. "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." . .