Concept: The module pb419 has been offered since WS2022/23. It provides a formal framework ("container") for offering courses quickly, flexibly and without lengthy changes to the examination regulations. Students earn credit points and these are credited to the area of specialisation.

It is possible to incorporate current topics, research findings and developments into the programme at short notice using suitable course formats. Students benefit from an expansion of the range of courses on current topics and methods. Special topics that are not included in the main specialised modules can be offered in this way.

For students

• Insight into current topics and modern methods: The module offers students an extension of the range of courses on offer, e.g. on current topics and modern methods. Unusual topics can also be offered that do not fit into large compulsory elective modules or show perspectives on future developments that are not part of the standard BSc repertoire.
• Depending on the course, basic knowledge from new areas can be acquired or specialised knowledge can be deepened. Research-related topics provide an insight into the conception and implementation of environmental science research.
• Getting to know lecturers and working groups: Students can get to know lecturers who do not or only rarely teach in the BSc Uwi. There is contact with working groups, including those at other Institutes (e.g. the Helmholtz Institute for Functional Marine Biodiversity), which are less present in the BSc Uwi but may be of interest for final theses and internships.
• English language skills: English-language courses are offered, which provide a low-threshold introduction to English as a scientific language. English-language teaching can be tried out and English language skills can be tested, practised and expanded in practice.
• Recognition of external credits: The module can be used to transfer credits earned outside the UOL, provided that appropriate evidence and certificates are available (Virtual Academy, summer schools, NGOs, other universities). Prior clarification is advisable.
• Topics at the suggestion of students: Ideas and suggestions for new topics from students can be easily realised in this format, as only a few lecturers need to be recruited for individual courses with 3 CPs.

For lecturers

• Teaching can be offered flexibly within the formal framework of a pb module . Changes to the examination regulations are not necessary. Courses can be offered every semester in various teaching formats and can also be one-off or temporary. Formal integration can take the form of an unpaid teaching assignment.
• Flexible content: Topics can be offered that cannot be accommodated in regular specialised modules. It is conceivable to offer both basic courses on topics that are not widely covered in the curriculum as well as special topics that expand on other courses.
• "What I've always wanted to teach...": The module offers space for interesting topics that cannot be accommodated in the regular subject modules but should always be taught. Students can also suggest topics.
• Target group:
  • People with a low teaching load
  • Colleagues with fixed-term, short contracts, post-docs
  • People who do not have a teaching load but would like or need to gain teaching experience (e.g. postdoctoral lecturers or project staff)
  • People who are new to our university and have not yet been able to create a regular teaching programme
  • Visiting academics
  • Lecturers who would like to offer a current topic outside of the regular modules.
• Teaching is possible in German or English.
• You can register for a course as part of the usual enquiry process. However, prior consultation with the module coordinator is essential.

Formalities

• Assignment: Area of specialisation (subject-related PB in the BSc Environmental Sciences)
• Target group/level: Students in the subject Bachelor of Environmental Sciences, (usually) from the third semester onwardsas a PB module, but in principle open to all Bachelor's students.
• Prerequisite: general scientific knowledge of natural sciences, geosciences and environmental sciences (corresponding to undergraduate studies), in individual cases special knowledge as specified by the lecturer.
• Module scope: 6 CP. Courses are usually offered with 3 CP (2 SWS), i.e. 2 courses must be taken. The two courses can be taken in different semesters. Credit points are only recognised after completion of the entire module.
• Examination: An examination must be taken in one of the modules taken. The type of examination is determined by the lecturers. Active and demonstrable participation in the second course is required.
• Times and locations: Locations and times can be specified when registering. As there is no experience with new courses, rooms and times can be agreed with the participating students by means of a survey or at preliminary meetings and suitable rooms can be found.
• Procedure: There are many different options for teaching formats (V/Ü/SE/EX etc.), schedule (semester-long, block, selected dates by arrangement) and types of examination, which are determined by the lecturers.
• Language: German or English
• Frequency: every semester with alternating courses
• The module can be taken twice, provided that the courses are different in terms of content.
• On proposal, the module can be used for crediting suitable external achievements of up to 6 CP (e.g. courses at summer schools or other universities, at the Virtual Academy or at NGOs). Prior clarification is advisable.

Contact/module responsibility/coordination:

Module pb419 will be offered every semester from WS2022/23. The range of courses can and will change every semester, with new courses being added or dropped. The more courses on offer, the more attractive the module becomes. Courses from different semesters can be combined to achieve the required 6 CP.

• Preliminary discussions: after separate announcement
• Further information in the current module handbook

Winter term 2023/24

VL/SE Ozeane und Klimawandel/Pceands and climate change (H. Thomas)
Climate change affects us all... [Read more]

Climate change affects us all and the ocean also plays an important role in this context.

