Study Program Handbook

Computer Science

Bachelor of Science

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Subject-specific Examination Regulations for Computer Science (Fachspezifische
Prüfungsordnung)

The subject-specific examination regulations for Computer Science are defined by this
program handbook and are valid only in combination with the General Examination
Regulations for Undergraduate degree programs (General Examination Regulations =
Rahmenprüfungsordnung). This handbook also contains the program-specific Study and
Examination Plan (Chapter 6).

Upon graduation, students in this program will receive a Bachelor of Science (BSc) degree
with a scope of 180 ECTS (for specifics see Chapter 6 of this handbook).

Version Valid as of Decision Details

Fall 2022 – V1 Sep 01, 2022 Mar 18, 2020 V1 Originally approved by
the Academic Senate
Feb 01, 2022 V.1.1 Correction of typos;
New Specialization course
from DE master

Aug 03, 2022 V.1.2 Change in BQ-

Modules „Ethics in Science
and Technology”, “Global
Health” and “Global
Existential Risks”
Aug 18, 2022 V1.3 Changes in “Admission
Requirements” and
“Internship / Startup and
Career Skills”
Sep 19, 2022 V1.4 Editorial change
uniform specialization
module text

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Contents

1 Program Overview ........................................................................................ 5

1.1 Concept ........................................................................................................... 5
The Jacobs University Educational Concept .................................................. 5
Program Concept ....................................................................................... 5
1.2 Specific Advantages of Computer Science at Jacobs University ............................. 6
1.3 Program-Specific Educational Aims .................................................................... 7
Qualification Aims...................................................................................... 7
Intended Learning Outcomes....................................................................... 8
1.4 Career Options ................................................................................................. 8
1.5 Admission Requirements ................................................................................... 9
1.6 More Information and Contact.......................................................................... 11
2 The Curricular Structure............................................................................. 11
2.1 General ......................................................................................................... 11
2.2 The Jacobs University 3C Model....................................................................... 11
Year 1 – CHOICE ..................................................................................... 12
Year 2 – CORE......................................................................................... 13
Year 3 – CAREER..................................................................................... 14
2.3 The Jacobs Track............................................................................................ 16
Methods and Skills Modules...................................................................... 16
Big Questions Modules ............................................................................. 17
Community Impact Project........................................................................ 17
Language Modules ................................................................................... 17
3 Computer Science as a Minor ..................................................................... 18
3.1 Qualification Aims .......................................................................................... 18
Intended Learning Outcomes..................................................................... 18
3.2 Module Requirements ..................................................................................... 18
3.3 Degree........................................................................................................... 18
4 Computer Science Undergraduate Program Regulations ................................. 19
4.1 Scope of these Regulations ............................................................................. 19
4.2 Degree........................................................................................................... 19
4.3 Graduation Requirements ................................................................................ 19
5 Schematic Study Plan for Computer Science ................................................ 20
6 Study and Examination Plan ....................................................................... 21

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7 Computer Science Module Descriptions ....................................................... 22
7.1 Programming in C and C++ ............................................................................. 22
7.2 Algorithms and Data Structures........................................................................ 24
7.3 Introduction to Computer Science .................................................................... 26
7.4 Introduction to Robotics and Intelligent System................................................. 28
7.5 Databases and Web Services............................................................................ 30
7.6 Software Engineering ...................................................................................... 32
7.7 Operating Systems .......................................................................................... 35
7.8 Automata, Computability, and Complexity ......................................................... 37
7.9 Computer Networks ........................................................................................ 39
7.10 Legal and Ethical Aspects of Computer Science ............................................. 41
7.11 Secure and Dependable Systems .................................................................. 43
7.12 Academic Skills in Computer Science ........................................................... 45
7.13 Computer Graphics ...................................................................................... 47
7.14 Image Processing ........................................................................................ 49
7.15 Distributed Algorithms ................................................................................. 51
7.16 Web Application Development ...................................................................... 53
7.17 Human-Computer Interaction ....................................................................... 55
7.18 Artificial Intelligence ................................................................................... 57
7.19 Robotics ..................................................................................................... 59
7.20 Computer Vision .......................................................................................... 61
7.21 Machine Learning........................................................................................ 63
7.22 Digital Design ............................................................................................. 65
7.23 Information Theory ...................................................................................... 67
7.24 Parallel and Distributed Computing ............................................................... 69
7.25 Internship / Startup and Career Skills ............................................................ 71
7.26 Bachelor Thesis and Seminar ....................................................................... 74
7.27 Jacobs Track Modules.................................................................................. 77
Methods and Skills Modules .................................................................. 77
Big Questions Modules .......................................................................... 89
Community Impact Project .................................................................. 114
Language Modules .............................................................................. 116
8 Appendix ............................................................................................... 117
8.1 Intended Learning Outcomes Assessment-Matrix ............................................. 117

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1 Program Overview

1.1 Concept

The Jacobs University Educational Concept

Jacobs University aims to educate students for both an academic and a professional career by
emphasizing four core objectives: academic quality, self-development/personal growth,
internationality and the ability to succeed in the working world (employability). Hence, study
programs at Jacobs University offer a comprehensive, structured approach to prepare students
for graduate education as well as career success by combining disciplinary depth and
interdisciplinary breadth with supplemental skills education and extra-curricular elements.

In this context, it is Jacobs University’s aim to educate talented young people from all over the
world, regardless of nationality, religion, and material circumstances, to become citizens of the
world who are able to take responsible roles for the democratic, peaceful, and sustainable
development of the societies in which they live. This is achieved through a high-quality teaching
as well as manageable study loads and supportive study conditions. Study programs and related
study abroad programs convey academic knowledge as well as the ability to interact positively
with other individuals and groups in culturally diverse environments. The ability to succeed in
the working world is a core objective for all study programs at Jacobs University, both in terms
of actual disciplinary subject matter and also to the social skills and intercultural competence.
Study-program-specific modules and additional specializations provide the necessary depth,
interdisciplinary offerings and the minor option provide breadth while the university-wide
general foundation and methods modules, mandatory German language requirements, and an
extended internship period strengthen the employability of students. The concept of living and
learning together on an international campus with many cultural and social activities
supplements students’ education. In addition, Jacobs University offers professional advising
and counseling.

