data processing.\n\nOutcome:\nThe student will gain basic knowledge regarding the acquisition, processing and analysis of observation material." . . "Presential"@en . "TRUE" . . "Laboratory practice (2)"@en . . "2" . "Analysis of radio outbursts from solar flares. Design and analysis of a simple optical system using the OSLO-edu program. Lunar eclipse calculation. Asteroid rotation study based on photometric observations. Determining the observer's geographical position according to the star positions. Reduction and fitting of fireball emission spectra.\n\nOutcome:\nAfter completing this course, students will be able to independently process and analyze astronomical observations with a focus on subsequent publishing activities." . . "Presential"@en . "TRUE" . . "Diploma seminar"@en . . "5" . "Methodical procedures for elaboration of the structure and time schedule of the assigned project; work with scientific literature; methods of data collection. Written processing of assigned topics according to specific thesis assignments. Clear formulation of the content and objectives of the work, investigation procedures, analysis of ambiguities, partial presentations of results on the assigned topic of the thesis. Joint interactive analysis of individual presentation performances and critical discussion. Gradual presentation of the state of development of the theses of individual students. Discussion of used methods, results and literature overview.\n\nOutcome:\nBy completing the seminar, students will be able to categorize scientific literature and perform analysis and synthesis of knowledge gained from literature and master the methods of work on a scientific project related to the topic of his/her thesis. Students will prepare for writing a diploma thesis, learn the methodological procedures of preparing a diploma thesis, gain an overview of the current state of literature on the topic of the thesis, learn the methodology of scientific work, processing and evaluation of results." . . "Presential"@en . "TRUE" . . "Quantitative and qualitative decision-making"@en . . "8" . "This course explores decision making and policy \r\nformulation in organizations. Includes goal \r\nsetting and the planning process, rational models \r\nof decision making, effective combination of \r\nqualitative and quantitative data (e.g. triangulation, \r\ncomplementarity etc.) with respect to the goal set, \r\nevaluation of alternatives, prediction of outcomes, \r\ncost-benefit analysis, decision trees, uncertainty \r\nand risk assessment, and procedures for evaluation \r\nof outcomes\n\nOutcome: Not Provided" . . "Presential"@en . "TRUE" . . "Academic and professional skills for ges pgt"@en . . "5" . "A skills core course for selected PGT students in the School of Geographical and Earth Sciences, covering academic and professional topics including research communication and professional development.\n\nOutcome:\nBy the end of this course students will be able to:\r\n\r\n- Work in a collaborative setting.\r\n\r\n- Select and correctly reference literature.\r\n\r\n- Reflectively discuss personal and collaborative effectiveness.\r\n\r\n- Implement a scientific writing style to a specific format." . . "Presential"@en . "TRUE" . . "Cubesatlab / design"@en . . "1" . "* ISM class 2019 is a design team divided into engineering groups: 1.system 2.power 3.communication 4.attitude determination and control 5.data handling 6.payload * each group works independently and syncs with team weekly * topical lectures \n Goal of the course: •project based learning of satellite system engineering Means: •design of a cubesat mission\n\nOutcome:\n1.translate scientific space objectives into system requirements 2.space mission analysis, spacecraft design and data processing 3.space project management 4.software programming tools and hardware" . . "Presential"@en . "TRUE" . . "Cubesatlab / build I"@en . . "3" . "No Description, No Learning Outcome" . . "Presential"@en . "TRUE" . . "Research work 1"@en . . "6" . "Course aim\r\nThorough analysis of scientific and technical sources dealing with the theme of final master thesis and formulation of problems for the next reseach stage.\r\n\r\nDescription\r\nSelection of problem to be solved in master thesis. Review of literature according the problem of master thesis. Preparation of summary of the review. Formulation of the task of master thesis.\n\nOutcome: Not Provided" . . "Hybrid"@en . "TRUE" . . "Research work 2"@en . . "3" . "Course aim\r\nAnalysis of theoretical methods and their application for the selected problem.\r\n\r\nDescription\r\nAnalysis of theoretical methods and their application for the selected problem.\r\n\nOutcome: Not Provided" . . "Hybrid"@en . "TRUE" . . "Research work 3"@en . . "6" . "Course aim\r\nTo develop skills to do computational or experimental usearch on the selected issue.\r\n\r\nDescription\r\nComputational or experimental research on the selected problem.\r\n\nOutcome: Not Provided" . . "Hybrid"@en . "TRUE" . . "Scientific research 1"@en . . "10" . "No Description, Outcome Not Provided" . . "Presential"@en . "TRUE" . . "Scientific research 2"@en . . "18" . "No Description, Outcome Not Provided" . . "Presential"@en . "TRUE" . . "Scientific research 3"@en . . "10" . "No Description, Outcome Not Provided" . . "Presential"@en . "TRUE" . . "Space research methods"@en . . "5" . "Learning outcomes of the course unit:\nThe course is a systematic introduction to the fundamental concepts and principles of methods of exploring the universe. Special care is given to the extrasolar planets detection which is a young field in planetary science. The basic exoplanet detection methods are covered, based on the underlying physical concepts. Physical principles behind planet characterization are explored, and tied to observations and interpretation of exoplanet properties such as trajectory, size, composition and temperature. Students will know the basic methods and principles of exploring the universe.Course Contents:\nProperties of light. Measuring the distance in the universe. Hubble’s Law and its implications for galaxy motions, and the observational basis for the expansion of the universe.\nPhysical principles behind different exoplanet discovery techniques. Measurement of a planet's radius, semi-major axis, and orbital inclination from a planet transit data set.\nMeasurement of a planet's mass and semi-major axis from an exoplanet radial velocity data set." . . "Presential"@en . "TRUE" . . "Academic and professional skills for ges pgt"@en . . "5" . "Short Description\nA skills core course for selected PGT students in the School of Geographical and Earth Sciences, covering academic and professional topics including research communication and professional development.\nLearning Outcomes of Course\nBy the end of this course students will be able to:\n\n- Work in a collaborative setting.\n\n- Select and correctly reference literature.\n\n- Reflectively discuss personal and collaborative effectiveness.\n\n- Implement a scientific writing style to a specific format." . . "Presential"@en . "TRUE" . . "Industrial technical drawing"@en . . "12" . "The course introduces mechanical drafting through technical sketching, orthographic projection, sections, solid intersections, theory and application of geometrical and dimensioning and tolerances. The aim is at teaching design of basic machine elements and the analysis of dimensional and geometric tolerances including the preparation of complete technical drawings. Moreover, the course introduces the fundamentals of computer-aided design, concentrating on 3D modelling and 2D drafting. At the end of the course, students should be able to use a professional CAD package to model 3D representations of engineering components and assemblies, and to create 2D technical drawings of individual mechanical parts." . . "Presential"@en . "TRUE" . . "Research assignment"@en . . "2" . "The course is meant as an introduction to one, or more, aspects of a research project.\n\n\t\r\nAfter the course the student is able to:\r\n- formulate a clear problem definition with research questions;\r\n- independently carry out an assignment;\r\n- document the results of the assignment." . . "Presential"@en . "FALSE" . . "Msc guided research"@en . . "7.5 to 30" . "in the second year, students must choose between this course and \"Internship\"\nCourse goals/Learning outcomes \n\nin addition to the Graduation Research, all Earth Sciences MSc students have to perform a second individual project. When conducting a Guided Research project, the student demonstrates advanced knowledge in the field of the MSc programmes and skills to pursue independent research. These skills include:\npreparing and initiating a research project;\nanalysing and processing data;\nwriting a research report. \n\nA Guided Research is similar to an MSc Research project but the expectations regarding the autonomy and independence of the student in a Guided Research project are lower. This applies particularly to developing the research objectives and methodology. Furthermore, an oral presentation of the results is not obligatory and not part of the assessment." . . "Presential"@en . "TRUE" . . "Research methodology in environmental science"@en . . "6" . "Contents:\nIn this course students study research design and methodology for interdisciplinary inquiry in the environmental sciences. Students will be prepared to think critically and systematically and to reflect on the trade-offs of methodological choices in research design in the interdisciplinary environmental sciences. There is a strong focus on methodology as an interrelated series of transparently justified, subjective, theory-dependent choices appropriate to context and purpose, rather than a fixed, technical set of rules leading to ‘objective scientific truth’. The knowledge that students gain on a theoretical level is applied in developing components of several designs for a practical and relevant research challenge. After laying out the fundamentals and characteristics of scientific methodology, we discuss how to choose a research topic, formulate research objectives, specify questions and then operationalize their key concepts into concrete variables and measurement strategies. Using examples from the environmental sciences, through which we improve students’ ability to read articles critically, we discuss three research designs (experimental, cross-sectional, longitudinal), various sampling strategies and data collection methods.