SE Size estimates for the everyday energy balance (B. Blasius, C. Feenders)
Modern life with air conditioning and high mobility is accompanied by a high per capita energy demand, which is predominantly supplied by fossil fuels. [Read more]

Modern life with air-conditioning and high mobility is accompanied by a high per capita energy demand, which is mainly met by fossil fuels. The intensive use of this limited resource is the main driver of climate change with its negative consequences for people and the environment due to the associated CO₂ emissions. Reducing energy consumption and switching to more sustainable energy sources is therefore one of society's most pressing tasks. In order to be able to develop realistic planning options for this, it is necessary to analyse energy consumption and generation as completely as possible. However, the data required for this is not always available (e.g. internal company data) or has never been collected (keyword "future technologies"). In this context, students learn how to access data sources and, above all, how to make well-founded estimates of missing information using basic physical calculations. To this end, students present given examples, discuss them together and scrutinise them beyond purely energy-related aspects (seminar). In a final project work (examination performance seminar paper), a given question is examined according to the principles learnt.

VL/SE The Importance of Rhythms and Endogenous Oscillators in Biology (K. Tessmar-Raible)
Time matters for any process in living world: from biochemistry to behaviours to ecological process.

Time matters for any process in living world: from biochemistry to behaviors to ecological process. Organisms have in principle two possibilities for timing: directly responding to environmental stimuli or by following endogenous oscillators that tell time even in the absence of regular, environmental stimuli. The research that investigates the role of time in biology is called chronobiology. This seminar aims to provide an overview on different concepts in chronobiology (clocks, oscillators, rhythms, entrainment, free-run, chronotypes, sun and moon as time tellers in biology). What are current knowledge gaps in the field and why? What are the consequences of mis-timing and how is this connected to problems of modern life style and climate change? In particular, the seminar aims to discuss such current "hot topics" using examples of primary and secondary research literature.

SE/Ü Phython for beginners (V. Kruglov)
"Python 3 for Beginners" is designed for individuals at the start of their programming journey. [Read more]

"Python 3 for Beginners" is designed for individuals at the start of their programming journey. The course covers the fundamentals, including syntax, control structures, and basic data structures. Students will learn to define functions, implement algorithms, and delve into object-oriented programming paradigms. They will be introduced to essential Python libraries and modules, ranging from basics like math and datetime to specialised tools such as numpy and pandas for scientific computing. Students will explore data visualisation tools, like matplotlib. The course also touches on some advanced topics, preparing learners to apply Python in diverse scientific scenarios.

Summer term 2024

VL/Ü Field exercise "Interdisciplinary Coastal Protection" (H.-A. Giebel, J. Wollschläger)
19.5. - 24.05.2024,
This is a 5-day interdisciplinary field exercise on various topics of coastal protection. [Read more]

This is a 5-day interdisciplinary exercise in the field on various topics of coastal protection together with the Ludwig-Franzius-Institute for Hydraulic, Estuarine and Coastal Engineering of the LUH Hannover and TU Braunschweig. Individual coastal protection objects and measures will be visited and discussed from an engineering and environmental science perspective.

In a new format, the students, but also the lecturers, are to be sensitised to the other disciplines. The aim is to encourage exchange and cooperation between the disciplines. The focus is on familiarising students with different Institutes and the different perspectives of engineers, environmental scientists, biologists, oceanographers and physicists. This will be accompanied by practical visits to specific coastal protection objects in the field and by lectures.
Planned are: Start in Hanover at the wave channel of the FZK Hanover, ICBM Wilhelmshaven; Water and Shipping Authority (WSA) Wilhelmshaven; ship excursion, ending with coastal protection measures on Spiekeroog.
Approximately 10 students (BSc UWi and MSc MuWi) from each location will take part. Any additional costs for the trip and accommodation may have to be borne by the students themselves, as unfortunately not everything can be covered by third parties.
Participants will prepare a report after the field exercise. Details will be communicated at the preliminary meeting, the date of which will be announced in good time by email. The final and binding allocation of places will take place during the preliminary meeting.

SE Journal Review of Scientific Ocean Biogeochemistry Publications (B. Owusu)
A scientific journal club [Read more]

This course is designed to enhance the critical thinking and analytical skills by engaging students in the process of scientific paper review and discussion. Through a series of interactive sessions, participants will learn to evaluate and analyse scientific papers, understand the components of effective research articles, and engage in scholarly discussions to enhance their research capabilities. The course will focus on developing skills necessary for successful peer-review processes and promoting effective communication within the scientific community.