Jacobs University’s educational concept is highly regarded both nationally and internationally.
While the university has consistently achieved top marks over the last decade in Germany’s
most comprehensive and detailed university ranking by the Center for Higher Education (CHE),
it has also been listed by the renowned Times Higher Education (THE) magazine as one of the
top 300 universities worldwide (ranking group 251-300) in 2019, 2020 and 2021. The THE
ranking is considered as one of the most widely observed university rankings. It is based on five
major indicators: research, teaching, research impact, international orientation, and the volume
of research income from industry.

Program Concept
Computer Science lies at the core of all modern industries and plays a major role in most areas
of science as well. Computer technology changes constantly, but the fundamental principles
underlying these technologies have now developed into a mature science. The Computer
Science Bachelor of Science program at Jacobs University focuses on the understanding of
these principles and their application in practice.

Students will obtain core computer science competencies and skills (e.g., programming and
software engineering) and they will learn about fundamental abstractions and abstract notions
of computing (e.g., formal languages, logic, and computability theory). They will learn about
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the principles behind and the proper usage of core technologies (e.g., databases, operating
systems, and computer networks). Finally, students will develop an understanding of the
limitations of technology and side effects of computing systems (e.g., security, dependability,
legal, and ethical aspects). Because computer science is rooted in mathematics, students will
take mathematical methods modules covering calculus, linear algebra, probability theory, and
numerical methods or discrete mathematics.
The job market for computer scientists has been very favorable in the last few years, and there
is no indication that this will change in the near future. Because of the rapid changes in the
field, it is important to focus the education on the fundamental principles, as well as, subfields
of promising future relevance. Cross-disciplinary breadth and flexibility, as well as social and
work organization skills are increasingly important. The minor option allows the combination of
the education in computer science with a different discipline, thereby facilitating a cross-
disciplinary specialization. The academic qualifications and personal profiles for academic and
industrial careers differ. Jacobs University's Computer Science program responds to the needs
of both areas by offering a Computer Science major designed for students who plan to work in
the information technology industry or join graduate programs related to the discipline. Students
choosing the minor option can acquire basic skills in a specific application domain, which
makes them very well suited to work in a specific industrial sector. The minor option can also
be used to obtain specific knowledge in a closely related discipline to develop a strong portfolio
of knowledge at the intersection of computer science with related disciplines.

1.2 Specific Advantages of Computer Science at Jacobs University

The Computer Science program at Jacobs University aims to be rigorous with respect to the
foundations, while at the same time being very contemporary with an international orientation.

• The educational approach of the faculty is to relate the theoretical contents of the
discipline to their contemporary application in industry and research. The instructors
aim to include recent developments of the topics covered to demonstrate how basic
methods or techniques are applied today and how the material covered relates to
research challenges.
• Early involvement in research projects is an essential aspect of student education.
Students can obtain a vivid research experience at a very early stage, which often
develops into interdisciplinary collaborations later on.
• This distinctive educational approach, together with the positive teaching environment,
has been acknowledged in several rankings: In the computer science ranking published
by the Centre for Higher Education (CHE) in 2015, the support by instructors and the
relationship to research were ranked 1st of 68 study programs. In the European U-
Multirank ranking published in 2018, the overall learning experience in computer
science was ranked 10th and research-oriented teaching in computer science was ranked
2nd of 304 European universities offering Computer Science programs.
• The involvement of students and alumni in the program development process using a
direct and open dialogue ensures that the program is constantly fine-tuned to the
specific needs of students, such as covering certain topics at a certain time with respect
to the preparation of internship or job applications.
• The program has a successful student exchange program with Carnegie Mellon
University (USA). Every year, some of the best students move to Pittsburgh to study for
a semester abroad at CMU. In addition, CS students have studied abroad with great
success at Rice University (USA) and the University of Pennsylvania (USA).
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 • Student teams participate regularly in international programming competitions. Jacobs
University hosted the Northwestern European Regional Contest (NWERC) of the ACM
International Collegiate Programming Contest on campus in 2010 and 2011. Student
teams participate in NWERC competitions since then on an annual basis. In 2014,
students organized the first JacobsHack! hackathon on campus, which was sponsored,
among others, by Google, Microsoft, and SAP. The 2018 edition of JacobsHack!,
sponsored, among others, by Facebook, Skyscanner, GitHub and Bloomberg, attracted
participants from all over Europe.

1.3 Program-Specific Educational Aims

Qualification Aims
The main subject-specific qualification aim is to enable students to take up qualified
employment in modern industries involving information technology or to enter graduate
programs related to computer science. Graduates of the Computer Science program have
obtained the following competencies:

• Computer science competence

Graduates are familiar with the theoretical foundations of computer science and they
are able to design and develop computer systems addressing a given application
scenario. They are able to analyze and structure complex problems and they are able to
address them using methods of computer science. Graduates are able to construct and
maintain complex computer systems using a structured, analytic, and creative approach.

• Communication competence

Graduates are able to communicate subject-specific topics convincingly in both spoken

and written form to fellow computer scientists or to customers.

• Teamwork and project management competence

Graduates are able to work effectively in a team and they are able to organize workflows
in complex development efforts. They are familiar with tools that support the
development, testing, and maintenance of large software systems and they are able to
take design decisions in a constructive way.

• Learning competence
Graduates have acquired a solid foundation enabling them to assess their own knowledge
and skills, learn effectively, and remain up to date with the latest developments in the
rapidly evolving field of computer science.

• Personal and professional competence

Graduates are able to develop a professional profile, justify professional decisions based
on theoretical and methodical knowledge, and critically reflect on their behavior with
respect to their consequences for society.

The design of the Computer Science program follows national guidelines published by the
Gesellschaft für Informatik (GI) (GI: Empfehlungen für Bachelor- und Masterprogramme im
Studienfach Informatik an Hochschulen, July 2016) and international guidelines published

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jointly by the Association for Computing Machinery (ACM) and the Institute of Electrical and
Electronics Engineers (IEEE) (ACM/IEEE: Computer Science Curricula 2013, December 2013).

Intended Learning Outcomes

By the end of the program, students will be able to

• work professionally in the highly dynamic computer science field and enter graduate
programs related to computer science;
• apply fundamental concepts of computer science while solving problems;
• think in an analytical way at multiple levels of abstraction;
• develop, analyze and implement algorithms using modern software engineering
methods;
• understand the characteristics of a range of computing platforms and their advantages
and limitations;
• choose from multiple programming paradigms, languages and algorithms to solve a given
problem adequately;
• describe the fundamental theory of computation and computability;
• apply the necessary mathematical methods;
• recognize the context in which computer systems operate, including interactions with
people and the physical world;
• describe the state of published knowledge in their field or a specialization within it;
• analyze and model real-life scenarios in organizations and industries using contemporary
techniques of computer science, also taking methods and insights of other disciplines
into account;
• appropriately communicate solutions of problems in computer science in both spoken
and written form to specialists and non-specialists;
• draw scientifically founded conclusions that consider social, professional, scientific, and
ethical aspects;
• work effectively in a diverse team and take responsibility in a team;
• take responsibility for their own learning, personal and professional development and
role in society, reflecting on their practice and evaluating critical feedback;
• adhere to and defend ethical, scientific, and professional standards.

1.4 Career Options

Computer science is one of the key disciplines of the 21st century, which affects almost all
modern industries. Consequently, the possible career paths are very broad for graduates with a
computer science degree and the job market is highly favorable. The job market includes jobs
such as software engineer, system integrator, information systems manager, data analyst,
database administrator, application developer, cyber security analyst, IT consultant, and system
analyst.
Graduates of the Computer Science program at Jacobs University have obtained positions in
companies of the information technology sector such as Amazon, Cleversoft, Facebook, Google,
Microsoft, SAP, Skype, 360 Treasury Systems, Twitter, Research Gate, and VMware, as well as
within companies that use information technology extensively such as the BMW Group,
Deutsche Bank, KPMG, and Uber. Some graduates have founded their own companies such as
Deep Web Solutions GmbH, Take Off Labs, and techOS GmbH.

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Past graduates have also chosen to continue their education by enrolling into graduate programs
at other German universities such as the RWTH Aachen, the Technical University Berlin, and
the Technical University München; at other European universities such as the University of
Amsterdam, the University of Cambridge, EPFL Lausanne, the University College London, the
University of Oxford, and ETH Zürich; or at international universities such as Carnegie Mellon
University, Cornell University, and the University of Montreal.
The Career Services Center (CSC) as well as the Jacobs Alumni Office help students in their
career development. The CSC provides students with high-quality training and coaching in CV
creation, cover letter formulation, interview preparation, effective presenting, business etiquette
and employer research as well as in many other aspects, thus helping students to identify and
follow up rewarding careers after their time at Jacobs University. Furthermore, the Alumni Office
helps students establish a long-lasting and worldwide network which is beneficial when
exploring job options in academia, industry, and elsewhere.

1.5 Admission Requirements

Admission to Jacobs University is selective and based on a candidate’s school and/or university
achievements, recommendations, self-presentation, and performance on required standardized
tests. Students admitted to Jacobs University demonstrate exceptional academic achievements,
intellectual creativity, and the desire and motivation to make a difference in the world.
The following documents need to be submitted with the application:
• Recommendation Letter
• Official or certified copies of high school/university transcripts
• Educational History Form
• Standardized test results (SAT/ACT) if applicable
• ZeeMee electronic resume (optional)
• Language proficiency test results (TOEFL, IELTS or equivalent)

Formal admission requirements are subject to higher education law and are outlined in the
Admission and Enrollment Policy of Jacobs University.
For more detailed information about the admission visit: https://www.jacobs-
university.de/study/undergraduate/application-information

1.6 More Information and Contact

For more information, please contact the study program chair:
Peter Zaspel, PH.D.
Professor of Computer Science
Email: [email protected]
Telephone: +49 421 200-3051

visit our website: https://www.jacobs-university.de/study/undergraduate/programs/computer-

science

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2 The Curricular Structure

2.1 General
The curricular structure provides multiple elements for enhancing employability,
interdisciplinarity, and internationality. The unique Jacobs Track, offered across all
undergraduate study programs, provides comprehensive tailor-made modules designed to
achieve and foster career competency. Additionally, a mandatory internship of at least two
months after the second year of study and the possibility to study abroad for one semester give
students the opportunity to gain insight into the professional world, apply their intercultural
competences and reflect on their roles and ambitions for employment and in a globalized
society.
All undergraduate programs at Jacobs University are based on a coherently modularized
structure, which provides students with an extensive and flexible choice of study plans to meet
the educational aims of their major as well as minor study interests and complete their studies
within the regular period.

The framework policies and procedures regulating undergraduate study programs at Jacobs
University can be found on the website (https://www.jacobs-university.de/academic-policies).

2.2 The Jacobs University 3C Model

Jacobs University offers study programs that comply with the regulations of the European Higher
Education Area. All study programs are structured according to the European Credit Transfer
System (ECTS), which facilitates credit transfer between academic institutions. The three-year
under-graduate program involves six semesters of study with a total of 180 ECTS credit points
(CP). The undergraduate curricular structure follows an innovative and student-centered
modularization scheme - the 3C-Model - that groups the disciplinary content of the three study
years according to overarching themes:

Year I: Year II: Year III:

CHOICE CORE CAREER
Students have the Students study the Students enhance
CHOICE to decide on CORE elements of their CAREER skills
their major after the their major and may and prepare for the
first year of study. choose a minor. job market, graduate
school and society.

Figure 1: The Jacobs University 3C-Model

Year 1 – CHOICE
The first study year is characterized by a university-specific offering of disciplinary education
that builds on and expands upon the students’ entrance qualifications. Students select
introductory modules for a total of 45 CP from the CHOICE area of a variety of study programs,
of which 15-30 CP will be from their intended major. A unique feature of our curriculum

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structure allows students to select their major freely upon entering Jacobs University. The
Academic Advising Coordinator offers curricular counseling to all Bachelor students
independently of their major, while Academic Advisors support students in their decision-
making regarding their major study program as contact persons from the faculty.

To pursue Computer Science as a major, the following CHOICE modules (30 CP) need to be
taken as mandatory modules:

• CHOICE Module: Programming in C and C++ (7.5 CP)

• CHOICE Module: Algorithms and Data Structures (7.5 CP)
• CHOICE Module: Introduction to Computer Science (7.5 CP)
• CHOICE Module: Introduction to Robotics and Intelligent Systems (7.5 CP)

The first two modules, Programming in C and C++ and Algorithms and Data Structures,
introduce students to imperative and object-oriented programming and basic algorithms and
data structures. The Introduction to Computer Science module discusses abstract and concrete
notions of computing machines and algorithms, and the representation of information. Students
are also exposed to a pure functional programming language. The Introduction to Robotics and
Intelligent Systems module addresses the interaction of computers with the physical world and
it lays the foundation for intelligent systems.

The remaining CHOICE modules (15 CP) can be selected in the first year of studies according
to interest and/or with the aim to allow a change of major up until the beginning of the second
year, when the major choice becomes fixed (see 2.2.1.1 below).

2.2.1.1 Major Change Option

Students can still change to another major at the beginning of their second year of studies if
they have taken the corresponding mandatory CHOICE modules in their first year of studies. All
students must participate in a seminar on the major change options in the O-Week and consult
their Academic Advisor in the first year of studies prior to changing their major.
Students that would like to retain a further option are strongly recommended to additionally
register for the CHOICE modules of one of the following study programs in their first year. The
module descriptions can be found in the respective Study Program Handbook.

• Earth and Environmental Studies (EES)

CHOICE Module: General Earth and Environmental Sciences (7.5 CP)
CHOICE Module: General Geology (7.5 CP)

• International Relations: Politics and History (IRPH)

CHOICE Module: Introduction to International Relations Theory (7.5 CP)
CHOICE Module: Introduction to Modern European History (7.5 CP)

• Integrated Social and Cognitive Psychology (ISCP)

CHOICE Module: Essentials of Cognitive Psychology (7.5 CP)
CHOICE Module: Essentials of Social Psychology (7.5 CP)

• Physics (Phys)
CHOICE Module: Classical Physics (7.5 CP)
CHOICE Module: Modern Physics (7.5 CP)

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 Year 2 – CORE
In their second year, students take a total of 45 CP from a selection of in-depth, discipline-
specific CORE modules. Building on the introductory CHOICE modules and applying the
methods and skills acquired so far (see 2.3.1), these modules aim to expand the students’
critical understanding of the key theories, principles, and methods in their major for the current
state of knowledge and best practice.
To pursue Computer Science as a major, at least the following mandatory CORE modules (30
CP) need to be taken:

• CORE Module: Databases and Web Services (7.5 CP)

• CORE Module: Software Engineering (7.5 CP)
• CORE Module: Operating Systems (7.5 CP)
• CORE Module: Automata, Computability, and Complexity (7.5 CP)
Students decide to complement their studies by taking the discipline-specific mandatory
elective CORE modules (15 CP):

• CORE Module: Computer Networks (5 CP)

• CORE Module: Legal and Ethical Aspects of Computer Science (2.5 CP)
• CORE Module: Secure and Dependable Systems (5 CP)
• CORE Module: Academic Skills in Computer Science (2.5 CP)
or substitute these modules with CORE modules from other study programs according to interest
and with the aim of pursuing a minor in a second field.
Computer Science students can take CORE modules (or more advanced Specialization modules)
from a second discipline, which allows them to incorporate a minor study track into their
undergraduate education, within the 180 CP required for a bachelor’s degree. The educational
aims of a minor are to broaden the students’ knowledge and skills, support the critical reflection
of statements in complex contexts, foster an interdisciplinary approach to problem-solving, and
to develop an individual academic and professional profile in line with students’ strengths and
interests. This extra qualification will be highlighted in the transcript.
The Academic Advising Coordinator, Academic Advisor, and the Study Program Chair of the
minor study program support students in the realization of their minor selection; the
consultation with the Academic Advisor is mandatory when choosing a minor.
As a rule, this requires Computer Science students to
• select two CHOICE modules (15 CP) from the desired minor program in the first year
and
• substitute the mandatory elective Computer Science CORE modules Computer
Networks (5 CP), Legal and Ethical Aspects of Computer Science (2.5 CP), Secure
and Dependable Systems (5), and Academic Skills in CS (2.5) in the second year
with the default minor CORE modules of the minor study program. Note that the
substituted CORE modules can still be selected in the third year as specialization
modules.

The requirements for each specific minor are described in the handbook of the study program
offering the minor (Chapter 3.2) and are marked in the respective Study and Examination Plans.

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For an overview of accessible minors, please check the Major/Minor Combination Matrix which
is published at the beginning of each academic year.

Year 3 – CAREER
During their third year, students prepare and make decisions about their career path after
graduation. To explore available choices and to gain professional experience, students
undertake a mandatory summer internship. The third year of studies allows Computer Science
students to take Specialization modules within their discipline, but also focuses on the
responsibility of students beyond their discipline (see Jacobs Track).

The 5th semester also opens a mobility window for a diverse range of study abroad options.
Finally, the 6th semester is dedicated to fostering the students’ research experience by involving
them in an extended Bachelor thesis project.

2.2.3.1 Internship / Start-up and Career Skills Module

As a core element of Jacobs University’s employability approach students are required to engage
in a mandatory two-month internship of 15 CP that will usually be completed during the summer
between the second and third years of study. This gives students the opportunity to gain first-
hand practical experience in a professional environment, apply their knowledge and
understanding in a professional context, reflect on the relevance of their major to employment
and society, reflect on their own role in employment and society, and find a professional
orientation. The internship can also establish valuable contacts for the students’ Bachelor’s
thesis project, for the selection of a Master program graduate school or further employment
after graduation. This module is complemented by career advising and several career skills
workshops throughout all six semesters that prepare students for the transition from student life
to professional life. As an alternative to the full-time internship, students interested in setting
up their own company can apply for a start-up option to focus on developing of their business
plans.
For further information, please contact the Career Services Center (https://www.jacobs-
university.de/career-services)

2.2.3.2 Specialization Modules

In the third year of their studies, students take 15 CP from major-specific or major-related,
advanced Specialization modules to consolidate their knowledge and to be exposed to state-of-
the-art research in the areas of their interest. This curricular component is offered as a portfolio
of modules, from which students can make free selections during their 5th and 6th semester.
The default specialization module size is 5 CP, with smaller 2.5 CP modules being possible as
justified exceptions.
To pursue CS as a major, at least 10 of the 15 CP from the following major-specific
Specialization Modules need to be taken:
• CS Specialization: Computer Graphics (5 CP)
• CS Specialization: Image Processing (5 CP)
• CS Specialization: Distributed Algorithms (5 CP)
• CS Specialization: Web Application Development (5 CP)

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A maximum of 5 CP can be taken from major-related modules instead of major-specific
Specialization Modules:
• CS CORE: Computer Vision (5 CP)
• RIS Specialization: Human Computer Interaction (5 CP)
• RIS CORE: Artificial Intelligence (5 CP)
• RIS CORE: Robotics (5 CP)
• RIS CORE: Machine Learning (5 CP)
• ECE Specialization: Digital Design (5 CP)
• ECE CORE: Information Theory (5 CP)
• DE Specialization: Parallel and Distributed Computing (5 CP)
Students may also select 15 CP entirely from their major-specific Specialization Modules.

Students pursuing a minor in a second field of studies can additionally select Specialization
Modules from:

• CS CORE: Computer Networks (5 CP)

• CS CORE: Legal and Ethical Aspects of Computer Science (2.5 CP)
• CS CORE: Secure and Dependable Systems (5 CP)
• CS CORE: Academic Skills in Computer Science (2.5 CP)

It is highly recommended that students pursuing a minor take the modules:

• CS CORE: Legal and Ethical Aspects of Computer Science (2.5 CP)

• CS CORE: Academic Skills in Computer Science (2.5 CP).

2.2.3.3 Study Abroad

Students have the opportunity to study abroad for a semester to extend their knowledge and
abilities, broaden their horizons and reflect on their values and behavior in a different context
as well as on their role in a global society. For a semester abroad (usually the 5th semester),
modules related to the major with a workload equivalent to 22.5 CP must be completed.
Modules recognized as study abroad CP need to be pre-approved according to Jacobs University
study abroad procedures. Several exchange programs allow students to directly enroll at
prestigious partner institutions worldwide. Jacobs University’s participation in Erasmus+, the
European Union’s exchange program, provides an exchange semester at a number of European
universities that include Erasmus study abroad funding.
For further information, please contact the International Office (https://www.jacobs-
university.de/study/international-office).
Computer Science students that wish to pursue a study abroad in their 5th semester are required
to select their modules at the study abroad partners such that they can be used to substitute
between 10-15 CP of major-specific Specialization modules and between 5-15 CP of modules
equivalent to the non-disciplinary Big Questions modules or the Community Impact Project (see
Jacobs Track). In their 6th semester, according to the study plan, returning study-abroad
students complete the Bachelor Thesis/Seminar module (see next section), they take any
missing Specialization modules to reach the required 15 CP in this area, and they take any
missing Big Questions modules to reach 15 CP in this area. Study abroad students are allowed
to substitute the 5 CP Community Impact Project (see Jacobs Track below) with 5 CP of Big
Questions modules.

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2.2.3.4 Bachelor Thesis/Seminar Module
This module is a mandatory graduation requirement for all undergraduate students. It consists
of two module components in the major study program guided by a Jacobs faculty member: the
Bachelor Thesis (12 CP) and a Seminar (3 CP). The title of the thesis will appear on the
students’ transcripts.
Within this module, students apply the knowledge skills, and methods they have acquired in
their major discipline to become acquainted with actual research topics, ranging from the
identification of suitable (short-term) research projects, preparatory literature searches, the
realization of discipline-specific research, and the documentation, discussion, and
interpretation of the results.
With their Bachelor Thesis students demonstrate mastery of the contents and methods of the
computer science research field. Furthermore, students show the ability to analyze and solve a
well-defined problem with scientific approaches, a critical reflection of the status quo in
scientific literature, and the original development of their own ideas. With the permission of a
Jacobs Faculty Supervisor, the Bachelor Thesis can also have an interdisciplinary nature. In the
seminar, students present and discuss their theses in a course environment and reflect on their
theoretical or experimental approach and conduct. They learn to present their chosen research
topics concisely and comprehensively in front of an audience and to explain their methods,
solutions, and results to both specialists and non-specialists.

2.3 The Jacobs Track

The Jacobs Track, an integral part of all undergraduate study programs, is another important
feature of Jacobs University’s educational model. The Jacobs Track runs parallel to the
disciplinary CHOICE, CORE, and CAREER modules across all study years and is an integral part
of all undergraduate study programs. It reflects a university-wide commitment to an in-depth
training in scientific methods, fosters an interdisciplinary approach, raises awareness of global
challenges and societal responsibility, enhances employability, and equips students with
augmented skills desirable in the general field of study. Additionally, it integrates (German)
language and culture modules.

Methods and Skills Modules

Methods and skills such as mathematics, statistics, programming, data handling, presentation
skills, academic writing, and scientific and experimental skills are offered to all students as part
of the Methods and Skills area in their curriculum. The modules that are specifically assigned
to each study programs equip students with transferable academic skills. They convey and
practice specific methods that are indispensable for each students’ chosen study program.
Students are required to take 20 CP in the Methods and Skills area. The size of all Methods
and Skills modules is 5 CP.

To pursue Computer Science as major, the following Methods and Skills modules (20 CP) are
mandatory

• Methods: Calculus and Elements of Linear Algebra I (5 CP)

• Methods: Calculus and Elements of Linear Algebra II (5 CP)
• Methods: Probability and Random Processes (5 CP)

15
For the remaining 5 CP CS students can choose between the Methods module 1

• Methods: Numerical Methods (5 CP)

and the Mathematics CORE module:

• CORE Module: Discrete Mathematics (5 CP)

Big Questions Modules

The modules in the Big Questions area (10 CP) intend to broaden students’ horizons with
applied problem solving between and beyond their chosen disciplines. The offerings in this area
comprise problem-solving oriented modules that tackle global challenges from the perspectives
of different disciplinary backgrounds that allow, in particular, a reflection of acquired
disciplinary knowledge in economic, societal, technological, and/or ecological contexts. Working
together with students from different disciplines and cultural backgrounds, these modules cross
the boundaries of traditional academic disciplines.
Students are required to take 10 CP from modules in the Area. This curricular component is
offered as a portfolio of modules, from which students can make free selections during their
5th and 6th semester with the aim of being exposed to the full spectrum of economic, societal,
technological, and/or ecological contexts. The size of Big Questions Modules is either 2.5 or 5
CP.

Community Impact Project

In their 5th semester students are required to take a 5 CP Community Impact Project (CIP)
module. Students engage in on-campus or off-campus activities that challenge their social
responsibility, i.e., they typically work on major-related projects that make a difference in the
community life on campus, in the campus neighborhood, Bremen, or on a cross-regional level.
The project is supervised by a faculty coordinator and mentors.
Study abroad students are allowed to substitute the 5-CP Community Impact Project with 5 CP
of Big Questions modules.

Language Modules
Communication skills and foreign language abilities foster students’ intercultural awareness and
enhance their employability in an increasingly globalized and interconnected world. Jacobs
University supports its students in acquiring and improving these skills by offering a variety of
language modules at all proficiency levels. Emphasis is put on fostering the German language
skills of international students as they are an important prerequisite for non-native students to
learn about, explore, and eventually integrate into their host country and its professional
environment. Students who meet the required German proficiency level (e.g., native speakers)
are required to select modules in any other modern foreign language offered (Chinese, French
or Spanish). Hence, acquiring 10 CP in language modules, with German mandatory for non-
native speakers, is a requirement for all students. This curricular component is offered as a
four-semester sequence of foreign language modules. The size of the Language Modules is 2.5
CP.

1
Students who take a minor in RIS or ECE must choose Numerical Methods.
16
3 Computer Science as a Minor

3.1 Qualification Aims

Students obtaining a minor in Computer Science learn the basic principles of software
development and modern software development processes. They acquire an understanding of
how modern information systems are designed and implemented. Upon completion of the
minor, they will have obtained sufficient knowledge about computer science concepts such that
they can effectively work together with professionals with a Computer Science degree. Students
obtaining a minor in Computer Science can help to drive digitalization processes, as they can
effectively translate requirements of the field of their major into terminology and technology
used by Computer Science professionals. Students majoring in a technical discipline can obtain
a minor to strengthen their understanding of how to use software and hardware components
effectively, thereby achieving efficient solutions for problems in their domain.

Intended Learning Outcomes

With a minor in Computer Science, students will be able to

• develop solutions to problems in computer science in close collaboration with computer

science professionals;
• communicate requirements appropriately to their audience and understand computer
science aspects of a solution;
• apply programming concepts and basic algorithms to solve software development
problems of moderate complexity in an adequate way;
• understand how design choices impact the efficiency of solutions.

3.2 Module Requirements

A minor in Computer Science requires 30 CP. The default option to obtain a minor in Computer
Science is marked in the Study and Examination Plan in chapter 6. It includes the following
CHOICE and CORE modules:

• CHOICE Module: Programming in C and C++ (7.5 CP)

• CHOICE Module: Algorithms and Data Structures (7.5 CP)
• CORE Module: Databases and Web Services (7.5 CP)
• CORE Module: Software Engineering (7.5 CP)

Upon the consultation with the Academic Advisor and approval by the CS Study Program
Coordinator, individual CORE modules from the default minor can be replaced by other
advanced modules (CORE or Specialization) from the CS major.

3.3 Degree
After successful completion, the minor in Computer Science will be listed on the final transcript
under PROGRAM OF STUDY and BA/BSc – [name of the major] as “(Minor: Computer
Science).”

17
4 Computer Science Undergraduate Program Regulations

4.1 Scope of these Regulations

The regulations in this handbook are valid for all students who entered the Computer Science
undergraduate program at Jacobs University in Fall 2021. In case of a conflict between the
regulations in this handbook and the general Policies for Bachelor Studies, the latter applies
(see http://www.jacobs-university.de/academic-policies).
In exceptional cases, certain necessary deviations from the regulations of this study handbook
might occur during the course of study (e.g., change of the semester sequence, assessment
type, or the teaching mode of courses).
In general, Jacobs University Bremen reserves therefore the right to change or modify the
regulations of the program handbook also after its publication at any time and in its sole
discretion.

4.2 Degree
Upon successful completion of the study program, students are awarded a Bachelor of Science
degree in Computer Science.

4.3 Graduation Requirements

To graduate, students need to obtain 180 CP. In addition, the following graduation requirements
apply:

• Students need to complete all mandatory components of the program as indicated in

the Study and Examination Plan in chapter 6 of this handbook.
• Students graduating in Computer Science without a minor have to obtain
o 20 CP in Methods and Skills modules (mathematics),
o 90 CP in Computer Science modules, and
o 15 CP for the Bachelor thesis and the associated seminar.
• Students graduating in Computer Science with a minor in a second discipline have to
obtain
o 20 CP in Methods and Skills modules (mathematics),
o 75 CP in Computer Science modules, and
• Students have to obtain 15 CP for the Bachelor thesis and the associated seminar.

18
5 Schematic Study Plan for Computer Science

Figure 2 shows schematically the sequence and types of modules required for the study program. A more detailed description, including the assessment types, is
given in the Study and Examination Plans in following section.

* mandatory for minor students (default minor)

m = mandatory
Figure 2: Schematic Study Plan
me = mandatory elective 19
6 Study and Examination Plan

Computer Science (CS) BSc

Matriculation Fall 2022
Program-Specific Modules Type Assessment Period Status¹ Sem. CP Jacobs Track Modules (General Education) Type Assessment Period Status¹ Sem. CP
Year 1 - CHOICE
45 15
Take the mandatory CHOICE modules listed below, this is a requirement for the Computer Science program.
Unit: Programming, Algorithms, and Data Structures (default minor choice modules) 15 Unit: Methods / Skills 10
CH-230 Module: Programming in C and C++ m 1 7.5 JTMS-MAT-09 Module: Calculus and Elements of Linear Algebra I m 1 5
CH-230-A Programming in C and C++ Lecture Written examination Examination period 2.5 JTMS-09 Calculus and Elements of Linear Algebra I Lecture Written examination Examination period
CH-230-B Programming in C and C++ Tutorial Tutorial Practical assessment During the semester 5 JTMS-MAT-10 Module: Calculus and Elements of Linear Algebra II m 2 5
CH-231 Module: Algorithms and Data Structures m 2 7.5 JTMS-10 Calculus and Elements of Linear Algebra II Lecture Written examination Examination period
CH-231-A Algorithms and Data Structures Lecture Written examination Examination period Unit: Language 5
Unit: Computer Science, Robotics, and Intelligent Systems 15 German is default language. Native German speakers take modules in another offered language.
CH-232 Module: Introduction to Computer Science
5 m 1 7.5 JTLA-xxx Module: Language 1 m 1 2.5
CH-232-A Introduction to Computer Science Lecture Written examination Examination period JTLA-xxx Language 1 Seminar Various Various me
CH-220 Module: Introduction to Robotics and Intelligent Systems m 2 7.5
CH-220-A Introduction to Robotics and Intelligent Systems Lecture 5 JTLA-xxx Module: Language 2 m 2 2.5
Written examination Examination period
CH-220-B Introduction to Robotics and Intelligent Systems Lab Lab 2.5 JTLA-xxx Language 2 Seminar Various Various me
Unit: CHOICE (own selection) 1/2 15
Take two further CHOICE modules from those offered for all other study programs.²

Year 2 - CORE 45 15
2
Take all CORE modules listed below or replace mandatory elective (me) modules with suitable CORE modules from other study programs.
Unit: Advanced Computer Science I (default minor advanced modules) 15 Unit: Methods / Skills 10
CO-560 Module: Databases and Web Services m 3 7.5 JTMS-MAT-12 Module: Probability and Random Processes m 3 5
CO-560-A Databases and Web Services - Lecture Lecture Written examination Examination period 5
CO-560-B Databases and Web Services - Project Project Project assessment During the semester 2.5 JTMS-12 Probability and Random Processes Lecture Written examination Examination period 5
CO-561 Module: Software Engineering m 4 7.5
CO-561-A Software Engineering Lecture Written examination Examination period 2.5 Take one of the two listed mandatory elective methods modules:
CO-561-B Software Engineering Project Project Project assessment During the semester 5 CO-501 Module: Discrete Mathematics me 4 5
Unit: Advanced Computer Science II 15 CO-501-A Discrete Mathematics Lecture Written examination Examination period
CO-562 Module: Operating Systems m 3 7.5
CO-562-A Operating Systems Lecture Written examination Examination period JTMS-MAT-13 Module: Numerical Methods ⁴ me 4 5
CO-563 Module: Automata, Computability, and Complexity m 4 7.5 JTMS-13 Numerical Methods Lecture Written examination Examination period
CO-563-A Automata, Computability, and Complexity Lecture Written examination Examination period
Unit: Advanced Computer Science III 15 Unit: Language 5
CO-564 Module: Computer Networks me 3 5 German is default language. Native German speakers take modules in another offered language.
CO-564-A Computer Networks Lecture Written examination Examination period JTLA-xxx Module: Language 3 m 3 2.5
CO-565 Module: Legal and Ethical Aspects of Computer Science me 3 2.5 JTLA-xxx Language 3 Seminar Various Various me
CO-565-A Legal and Ethical Aspects of Computer Science Lecture Poster presenation Examination period
CO-566 Module: Secure and Dependable Systems me 4 5 JTLA-xxx Module: Language 4 m 4 2.5
CO-566-A Secure and Dependable Systems Lecture Written examination Examination period JTLA-xxx Language 4 Seminar Various Various me
CO-567-A Module: Academic Skills in Computer Science me 4 2.5
CO-567-A Academic Skills in Computer Science Seminar Project assessment Examination period
Year 3 - CAREER 45 15
CA-INT-900 Module: Summer Internship m 4/5 15 Unit: Big Questions 10
th
CA-INT-900-0 Summer Internship Report/Business Plan During the 5 semester JTBQ-BQ-xxx Module: Big Questions m 5/6
CA-CS-800 Module: Thesis / Seminar CS m 6 15 JTBQ-xxx Lecture Various Various me 10
CA-CS-800-T Thesis CS Thesis Thesis 15th of May 12 Unit: Community Impact Project 5
CA-CS-800-S Seminar CS Seminar Presentation During the semester 3 JTCI-CI-950 Module: Community Impact Project m 5 5
Unit: Specialization CS m 5/6 15 JTCI-950 Community Impact Project Project Project Examination period
Take a total of 15 CP Specialization Modules
CA-S-CS-801 Module: Computer Graphics me 5 5
CA-S-CS-801-A Computer Graphics Lecture Written examination Examination period
CA-S-CS-802 Module: Image Processing me 6 5
CA-S-CS-802-A Image Processing Lecture Written examination Examination period me 6 5
CA-S-CS-803 Module: Distributed Algorithms me 5 5
CA-S-CS-803-A Distributed Algorithms Lecture Written examination Examination period me 5 5
CA-S-CS-804 Module: Web Application Development me 6 5
CA-S-CS-804-A Web Application Development Lecture Written examination Examination period 2.5
CA-S-CS-804-B Web Application Development Project Project assessment During the semester 2.5
CA-S-xxx Specialization electives (from RIS, ECE, DE study programs)³ Lecture Written examination Examination period me 5/6 5
Total CP 180
¹ Status (m = mandatory, me = mandatory elective)
² For a full listing of all CHOICE / CORE / CAREER / Jacobs Track modules please consult the CampusNet online catalogue and /or the study program handbooks.
³ For details please see the CS program handbook.
⁴ Students who take a minor in Mathematics have to choose Numerical Methods module.
5
Students can optionally also take the module in the 2nd semester

Figure 3: Study and Examination Plan

20
7 Computer Science Modules

7.1 Programming in C and C++

Module Name Module Code Level (type) CP

Programming in C and C++ CH-230 Year 1 7.5
(CHOICE)
Module Components

Number Name Type CP

CH-230-A Programming in C and C++ Lecture 2.5
CH-230-B Programming in C and C++ - Tutorial Tutorial 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS, RIS and
Dr. Kinga ECE
Lipskoch

Entry Frequency Forms of Learning and

Requirements Teaching
Annually • Lecture attendance
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) (17,5 hours)
Skills • Tutorial attendance
(35 hours)
☒ None ☒ None ☒ None • Independent study
(115 hours)
• Exam preparation (20
hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

It is recommended that students install a suitable programming environment on their notebooks. It is

recommended to install a Linux system such as Ubuntu, which comes with open-source compilers such as gcc
and g++ and editors such as vim or emacs. Alternatively, the open-source Code: Blocks integrated development
environment can be installed to solve programming problems.
Content and Educational Aims
This course offers an introduction to programming using the programming languages C and C++. After a short
overview of the program development cycle (editing, preprocessing, compiling, linking, executing), the module
presents the basics of C programming. Fundamental imperative programming concepts such as variables, loops,
and function calls are introduced in a hands-on manner. Afterwards, basic data structures such as
multidimensional arrays, structures, and pointers are introduced and dynamically allocated multidimensional
arrays and linked lists and trees are used for solving simple practical problems. The relationships between pointers
and arrays, pointers and structures, and pointers and functions are described, and they are illustrated using
examples that also introduce recursive functions, file handling, and dynamic memory allocation.

The module then introduces basic concepts of object-oriented programming languages using the programming
language C++ in a hands-on manner. Concepts such as classes and objects, data abstractions, and information
hiding are introduced. C++ mechanisms for defining and using objects, methods, and operators are introduced
and the relevance of constructors, copy constructors, and destructors for dynamically created objects is explained.

21
Finally, concepts such as inheritance, polymorphism, virtual functions, and overloading are introduced. The
learned concepts are applied by solving programming problems.
Intended Learning Outcomes
By the end of this module, students will be able to
• explain basic concepts of imperative programming languages such as variables, assignments,
loops, and function calls;
• write, test, and debug programs in the procedural programming language C using basic C library
functions;
• demonstrate how to use pointers to create dynamically allocated data structures such as linked
lists;
• explain the relationship between pointers and arrays;
• illustrate basic object-oriented programming concepts such as objects, classes, information
hiding, and inheritance;
• give original examples of function and operator overloading and polymorphism;
• write, test, and debug programs in the object-oriented programming language C++.

Indicative Literature
Brian Kernighan, Dennis Ritchie: The C Programming Language, 2nd edition, Prentice Hall Professional Technical
Reference, 1988.
Steve Oualline: Practical C Programming, 3rd edition, O'Reilly Media, 1997.
Bruce Eckel: Thinking in C++: Introduction to Standard C++, Prentice Hall, 2000.
Bruce Eckel, Chuck Allison: Thinking in C++: Practical Programming, Prentice Hall, 2004.
Bjarne Stroustrup: The C++ Programming Language, 4th edition, Addison Wesley, 2013.
Michael Dawson: Beginning C++ Through Game Programming, 4th edition, Delmar Learning, 2014.

Usability and Relationship to other Modules

• Mandatory for a major in CS, RIS, and ECE
• Mandatory for a minor in CS and RIS
• Pre-requisite for the CHOICE module Algorithms and Data Structures
• Elective for all other undergraduate study programs
• This module introduces the programming languages C and C++ and several other modules build on this
foundation. Certain features of C++ such as templates and generic data structures and an overview of
the standard template library will be covered in the Algorithms and Data Structures module.

Examination Type: Module Component Examinations

Component 1: Lecture

Assessment types: Written examination Duration: 120 min

Weight: 33%
Scope: All theoretical intended learning outcomes of the module

Component 2: Tutorial

Assessment: Practical assessment (Programming assignments)

Weight: 67%
Scope: All practical intended learning outcomes of the module

Completion: To pass this module, the examination of each module component has to be passed with at least
45%.

22
7.2 Algorithms and Data Structures

Module Name Module Code Level (type) CP

Algorithms and Data Structures CH-231 Year 1 7.5
(CHOICE)
Module Components

Number Name Type CP

CH-231-A Algorithms and Data Structures Lecture 7.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS and RIS
Dr. Kinga
Lipskoch

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance
Skills (52.5 hours)
• Independent study
☒ ☒ None (115 hours)
Programming in • Exam preparation (20
C and C++ hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Students should refresh their knowledge of the C and C++ programming language and be able to solve simple
programming problems in C and C++. Students are expected to have a working programming environment.

Content and Educational Aims

Algorithms and data structures are the core of computer science. An algorithm is an effective description for
calculations using a finite list of instructions that can be executed by a computer. A data structure is a concept
for organizing data in a computer such that data can be used efficiently. This introductory module allows students
to learn about fundamental algorithms for solving problems efficiently. It introduces basic algorithmic concepts;
fundamental data structures for efficiently storing, accessing, and modifying data; and techniques that can be
used for the analysis of algorithms and data structures with respect to their computational and memory
complexities. The presented concepts and techniques form the basis of almost all computer programs.

Intended Learning Outcomes

By the end of this module, students will be able to
• explain asymptotic (time and memory) complexities and respective notations;
• able to prove asymptotic complexities of algorithms;
• illustrate basic data structures such as arrays, lists, queues, stacks, trees, and hash tables;
• describe algorithmic design concepts and apply them to new problems;
• explain basic algorithms (sorting, searching, graph algorithms, computational geometry) and their
complexities;

23
 • summarize and apply C++ templates and generic data structures provided by the standard C++
template library.

Indicative Literature
Thomas H. Cormen, Charles E. Leiserson, Ronald L. Rivest, and Clifford Stein: Introduction to Algorithms, 3rd
edition, MIT Press, 2009.
Donald E. Knuth: The Art of Computer Programming: Fundamental Algorithms, volume 1, 3rd edition, Addison
Wesley Longman Publishing, 1997.

Usability and Relationship to other Modules

• Mandatory for a major in CS and RIS
• Mandatory for a minor in CS
• Pre-requisite for the following CORE modules:
o Databases and Web Services
o Software Engineering
o Legal and Ethical Aspects of Computer Science
o Computer Graphics
o Distributed Algorithms
• Familiarity with basic algorithms and data structures is fundamental for almost all advanced modules in
computer science. This module additionally introduces advanced concepts of the C++ programming
language that are needed in advanced programming-oriented modules in the 2nd and 3rd years of the CS
and RIS programs.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

24
7.3 Introduction to Computer Science

Module Name Module Code Level (type) CP

Introduction to Computer Science CH-232 Year 1 7.5
(CHOICE)
Module Components

Number Name Type CP

CH-232-A Introduction to Computer Science Lecture 7.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS, ECE and
Prof. Dr. Jürgen RIS
Schönwälder

Entry Frequency Forms of Learning and

Requirements Teaching
Every semester
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall/