LFU:online

Ad i: Students have additional and in-depth competences, skills and additional qualifications. They can establish the connections to their own specialist knowledge and are able to individualise and deepen their specialist profile by acquiring additional qualifications.

Ad ii.1: Students are able to use a CAD system professionally and apply it constructively in technical contexts.

Ad ii.2: Students can reproduce the basic knowledge of mathematics based on upper secondary level from a university point of view and solve practical problems on these topics.

Ad ii.3: Students can describe the tasks of mechanics and its basic principles. They can solve kinematics problems involving rectilinear movements (e.g. laws of position/speed/time and free fall). They can reduce planar force groups from individual forces, set up and solve equilibrium conditions. They can select and apply suitable equilibrium conditions for the targeted determination of support forces and internal forces of plane statically determinate beams and trusses. Students are able to graphically represent the calculated internal forces.

Ad ii.4: Through the excursion, students gain practical insights into real projects and their realisation and can link these experiences with the theoretical concepts of their training. They can remember technical, legal and organisational aspects relevant to practice. The excursion also enables students to exchange ideas with experts.

Ad ii.5: Students can list essential laboratory techniques and carry out, analyse, document and interpret selected laboratory experiments. They can evaluate the results of the experiments on the basis of the underlying theoretical models.

Ad ii.6: Students can explain the causes, drivers and effects of climate change as well as mitigation and adaptation measures. They are able to describe various climate models and emission scenarios and interpret their results. They can identify the main sources of greenhouse gas emissions and analyse the effects of climate change such as heavy rainfall, droughts, heat waves, floods and other natural hazards on humans and the environment. They are able to assess the necessity and potential of technical and other adaptation strategies, political measures to reduce emissions and scenarios for the energy transition at international, national and regional level. Students are able to find relevant data sources on climate change and use them for scientific analyses.

Ad ii.7: Students are able to analyse complex problems from different technical perspectives and thus develop innovative solutions. They are able to work in teams. They can integrate different methods and approaches and present their results in a clear and structured manner. They are able to assess the relevance of interdisciplinary approaches in practice.

Ad ii.8: Students can describe the methods of earth observation; they can list and interpret the geometric and physical principles. They are able to produce 3D reconstructions from photos and can describe the automation in photogrammetry. They are able to compare the properties of different remote sensing sensors, explain satellite orbit parameters and assess the usability of remote sensing data. They can use the most important data sources and evaluate the quality of the data.

Ad ii.9: Students are able to describe the composition and manufacturing processes of bio-based building materials (wood, natural fibres, biopolymers, composites) including the extraction of raw materials (cultivation, harvesting and processing). They can evaluate and classify the quality of bio-based source materials in terms of cascading utilisation and establish connections between the quality and possible applications. They can describe the specific properties of bio-based building materials and their recyclability/recyclability after their service life. They can describe the influences of changing environmental conditions such as temperature and humidity on material behaviour and explain experimental methods for their characterisation. They are able to assess the durability of these building materials with regard to thermal/chemical and biological attacks. They are able to carry out the experimental methods for assessing durability and list methods for improving the durability of bio-based building materials. They can explain the aspect of variability of material properties of bio-based raw materials and describe measures - in particular sorting, metrological recording/process monitoring - to reduce the given variability. They can explain the performance of common bio-based building materials and, based on this, evaluate their possible applications.

Ad ii.10: Students are able to explain the physical relationships for energy, explain the historical and current significance of energy and assess the impact of fossil fuels on the interdependence of countries and the effects on climate change. They can read and analyse the energy balances of countries. They are able to assess the effects of climate change on society and thus justify the phasing out of fossil fuels. They are able to assess the potential of renewable energy sources and their respective applications. They can explain the respective boundary conditions of future energy scenarios and assess the coherence of the assumed potential of renewable energy sources, the reduction in energy demand, the use of renewable energy sources and the technologies used for this purpose.