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- explain the difference between a conceptual and a technical research design;\n- describe the defining features of an experimental, cross-sectional, and longitudinal design;\n- discuss the operationalization of one- and multidimensional concepts;\n- understand reasons and strategies for random and non-random sampling;\n- describe the pros and cons of the taught methods of data collection;\n- understand the conditions that must be met for causal claims;\n- discuss the reliability and validity of measurements;\n- contribute to interdisciplinary research designs for the environmental sciences;\n- critically read scientific literature." . . "Presential"@en . "TRUE" . . "Interviews and questionnaires: design and analysis"@en . . "6" . "Contents:\nThe course is especially useful for students who plan to use interviews and/or questionnaires as part of their MSc. thesis or PhD dissertation. It is targeted at students of all study programs who would like to learn about the design, data collection and analysis of interview and questionnaire data. Using subject-response data, i.e. ‘asking questions to people’, can happen in many modalities, ranging from qualitative, exploratory and relatively unstructured interviews to quantitative, explanatory and tightly structured self-administered questionnaire. The complexity of choosing the right method, designing your data collection plan, pre-testing your instruments, gathering and analyzing your subject-response data is often underestimated.\nDuring this course students will follow interactive sessions where core principles will be explained and then applied in groups to concrete research projects. In-class discussions and (roleplay) exercises will be used to stimulate effective learning. There will be practicals using Atlas.ti and RStudio to analyse the data. With the help of instructor and peer feedback, students will learn about and practice with the complete cycle of research design, pre-testing, data collection, coding and analysis for both semi-structured interviews and structured questionnaires (with the latter building on the outcomes of the former).\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nwork out and justify a conceptual design (or 'blueprint’) for the interview guide and for the questionnaire;\ndesign a practical interview guide based on the blueprint and following taught design principles;\ndesign a practical questionnaire based on the blueprint and following taught design principles;\npre-test the questionnaire using appropriate interviewing techniques;\ncode and analyze interview data using methods such as inductive and deductive content analysis in Atlas.ti;\nconstruct and test scales for a questionnaire using Cronbach’s alpha and Principal Component Analysis in RStudio;\nconduct meaningful statistical analysis of questionnaire using among others general linear models and confirmatory factor analysis (CFA)." . . "Presential"@en . "TRUE" . . "Msc research practice strategic communication"@en . . "24" . "Contents:\nThe MSc Research Practice is a research project under supervision of a Wageningen university supervisor that replaces the internship in the programme of the student (only possible for students of MSc programmes that allow students to choose for a Research Practice). The Research Practice should differ from a regular thesis in the following way:\nthe Research Practice has additional learning outcomes related to career preparation and personal development;\nthe Research Practice has additional assessment criteria related to the above mentioned additional learning outcomes.\nLearning outcomes:\nAfter successful completion of the MSc research practice, the student is expected to be able to:\nevaluate career interests and ambitions in relation to the research project and reflect on professional ambitions and capabilities;\ndevelop a research plan, including: a description of the research topic in relation to the wider scientific context; identification of the knowledge gap; formulation of research questions and/or a hypothesis, aims and objectives; an explanation of how you intend to conduct the research (e.g. in terms of a design for the project, data-collection and -analysis methods, research tools);\ncollect, select and process data, using the design for the project, methods and tools described in the research plan;\nanalyse and synthesise the data in order to answer the research questions and/or test the hypothesis;\nformulate answers to the research questions that are supported by the research outcomes; pay attention to potential limitations; critically discuss the outcomes in relation to the wider scientific and societal context;\nreport on the research, both in writing and in oral presentation;\nwork in compliance with academic codes of conduct and with proper management of time and resources;\nmake use of input and feedback for executing the research project and provide feedback to others;\ndefine personal learning goals, which could include domain-specific skills, and reflect on development therein. The student should formulate at least two specific personal learning goals in consultation and agreement with the supervisor.\nActivities:\nresearch proposal and planning: the student prepares by reading literature related to the project, formulating research question/hypothesis and proposing approaches and methods;\ncarrying out the research project: the student executes research activities and document findings and sources carefully;\nfeedback: the student receives and processes feedback while working on the project and provides feedback to other students and staff;\nresearch report: the student writes a comprehensive, consistent and concise report containing all the elements of a full scientific paper in the discipline of the chair group;\nreflection report: the student reflects on the academic skills applied or learned during the Research Practice, the general and personal learning goals that have been achieved (or are still to be achieved) and the contribution of the Research Practice to the student’s career interests and ambitions;\noral presentation: the student presents major research findings to other MSc students and staff members of the Chair Group;\noral defence: the student defends the Research Practice and development of scientific skills and attitude, and places results and conclusions in the wider context of the field of science." . . "Presential"@en . "FALSE" . . "Msc research practice education and learning sciences"@en . . "24" . "Contents:\nThe MSc Research Practice is a research project under supervision of a Wageningen university supervisor that replaces the internship in the programme of the student (only possible for students of MSc programmes that allow students to choose for a Research Practice). The Research Practice should differ from a regular thesis in the following way:\nthe Research Practice has additional learning outcomes related to career preparation and personal development;\nthe Research Practice has additional assessment criteria related to the above mentioned additional learning outcomes.\nLearning outcomes:\nAfter successful completion of the MSc research practice, the student is expected to be able to:\nevaluate career interests and ambitions in relation to the research project and reflect on professional ambitions and capabilities;\ndevelop a research plan, including: a description of the research topic in relation to the wider scientific context; identification of the knowledge gap; formulation of research questions and/or a hypothesis, aims and objectives; an explanation of how you intend to conduct the research (e.g. in terms of a design for the project, data-collection and -analysis methods, research tools);\ncollect, select and process data, using the design for the project, methods and tools described in the research plan;\nanalyse and synthesise the data in order to answer the research questions and/or test the hypothesis;\nformulate answers to the research questions that are supported by the research outcomes; pay attention to potential limitations; critically discuss the outcomes in relation to the wider scientific and societal context;\nreport on the research, both in writing and in oral presentation;\nwork in compliance with academic codes of conduct and with proper management of time and resources;\nmake use of input and feedback for executing the research project and provide feedback to others;\ndefine personal learning goals, which could include domain-specific skills, and reflect on development therein. The student should formulate at least two specific personal learning goals in consultation and agreement with the supervisor.\nActivities:\nresearch proposal and planning: the student prepares by reading literature related to the project, formulating research question/hypothesis and proposing approaches and methods;\ncarrying out the research project: the student executes research activities and document findings and sources carefully;\nfeedback: the student receives and processes feedback while working on the project and provides feedback to other students and staff;\nresearch report: the student writes a comprehensive, consistent and concise report containing all the elements of a full scientific paper in the discipline of the chair group;\nreflection report: the student reflects on the academic skills applied or learned during the Research Practice, the general and personal learning goals that have been achieved (or are still to be achieved) and the contribution of the Research Practice to the student’s career interests and ambitions;\noral presentation: the student presents major research findings to other MSc students and staff members of the Chair Group;\noral defence: the student defends the Research Practice and development of scientific skills and attitude, and places results and conclusions in the wider context of the field of science." . . "Presential"@en . "FALSE" . . "Academic consultancy training"@en . . "9" . "Contents:\nIn the ACT course, teams of 5 to 8 students are assigned to execute a transdisciplinary-oriented academic consultancy project for an external commissioner (for example governmental, private and civil society organizations). The teams are composed on the basis of the required disciplinary mix for the execution of the project and the preferences expressed by students. Each team has an assigned process coach and an academic advisor (content coach) relevant to the project. The multidisciplinary and preferably multicultural team will carry out a design-type project for their commissioner. This might be the design of new technologies, policy papers, business strategies, regional development arrangements, communication plans or draft research plans for integrated research programmes. Crucial is that teams bring together academic insights and practical knowledge, reach a synthesis of the compiled information in consultation with the commissioner, and translate this into an advice on future actions for their commissioner.\nWe require students to be fully available during the hours ACT is scheduled (mornings in weeks 1,2,3 and 8; full days in weeks 4-7). By default most of the scheduled sessions (e.g. CPD sessions, team meetings, meetings with the coaches) take place on campus (unless ACT coordination instructs otherwise), and your presence in these sessions is mandatory. The ACT course is scheduled in such a way that students can combine the course with MOS modules. Note that there is an alternative version of ACT which is called 'Entrepreneurial ACT' (E-ACT). This version is offered only in some of the periods throughout the year (you will be informed about the available options via e-mail by your study advisor).\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- define, and adjust when and if necessary, with a team and in interaction with a commissioner, the goal of their transdisciplinary-oriented project and a project proposal plan, including research questions, methods of analysis, expected outputs, budget, project planning and management;\n- contribute at an academic level to the execution of a transdisciplinary-oriented project, both in terms of process and content, by gathering, selecting and analysing information and by integrating this into final project deliverables;\n- discuss and defend their viewpoints and conclusions in a professional and academically correct way;\n- implement reflective learning by an assessment of their personal functioning in and contribution to a professional team and discuss reflections and feedback in writing and during assessment interviews;\n- demonstrate academic consultancy attitude and skills to execute the team project within a complex collaborative environment." . . "Presential"@en . "FALSE" . . "Interviews and questionnaires: design and analysis"@en . . "6" . "Contents:\nThe course is especially useful for students who plan to use interviews and/or questionnaires as part of their MSc. thesis or PhD dissertation. It is targeted at students of all study programs who would like to learn about the design, data collection and analysis of interview and questionnaire data. Using subject-response data, i.e. ‘asking questions to people’, can happen in many modalities, ranging from qualitative, exploratory and relatively unstructured interviews to quantitative, explanatory and tightly structured self-administered questionnaire. The complexity of choosing the right method, designing your data collection plan, pre-testing your instruments, gathering and analyzing your subject-response data is often underestimated.\nDuring this course students will follow interactive sessions where core principles will be explained and then applied in groups to concrete research projects. In-class discussions and (roleplay) exercises will be used to stimulate effective learning. There will be practicals using Atlas.ti and RStudio to analyse the data. With the help of instructor and peer feedback, students will learn about and practice with the complete cycle of research design, pre-testing, data collection, coding and analysis for both semi-structured interviews and structured questionnaires (with the latter building on the outcomes of the former).\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\nwork out and justify a conceptual design (or 'blueprint’) for the interview guide and for the questionnaire;\ndesign a practical interview guide based on the blueprint and following taught design principles;\ndesign a practical questionnaire based on the blueprint and following taught design principles;\npre-test the questionnaire using appropriate interviewing techniques;\ncode and analyze interview data using methods such as inductive and deductive content analysis in Atlas.ti;\nconstruct and test scales for a questionnaire using Cronbach’s alpha and Principal Component Analysis in RStudio;\nconduct meaningful statistical analysis of questionnaire using among others general linear models and confirmatory factor analysis (CFA)." . . "Presential"@en . "TRUE" . . "Introductory laboratory course"@en . . "6" . "Obligatory base module 2 The Learning outcomes\nBy the end of the course students will be able to:\n1) write scientific report\n2) analyse the results of the experiment\nStudents will become familier with the following techniques:\n1) Chemical titration\n2) Western blot\n3) PCR\n4) Gel electrophoresis\n5) DNA extraction\n6) Plasmid purification\n7) restriction analysis\n8) preparation and negative staining of human oral microbiome to explore the morphology of different microbes inhabiting oral cavity;\n9) preparation and simple staining of a pure culture of one bacterial strain;\n10) determination of susceptibility/resistance of different bacteria to lyzosyme;\n11) determination of the ability to use citrate and urea as carbon source by different bacteria;\n12) Sub-culturing attached cell lines requiring trypsin;\n13) Thawing frozen cells;\n14)Fixing attached cells in paraformaldehyde\n15) Investigation of random quantity distribution law using AC grid voltage\n16) Determining the power and efficiency of a solar cell\n\nStudents will be able to operate simple light microscope, construct LEGO robot.\nBrief description of content\nThe lab course will introduce laboratory methods and techniques from the fields of physics, chemistry, genetics, micro-, molecular and cell biology, genetechnology, bioengineering and robotics.. Students will get both theoretical knowledge and practical experience in different methods like chemical titration, Western blot, PCR, Gel elecrtophoresis, DNA extraction, use microscope to determine bacteria, get hands-on expirience in LEGO robot construction. Furthermore, students will learn how to write scientific report, analyse the obtained results, troubleshoot. Students will complete practical assignments and tests, write and submit reports.\n\nStudents will improve their skills in:\n1) writing scientific report\n2) analysing the results of the experiment\nStudents will learn to operate simple light microscope, construct LEGO robot." . . "Presential"@en . "TRUE" . . "Synthetic biology lab I"@en . . "4" . "Learning outcomes\nThe aim of the lab is to guide the students through the entire creative cycle required for the design of synthetic biological systems with novel functions. The participants will go through all stages of the design-build-test process followed by analysis and interpretation of the outcome. The students acquire basic molecular biology skills and gain an experience in which they take ownership of their projects, troubleshoot their own experiments, present at frequent laboratory meetings.\nBrief description of content\nThe course is divided into 5 subprojects. Every project will start with the in silico design of the genetic circuits to be built with the aim to gain the desired biological function. This stage will be held separately, few weeks before the laboratory stage, during the course \"LTTI.00.016 Bioinformatics for Bioengineers\", in order to order the synthetic DNA and other missing reagents. Each student will participate in at least three different projects. The list of the projects is subject to changes in each year depending on the progress and emerging new ideas. Four main biological systems used in synthetic biology will also be used in the course: bacteria, yeast, plants and mammalian cells." . . "Presential"@en . "FALSE" . . "Synthetic biology lab II"@en . . "4" . "Learning outcomes\nThe aim of the lab is to guide the students through the entire creative cycle required for the design of synthetic biological systems with novel functions. The participants will go through all stages of the design-build-test process followed by analysis and interpretation of the outcome. The analysis stage provides new ideas for improving the performance of the designed cells, or even further, ideas for novel approaches and functions. In this way, the course can potentially evolve into continuously developing engineering projects, where the prototypes will be improved and further developed in each year.\nBrief description of content\nThe course is divided into 4-5 subprojects. Every project will start with the in silico design of the genetic/protein circuits to be built with the aim to gain the desired biological function. This stage will be held separately, few weeks before the laboratory stage in order to order the synthetic DNA and other missing reagents. Each student will participate in at least two different projects. The list of the projects is subject to changes in each year depending on the progress and emerging new ideas." . . "Presential"@en . "FALSE" . . "Contemporary lab techniques"@en . . "6" . "Learning outcomes\nA student, having passed the course:\nKnows the working principle and safety rules of modern research techniques\nKnows the capabilities and applicability of various research techniques\nCan plan an experiment\nCarry out an experiment\nAnalyze the results of an experiment\nBrief description of content\nThe course introduces contemporary laboratory techniques, which are in actual use in research groups of various research fields. During the course the working principles of the methods are introduced together with demonstration experiments, aiming at providing grounds for future independent experiments. The experimental part is carried out in groups in parallel." . . "Presential"@en . "TRUE" . . "Systems modelling (practical course, matlab)"@en . . "3" . "Learning outcomes\nThis is a laboratory course in which the students perform numerical computations during each session and complete problem sets as homework. Students bring their laptop computers to class, and an institutional license allows for MATLAB to be installed on each student's computer. Although the focus of this course is on computational methodologies, the students receive training in the identification of the types of experimental data, the appropriate computational approach for the data set, and the types of questions that can be addressed with a particular data set and computational strategy.\nBrief description of content\nThe course is divided into three parts\nI - Systems biology: Teach contemporary methods used in systems biology for dynamic modeling. Teach methods for mathematical analysis of biological systems and simulation outputs. Demonstrate how dynamical mathematical models can provide insight that cannot be gained from experiments only.\nII - Robotics and computer vision: This part presents an overview of methods for mathematical analysis of robotics in practice and research with topics including vision, motion planning, mobile mechanisms, kinematics, inverse kinematics, and sensors.\nIII - Integrative approach. Finding and understanding common features in biological and physical engineered dynamic systems." . . "Presential"@en . "TRUE" . . "Laboratory projects"@en . . "6" . "Learning outcomes\nThe participants will become familiar with the laboratory work, with the research work. Will get to know better how to plan, do required experiments, organize and present results of a small research.\nThe course participant:\n1) knows how to find necessary information in the scientific literature;\n2) is able to formulate the hypothesis;\n3) plan the experiments to control the hypothesis;\n4) has tried different research methods in the fields of bioengineering, chemistry, and robotics;\n5) is able to analyse the results of the experiments;\n6) is able to present the results of the work in both oral and written form;\n7) can make a scientific presentation;\n8) knows how to plan working time efficiently;\n9) is able to make arrangements with supervisor(s);\n10) has practical expirience in the different research fields, which improves the quality of specialisation choice;\n11) has developed self-learning skills.\nBrief description of content\nLaboratory projects on different fields of experimental research. It is a work which consists of 3 small different projects based on an experimental or theoretical scientific research. Participants will choose 3 2 ECTS projects, one from the list of project topics of chemistry institute, one of institute of technology, and one of molecular and cell biology institute. The projects cover all major steps of experimental scientific research: hypothesis, model, experiment planning, experiment, analysis of the data and presenting the data in a suitable format. During the course of the project students gets the possibility to familiarise with the research group field of study, learn and practice new research methods. After comletion of each project the student makes a presentation during the seminar. Overall, after the course completion student is able to work in the research laboratory that increases the likelyhood of finding the job." . . "Presential"@en . "FALSE" . . "Msc guided research"@en . . "7.5 - 30" . "In addition to the Graduation Research, all Earth Sciences MSc students have to perform a second individual project. When conducting a Guided Research project, the student demonstrates advanced knowledge in the field of the MSc programmes and skills to pursue independent research. These skills include:\npreparing and initiating a research project;\nanalysing and processing data;\nwriting a research report. \nContent\nA Guided Research is similar to an MSc Research project but the expectations regarding the autonomy and independence of the student in a Guided Research project are lower. This applies particularly to developing the research objectives and methodology. Furthermore, an oral presentation of the results is not obligatory and not part of the assessment. \n\nThe topic of the Guided Research has to fit within, or has strong links with, one of the Earth Sciences programmes. The methodology can be based on literature studies but can also include practical activities such as: fieldwork, lab-work or computer-based simulation/modelling. In any case, a permanent member of the scientific staff of the department of Earth Sciences or Physical Geography is responsible for the supervision and research assessment. Postdocs and PhD-students may be involved in the daily supervision and can act as second supervisors. It is possible that the Guided Research project is performed at another academic or non-academic institution. In this case, a staff member at the host institution will be in charge of the daily supervision who is typically then also the second supervisor. If the project does not involve a second supervisor, a second reviewer has to be assigned to the project. Typically, the second reviewer is only involved in the assessment of the report. However, the second reviewer takes over the responsibilities of the first supervisor if necessary.\n \nAs part of the project prepares an individual report written in English. This report is a stand-alone document and it is inadmissible that it text overlaps with any other report/thesis, including those produced by the student himself/herself.\n \nThe credit load of a Guided Research can vary between 7.5 and 30 ECTS credits in steps of 7.5 ECTS credits." . . "Presential"@en . "TRUE" . . "vacuum technique - laboratory practice"@en . . "3" . "no data" . . "Presential"@en . "FALSE" . . "physics laboratory"@en . . "5" . "Physics Laboratory is a laboratory where students make 3 advanced experiments selected from various fields of Physics. Each experiment has a \nseparate list of literaturę references, provided by a supervisor. Each experiment requires from student to: prepare theoretical background \ndescription, prepare experimental setup and make an experiment, analyze results and prepare a report in a form similar to scientific publication as \nwell as an oral presentation. \nLaser anemometry (Doppler effect),\nZeeman effect in atoms,\nDetermination of the ratio e/kB and the energy gap in semiconductors,\nElectron paramagnetic resonance (EPR),\nCompton effect,\nFranck-Hertz experiment." . . "Presential"@en . "TRUE" . . "diploma seminar"@en . . "2" . "no data" . . "Presential"@en . "TRUE" . . "radioastronomy laboratory"@en . . "3" . "- history of radio astronomy, - low noise radio receivers and their parameters, signal processing, - observations and data reduction of observations using the 32 m radio telescope, - proposing, scheduling and data reduction of selected interferometer data." . . "Presential"@en . "FALSE" . . "Research methods within a research project 1"@en . . "6" . "1. Describe the main stages of the research process. 2. Select the appropriate research design for a research question. 3. Compile a suitable ethical protocol. 4. Complete a research proposal for a specific research project." . . "Presential"@en . "TRUE" . . "Research methods within a research project 2"@en . . "6" . "1. Use qualitative and/or quantitative methodologies. 2. Apply research methods, including a correct sampling method, taking into consideration issues such as reliability, validity, and bias. 3. Use the appropriate Software for processing and analysing results. 4. Compile a research report based on own research endeavours" . . "Presential"@en . "TRUE" . . "Strength and materials science laboratory"@en . . "2" . "Experimental determination of strain and stress in a selected sec-\ntion of a bending beam. Experimental verification of the formula de-\ntermining the deflection line of a bending beam. Calculation of re-\nactions of a statically indeterminate structure. Experimental deter-\nmination of material constants, i.e. Young's modulus and Poisson's\nnumber of a metal sample. Experimental determination of critical\nforce in a compression bar. Thermal analysis of alloys. Microscopic\nexamination of the structure of steels, cast steels and cast irons.\nMicroscopic examination of non-ferrous metal alloys. Dilatometric\nanalysis of metals. Measurements of metal hardness. Examination\nof hardiness of steel. Precipitation strengthening of aluminium al-\nloys. Density testing of porous materials and powders." . . "Presential"@en . "TRUE" . . "Aircraft integrated laboratory"@en . . "5" . "Health and safety rules applicable during aircraft maintenance. Cur-\nrent maintenance of aircrafts. Airframe assembly maintenance of\naircraft and helicopter. Aircraft airborne equipment maintenance.\nDamage verification and replacement of airframe components.\nControlling the main operating parameters of individual airframe\nsystems. Operation of aircraft emergency systems and equipment.\nAnalysis of operational parameters of an aircraft propulsion system\nbased on an engine test." . . "Presential"@en . "TRUE" . . "Laboratory of ccd photometry"@en . . "4" . "The student learns about the use of the CCD camera for photometric observations, gets\nacquainted with the properties of various types of images obtained by the camera, performs\nreduction and calibration of photometric observations, constructs and interprets color-\nbrightness and color-color diagnostic diagrams, analyzes the results of photometric\nobservations and derives physical properties of stars, compares the obtained results with\nscientific literature, draws conclusions from the performed analysis." . . "Presential"@en . "FALSE" . . "Laboratory of stellar spectroscopy"@en . . "4" . "The student learns about the use of the CCD camera for spectroscopic observations, gets\nacquainted with the properties of various types of images obtained by the camera, performs\nreduction and calibration of spectroscopic observations, determines the radial velocities of\nsingle and double stars, constructs models of stellar atmospheres, calculates the synthetic\nspectrum, determines atmospheric parameters stars, determines the projected stellar\nrotation velocities, compares the obtained results with the scientific literature, draws\nconclusions from the performed analysis." . . "Presential"@en . "FALSE" . . "Laboratory of stellar pusations"@en . . "2" . "Learning how to use computer programs for computing the pulsations of stars of various\ntypes. Getting to know the methods of identifying modes and getting to know the codes that\nenable such identification. Learning the methods of constructing seismic models and\nconstraining the free parameters of the models of stellar structure and evolution. Getting to\nknow the numerical methods used in the computer programs and understanding their\nlimitations." . . "Presential"@en . "FALSE" . . "Measurements and data collection"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Cad-based gis"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Academic skills"@en . . "14" . "The aim of this module is to give students the ability to\nimpart detailed knowledge about a subject through the study of specialist literature and data sources\nto acquire a selected sub-problem and in a didactically and linguistically sophisticated way\nto report on it in a scientific lecture, to engage in a discussion and in a\nto present a scientific publication." . . "Presential"@en . "TRUE" . . "Research methodology l+pr. *"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Preparation course for master studies and developing learning skills ****"@en . . "2" . "no data" . . "Presential"@en . "FALSE" . . "Ai project lab I."@en . . "4" . "no data" . . "Presential"@en . "FALSE" . . "Ai project lab II."@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "Environmental monitoring laboratory"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Data processing in cad environment"@en . . "3" . "The aim of study course is to promote insight of the use of the digital technical drawing (CAD, Computer-Aided Design) software in the preparation of geospatial data and cartographic materials, as well as other applications in fields related to Earth and Environmental sciences. Description of course task: to give insight into CAD software, usage opportunities, benefits, and disadvantages in the context of cartographic solutions. Two major CAD programs – AutoCAD developed by Autodesk Inc. and family of MicroStation products developed of Bentley Systems inc. as well as freeware and open source CAD solutions are viewed in this course, to describe spatial data preparation and storage processes in Latvia in the private and public sectors, highlighting the special features and importance of topographic information of high detailed elaboration, the availability of data for research and study purposes, to provide theoretical and practical skills of using CAD basic drawing and manipulation tools for drawing up various thematic and topographic maps and plans, to describe the properties of the coordinate environment in Latvia using CAD solutions, the use of configuration settings, workspace preferences and file settings, element types and their properties, raster and vector reference data, arranging and adaptation of the workspace to facilitating drawing, making it more efficient and preparing software for drawing large-scale topographic maps and plans and using of AutoCAD and MicroStation extensions for cartographic and geological purposes. Language of course teaching: English, Latvian.\nCourse responsible lecturer Zaiga Krišjāne\nResults Knowledge; 1. describes the application of CAD software and differences to GIS software, 2. describes the presentation of digital data on different scales, 3. describes the various types of CAD objects, their properties and maintained attributes, 4. describes different types of reference files, their acquisition methods and application in CAD environment, 5. explains the processes of production and circulation of geodetic and geospatial data in Latvia, 6. explain the specificity of the use of LKS-92 coordinate systems in CAD software, Skills: 7. use the drawing, manipulation, and modification tools of CAD software, for mapping and other tasks of geosciences, 8. apply vector and raster files, various data services and other reference files for creation of cartographic and other visual materials, 9. apply the basic functions of 3-dimensional drawing for creating different spatial models. 10. practically use land surveying data and capable to processing them in specialized workspaces, 11. understand the necessity for the preparation of data of topographic information of high detailed elaboration as well as their preparation processes, 12. analyze the instructions and regulations governing the production of geospatial data shall be used in the data production process, Competence: 13. evaluate the type of software and set required for specific cartographic works, 14. evaluate and justify the settings of files, workspace preferences and software configuration settings for the realization of cartographic projects." . . "Presential"@en . "FALSE" . . "Academic writing"@en . . "no data" . "Annotation:\r\n\r\nThe aim of this course is not to increase the student's level of English, but to improve academic writing skills. This course is not an opportunity for students to have their texts checked or corrected - the aim of this course is for the student to be able to write (better) English at an academic level. The expected level of English at the beginning of the course is B2-Upper-Intermediate. If the student's current level of English is too low, the student must improve his knowledge independently (outside this course). By writing in English regularly during this course, students will naturally improve their level of English.\r\nStudy objectives:\r\n\r\nto improve the student's skills and abilities of writing academically (in English).\r\nContents:\r\n\r\nThe aim of this course is not to increase the student's level of English, but to improve academic writing skills. This course is not an opportunity for students to have their texts checked or corrected - the aim of this course is for the student to be able to write (better) English at an academic level. The expected level of English at the beginning of the course is B2-Upper-Intermediate. If the student's current level of English is too low, the student must improve his knowledge independently (outside this course). By writing in English regularly during this course, students will naturally improve their level of English.\r\nLecture outlines:\r\n\r\nWeek 1: Course Introduction, Credit Requirements UNIT ONE: What is Academic Writing? Academic Vocabulary Week 2: UNIT TWO:Types of Academic Writing Formality, Accuracy and Punctuation in Academic Writing Week 3:UNIT THREE:The Structure of Academic Texts Sentence Structures Week 4:UNIT FOUR:Organisation Understanding the Task The Process of Academic Writing (Pre-writing & Planning) Week 5:UNIT FIVE:Complexity in Academic Writing Articles in English Week 6:UNIT SIX:Objectivity & Hedging in Academic Writing Using ‘For Example’ and Phrases like ‘For Example’ Week 7:UNIT SEVEN:The Introductory Paragraph The Difference between an Abstract and an Introduction Thesis Statements Week 8:UNIT EIGHT:Body Paragraphs Paragraph Structure (Topic Sentences / Supporting Sentences & Details) Paragraph Unity & Coherence Week 9:UNIT NINE:Transition Signals Week 10:UNIT TEN: Rhetorical Functions in Academic Writing: Reasons and Explanations (Cause and Effect) Comparison and Contrast Week 11:UNIT ELEVEN: Concrete Support Facts versus Opinions / Supporting Details / Extended Examples / Statistics Quotations, Paraphrases, and Summaries / Documenting Sources of Information Week 12:UNIT TWELVE:Writing a Conclusion Proofreading & Editing Week 13:UNIT THIRTEEN:Supplemental Materials & Further Reading Week 14:Spare Week Week 3: UNIT THREE: THE INTRODUCTION Writing an Introductory Paragraph Writing a Conclusion Week 4: UNIT FOUR: PARAGRAPHS Part One Paragraph Structure Week 5: UNIT FIVE: PARAGRAPHS Part Two Topic Sentences / Supporting Sentences & Details Week 6: UNIT SIX: PARAGRAPHS Part Three Unity & Coherence Week 7: UNIT SEVEN: CONCRETE SUPPORT Part One Facts versus Opinions Week 8: UNIT EIGHT: CONCRETE SUPPORT Part Two Quotations, Paraphrases, and Summaries Week 9: UNIT NINE: TRANSITION SIGNALS Week 10: UNIT TEN: COMPARISON & CONTRAST Week 11: UNIT ELEVEN: CAUSE and EFFECT Week 12: UNIT TWELVE: PUNCTUATION The Comma / The Semicolon / The Colon Abbreviations & Numbers / American vs British English Week 13: UNIT THIRTEEN: FORMAL LETTER WRITING Letters of Application & Complaint Week 14: Spare Week, Credits\r\nExercise syllabus:\r\n\r\nWeek 1: Course Introduction, Credit Requirements Week 1: Course Introduction, Credit Requirements UNIT ONE: What is Academic Writing? Academic Vocabulary Week 2: UNIT TWO:Types of Academic Writing Formality, Accuracy and Punctuation in Academic Writing Week 3:UNIT THREE:The Structure of Academic Texts Sentence Structures Week 4:UNIT FOUR:Organisation Understanding the Task The Process of Academic Writing (Pre-writing & Planning) Week 5:UNIT FIVE:Complexity in Academic Writing Articles in English Week 6:UNIT SIX:Objectivity & Hedging in Academic Writing Using ‘For Example’ and Phrases like ‘For Example’ Week 7:UNIT SEVEN:The Introductory Paragraph The Difference between an Abstract and an Introduction Thesis Statements Week 8:UNIT EIGHT:Body Paragraphs Paragraph Structure (Topic Sentences / Supporting Sentences & Details) Paragraph Unity & Coherence Week 9:UNIT NINE:Transition Signals Week 10:UNIT TEN: Rhetorical Functions in Academic Writing: Reasons and Explanations (Cause and Effect) Comparison and Contrast Week 11:UNIT ELEVEN: Concrete Support Facts versus Opinions / Supporting Details / Extended Examples / Statistics Quotations, Paraphrases, and Summaries / Documenting Sources of Information Week 12:UNIT TWELVE:Writing a Conclusion Proofreading & Editing Week 13:UNIT THIRTEEN:Supplemental Materials & Further Reading Week 14:Spare Week Week 3: UNIT THREE: THE INTRODUCTION Writing an Introductory Paragraph Writing a Conclusion Week 4: UNIT FOUR: PARAGRAPHS Part One Paragraph Structure Week 5: UNIT FIVE: PARAGRAPHS Part Two Topic Sentences / Supporting Sentences & Details Week 6: UNIT SIX: PARAGRAPHS Part Three Unity & Coherence Week 7: UNIT SEVEN: CONCRETE SUPPORT Part One Facts versus Opinions Week 8: UNIT EIGHT: CONCRETE SUPPORT Part Two Quotations, Paraphrases, and Summaries Week 9: UNIT NINE: TRANSITION SIGNALS Week 10: UNIT TEN: COMPARISON & CONTRAST Week 11: UNIT ELEVEN: CAUSE and EFFECT Week 12: UNIT TWELVE: PUNCTUATION The Comma / The Semicolon / The Colon Abbreviations & Numbers / American vs British English Week 13: UNIT THIRTEEN: FORMAL LETTER WRITING Letters of Application & Complaint Week 14: Spare Week, Credits" . . "no data"@en . "TRUE" . . "Cad laboratory"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Programming in matlab"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Integrated laboratory (ae)"@en . . "3" . "no data" . . "Presential"@en . "TRUE" . . "Diploma seminars"@en . . "5" . "The course prepares students to choose the topic and to start writing the Master’s thesis. Considering various types of diplomas, depending on the objective and sub\u0002ject of the thesis, topics of Master’s theses, ethics and practical aspects, the role and manner of using technical literature in solving technical problems, the role of ex\u0002periment, elements of intellectual property law, stages of solving and performing the task, layout and content of the thesis, presentation and discussion of the ways to solve the problems included in the task, partial-results and the whole thesis." . . "Presential"@en . "FALSE" . . "Environmental observations: from the field to the laboratory"@en . . "3" . "The EU's objectives are to:\nDefine the notion of environmental observation and observatory.\nDescribe field sampling and measurement techniques in climatology, hydrology, geochemistry and pedology.\nCarry out field trips to carry out these measurements and samples in situ (water, soils, plants, groundwater).\nSample processing and laboratory analyzes (analytical chemistry techniques).\nCreation of a report and oral presentation.\n\nEU contents:\nMethod for measuring and recording in-situ experimental parameters (temperature, humidity, wind, radiation, rain, flow, turbidity / database). Concept of representativeness, drift and error,\nSampling methods and collection of natural samples (surface water, groundwater, soils, sediments, plants). Concept of representativeness.\nDefinition of the notion of environmental observation and observatory, throughout the world. Concept of critical zone and Anthropocene.\nAnalytical chemistry methods, in particular ion chromatography. Concept of detection limit, reproducibility and uncertainty.\nField trip and practical laboratory work. Analysis, discussion and interpretation of data." . . "Presential"@en . "FALSE" . . "Academic skills"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Engineering diploma seminar"@en . . "2" . "Gaining skills of information gathering and its critical analysis; learning presentation skills. Gaining the ability of information gathering, and performing its critical assessment (especially concerning\n information obtained from the Internet). Learning how to prepare short and concise presentations and how to present in limited time. Learning how to defend a thesis in front of an audience" . . "Presential"@en . "TRUE" . . "Initiation to scientific monitoring"@en . . "2" . "no data" . . "Presential"@en . "TRUE" . . "Cross-disciplinary methods of gathering and analysing results"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Lab analyses and field geophysics (4 ects)"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Complementary activities to research"@en . . "6" . "Specific Competition\nCE1 - Understand the basic conceptual schemes of Astrophysics\nCE7 - Know how to find solutions to specific astrophysical problems by themselves using specific bibliography with minimal supervision. Know how to function independently in a novel research project\nGeneral Competencies\nCG3 - Analyze a problem, study the possible published solutions and propose new solutions or lines of attack\nCG4 - Evaluate the orders of magnitude and develop a clear perception of physically different situations that show analogies allowing the use, to new problems, of synergies and known solutions\nBasic skills\nCB9 - That students know how to communicate their conclusions, and the knowledge and ultimate reasons that support them, to specialized and non-specialized audiences in a clear and unambiguous way\nExclusive to the Theory and Computing Specialty\nCX2 - Apply knowledge of computer science, physics, astrophysics and computing to build numerical simulations of astrophysical phenomena or scenarios\nExclusive to the Specialty in Observation and Instrumentation\nCX9 - Understand advanced astrophysical instrumentation including cutting-edge telescopes and detectors and adaptive optics techniques\n6. Subject contents\nTheoretical and practical contents of the subject\n- Professors: María Jesús Arévalo Morales, Josefa Becerra González\n\n- Topics (headings):\n1. Seminars: Every week, a researcher from the Department or the Institute of Astrophysics of the Canary Islands will present to the students in a talk the state of research in their field of research. work, describing his personal contributions.\n2. Tutored practices in observatories: Each student will attend observations (preferably with advanced instrumentation at the Roque de Los Muchachos Observatory and/or the Teide Observatory) assigned to a real research project. Prior to the observations, she will meet with the research team and become familiar with the observation proposal. Additionally, she will participate alongside professional astronomers in observations for one or two nights, learning field work at the observatory." . . "Presential"@en . "FALSE" . . "Laboratory II: synthesis and characterization of advanced"@en . . "6" . "Specific Competition\nCE6 - Understand the structure of matter being able to solve problems related to the interaction between matter and radiation in different energy ranges\nCE7 - Know how to find solutions to specific astrophysical problems by themselves using specific bibliography with minimal supervision. Know how to function independently in a novel research project\nCE11 - Know how to use current astrophysical instrumentation (both in terrestrial and space observatories) especially that which uses the most innovative technology and know the fundamentals of the technology used\nGeneral Competencies\nCG2 - Understand the technologies associated with observation in Astrophysics and instrumentation design\nCG3 - Analyze a problem, study the possible published solutions and propose new solutions or lines of attack\nCG4 - Evaluate the orders of magnitude and develop a clear perception of physically different situations that show analogies allowing the use, to new problems, of synergies and known solutions\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\nExclusive to the Structure of Matter Specialty\nCX15 - Understand the state of degenerated systems and systems far from equilibrium\nCX18 - Apply physical and technical knowledge to extract experimental information from physical systems in laboratories.\n6. Subject contents\nTheoretical and practical contents of the subject\nTHEORETICAL CONTENTS:\n\n1.- Obtaining materials.\n- Mono and polycrystalline materials: Reaction in solid state. gel techniques.\n- Vitreous and nanostructured materials. Melt, sol-gel and solvothermal techniques. Doping with luminescent ions (rare earth).\n\n2.- Thermal stability and structural and microstructural characterization\n- Thermal Analysis. Infrared Spectroscopy. Electron Microscopy. X-ray diffraction.\n\n3.- Characterization of the properties of the materials.\n- Electrical properties: Dielectric Spectroscopy. Study of complex dielectric permittivity as a function of frequency and temperature.\n- Magnetic properties. Study of magnetic susceptibility as a function of temperature for different magnetic fields.\n- Optical properties: Photoluminescence and optical absorption. Energy transfer processes, conversion of infrared energy to UV-visible with photonic applications (telecommunications and renewable energies). Optical anisotropy.\n\nPRACTICAL CONTENTS:\n\nPractice 1: Obtaining and spectroscopic characterization of oxyfluoride nano-glass ceramics using melting techniques doped with rare earth ions for infrared to visible energy conversion applications (“up-conversion”).\n\nPractice 2: Obtaining and characterization of a sol-gel nano-glass ceramic doped with rare earth ions for applications in photon conversion processes.\n\nPractice 3: Obtaining solid state reaction and identification of phases in polycrystalline samples by X-ray diffraction (SEGAI).\n\nPractice 4: Analysis of crystalline powder diffractograms for their structural and microstructural characterization obtained in practice 3 and/or proposed by the teaching staff.\n\nPractice 5: Dielectric spectroscopy on polycrystalline samples obtained through the solid state reaction technique (practice 3).\n\nPractice 6: Characterization of thermal stability (thermal analysis), microstructure (electron microscopy) and molecular structure (infrared spectroscopy) of samples obtained in practices (1, 2 and 3). Such experiences will be carried out at SEGAI and the data will be analyzed in the subject laboratories.\n\nPractice 7: Magnetic characterization of materials (optional).\n\nPractice 8: Characterization of optical anisotropy in crystals (optional)." . . "Presential"@en . "FALSE" . . "Space detector laboratory"@en . . "10.00" . "Space missions use a wide variety of detectors and sensors to answer questions in space science & astronomy. In this module, students will use detectors of various wavelengths to learn how they work and why they are used.\n\nPractical laboratories will include hands-on experience in characterising and calibrating gamma-ray detectors in the lab, and simulating detector performance in the space environment. Students will use Python to build data analysis pipelines to assess the performance of detectors including scintillating crystals and cryogenically cooled germanium detectors.\n\nStudents will also work with a custom nanosatellite simulator, EduCube, to understand how experiments are integrated into a space mission.\n\nThis module is continuously assessed based on (individual and group) written assignments and lab work.\n\nThis module is a prerequisite for Space Mission Design (PHYC40880)\n\nLearning Outcomes:\nOn completion of this course, the student should be able to:\n- describe the interactions of photons of various wavelengths with different detector materials\n- differentiate between the requirements of detectors in different wavelength bands\n\nThe student should be able to:\n- describe and explain the operation of gamma-ray detectors\n- build data analysis pipelines to calibrate and characterise the performance of a gamma-ray detector\n- assess the suitability of different gamma-ray detectors for space applications\n- apply basic radar and signal processing principles to problems in synthetic aperture radar imaging\n\nThe student should also be able to:\n- explain how and why nanosatellites are used in astronomy & space science\n- describe and explain the purpose and basic operation of subsystems in scientific nanosatellites" . . "Presential"@en . "TRUE" . . "Research methodologies"@en . . "2.00" . "Course Contents The aim of the course is to be a research-driven preparation for the aerospace engineering MSc thesis in the final year of the\nMSc. It will help you prepare for the challenges of your thesis work.\nThe course will consist of 6 units and will be taught as a fully online course using video lectures and other online contents.\nThe set up is as follows:\n1. Research Design in MSc - Introduction to research, research framework\n2. Research Methods - Stages of a project, Research objective, research questions, research strategy, research methods\n3. Data Analysis - Quantitative & Qualitative methods\n4. Validation & Sustainable Research - How to validate & verify your work? What does it mean to conduct sustainable research?\n5. Project Management - How to manage your project and your thesis progress. How to plan, expectations, Gannt Charts\n6. Academic Writing - Learn the peculiarities of academic writing.\nThe course has been designed to be suitable for distant learning but the exam will be on campus.\nStudy Goals At the end of the course you will be able to:\n1. formulate a scientific research question(s).\n2. correctly cite the relevant literature.\n3. understand the appropriate methodologies and tools in research.\n4. learn how to set-up a clear research plan." . . "Online"@en . "TRUE" . . "Experimental techniques & ndt"@en . . "3.00" . "Course Contents This is a lecture course on developing the critical thinking needed to perform measurements in the Aerospace Structures and\nMaterials Laboratory. This includes an introduction to the most common sensors for experimental mechanics, non-destructive\ntesting and structural health monitoring, evaluation of the performance of these sensors, selection of sensors for different\napplications and signal processing and control algorithms.\nStudy Goals By the end of the course, you should be able to:\n 1. Analyse a measurement system for the aerospace sector and to determine if it is fit for a specific application.\nThis learning objective acts as an umbrella objective, covering the whole course. Lower level objectives include that by the end\nof the course, you should be able to:\n 2. Explain the principle of operation of the most common sensors and instrumentation in the aerospace structures and materials\nlaboratory.\n 3. Justify the selection of a sensor for a specific measurement application, based on sensor specifications and measurement\nprinciple.\n 4. Analyse a measurement chain and determine signal accuracy and noise levels.\n 5. Assess the performance of signal processing and feedback algorithms for their influence on measurement noise and\naccuracy." . . "Presential"@en . "TRUE" . . "Attitude determination and control lab"@en . . "0.00" . "Learning Outcomes\nAfter the successful completion of this module, the students will be able to\n- work with common types of attitude determination sensors in hardware and software\n- implement common types of attitude estimation algorithms\n- work with common types of attitude control actuators in hardware and software\n- implement common types of attitude control laws\nContent\nUnderstand the theory of attitude determination and control algorithms and the required sensors and actuators:\n- magnetic field sensors\n- sun sensors\n- angular rate gyroscopes\n- star cameras\n- attitude estimation algorithms: q-method, QUEST, FOAM\n- magnetic actuators\n- reaction wheels\n- fluid-dynamic actuators\n- quaternion feedback control\n- sliding mode control" . . "Presential"@en . "FALSE" . . "Current topics in aerospace and advanced cad"@en . . "no data" . "This module helps students to understand current topics that are relevant to the current and future design or operation of aerospace vehicles and enable students with more advanced features of CAD." . . "Presential"@en . "TRUE" . . "Contemporary experimental methods: laboratory practice"@en . . "4.5" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Advanced laboratory"@en . . "20.0" . "#### Prerequisites\n\n* Laboratory Skills and Electronics (PHYS2641).\n\n#### Corequisites\n\n* None.\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the Level 2 module Laboratory Skills and Electronics (PHYS2641) and allows students to undergo an extended experiment-based project at an advanced level.\n\n#### Content\n\n* During the module, students will plan and execute an extended experiment-based project at an advanced level in either astrophysics, modern optics, high energy physics or condensed matter physics.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\nSubject-specific Skills:\n\n* Having studied this module students will have the skills to plan and carry out an extended experiment-based project at an advanced level.\n* They will have demonstrated knowledge of scientific background and theoretical considerations.\n* They will have demonstrated the ability to describe experimental details and procedures and to apply appropriate data analysis techniques.\n* They will have demonstrated the ability to produce a clear, detailed scientific report with appropriate presentation and lay summary.\n* They will have shown an understanding of good experimental practice.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by a mixture of independent project work and formal supervision.\n* The format is individual or small group extended experiment-based projects.\n* Students will be able to obtain help and guidance from the laboratory scripts and through discussions with laboratory demonstrators and leaders.\n* Students are expected to keep an electronic laboratory notebook, including a formal project plan.\n* Student performance is summatively assessed through technical performance during the project and through a formal report on the project.\n* The supervisory arrangements, formative assessment and electronic notebooks provide opportunity for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3601" . . "Presential"@en . "FALSE" . . "Research skills"@en . . "10.0" . "RESEARCH SKILLS PHYS5015\nAcademic Session: 2023-24\nSchool: School of Physics and Astronomy\nCredits: 10\nLevel: Level 5 (SCQF level 11)\nTypically Offered: Semester 1\nAvailable to Visiting Students: Yes\nShort Description\nThis course provides students with an opportunity to develop generic scientific writing and presentation skills by preparing a 10-minute oral presentation and detailed scientific literature review (approx. 2000 words) on a current research topic in physics or astronomy.\n\nTimetable\nNone\n\nExcluded Courses\nNone\n\nCo-requisites\nNone\n\nAssessment\n1) Assessment of oral presentation (50%)\n\n2) Assessment of written report (50%)\n\nCourse Aims\n(1) To develop critical assessment and communication skills, to a level appropriate for a career of leadership in academia or industry\n\n(2) To employ these skills in preparing and delivering a written report and oral presentation on a chosen research topic.\n\n(3) To encourage students to work effectively, to develop a professional attitude to what they do and to take full responsibility for their own learning.\n\nIntended Learning Outcomes of Course\nAt the end of the course students should be able to:\n\n \n\n(1) Recover, evaluate and summarise the professional literature and material from other sources concerned with a chosen research topic in physics or astronomy.\n\n(2) Prepare an oral presentation summarising the current position in the chosen research topic.\n\n(3) Prepare a written literature review on the current position in the chosen research topic, which should include a critical comparison of material from the sources he/she has identified and a summary of likely future developments.\n\nMinimum Requirement for Award of Credits\nNone\n\n\n\nMore information at: https://www.gla.ac.uk/postgraduate/taught/sensorandimagingsystems/?card=course&code=PHYS5015" . . "Presential"@en . "TRUE" . . "Field and laboratory skills"@en . . "20.0" . "Not provided" . . "Presential"@en . "TRUE" . . "Practical science skills II: field skills"@en . . "20.0" . "Prohibited Combinations\nYou may not take this module if you have previously passed:\nPractical Science Skills II: Field Skills (SCIU2FS)\nModule Description\nFieldwork is generally seen as intrinsic to the very nature of Biological and Environmental Sciences. Field training is a fundamental element to provide you with an understanding of how we make use of the scientific method to unravel how the natural world works. It’s essential to translate theoretical ideas into real-world situations. \n\nThis module aims to provide you with practice in field skills and to develop knowledge of how scientific studies are developed. For students studying any science-based courses many of these skills are applicable in subsequent advanced modules and later in their careers. \n\nThe programme assumes no previous experience of working in the field and includes a range of experiences both practical and intellectual. This module will be of interest to students wishing to develop their knowledge and practical skills in biology, ecology, environmental sciences and geography. \n\nLocation/Method of Study\nStirling/On Campus, UK\nStirling\n\nModule Objectives\nIntroduction to be a scientistCareers advisory sessionSampling strategies and data recordingMaps and locationsGlobal positioning system and field mappingMicroclimates (sampling and data analysis)Biological diversity (sampling and data analysis)\n\nAdditional Costs\nThere are no additional costs associated with this Module.\n\nCore Learning Outcomes\nOn successful completion of the module, you should be able to:\n\nDescribe issues of scientific practice using standard terminology related to scientific method and the design of experiments (1);\nobserve and record important environmental and biological parameters using a range of field methods (2);\napply field sampling methods which minimise subjective bias (3);\ncollect time-series data and perform simple comparative data analyses (4); an\npresent scientific data using a range of methods (including schematic figures, maps, reports, and a scientific poster) (5).\nIntroductory Reading and Preparatory Work\nReed, Weyers and Jones. Practical skills in Biology; jones, duck, reed annd Weyers. Practical skills in environmental sciences\n\nDelivery\nTotal Study Time\t200 hours\t\nAttendance Requirements\nYour engagement with learning materials and activities and attendance at scheduled live sessions and other events is extremely important. Full engagement in your studies will enable you to get the most out of the course and help you perform at your best when it comes to assessment.\n\nWe expect you to engage with all aspects of this module and with your programme of study. You should:\n\n· Engage with all module materials, activities, and online timetabled teaching sessions\n\n· Actively participate in discussions and practical activities\n\n· Prepare in advance of live sessions by undertaking the required reading and/or other forms of preparation\n\n· Submit coursework/assessments by the due time and date\n\n· Complete class tests and examinations at the specified time and date\n\n· Make your module co-ordinator aware at the earliest opportunity if you experience problems which may impact on your engagement\n\n· Inform the University of absence from study (planned or unplanned), e.g. illness, emergency as outlined at http://www.stir.ac.uk/registry/studentinformation/absence\n\n· Respond to e-mails from your personal tutor, module co-ordinator or programme director and attend meetings if requested.\n\n· Engage with in-sessional English language classes (if applicable)\n\nWe will monitor these aspects throughout each semester to check that you are fully participating and that you are coping well with your studies. Some activities may be prescribed, failure to engage with 2/3 of prescribed activities will result in your module grade being capped at the pass mark (40 for Undergraduate modules, 50 for Postgraduate modules).\n\nAssessment\n% of final\ngrade\tLearning\nOutcomes\nCoursework\t34\t1\nPoster\t33\t2,3,4,5\nCoursework\t33\t1,2,3,4\nCoursework: 100%\n\n\nMore information at: https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SCIU2PS&_gl=1*lljadb*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzNzg0My4wLjAuMA.." . . "Presential"@en . "TRUE" . . "Practical science skills II: field skills"@en . . "20.0" . "https://portal.stir.ac.uk/calendar/calendar.jsp?modCode=SCIU2PS&_gl=1*1rwc785*_ga*MTY1OTcwNzEyMS4xNjkyMDM2NjY3*_ga_ENJQ0W7S1M*MTY5MjAzNjY2Ny4xLjEuMTY5MjAzOTA0NS4wLjAuMA.." . . "Presential"@en . "FALSE" . . "Introduction to experimental work"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Astronomy lab course"@en . . "6" . "no data" . . "Presential"@en . "TRUE" . . "Observatory lab course"@en . . "9" . "no data" . . "Presential"@en . "TRUE" . . "Technical drawing and cad"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "English for academic purposes"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Sem research seminar"@en . . "4" . "no data" . . "Presential"@en . "TRUE" . . "Qualitative, Quantitative Research Skills"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .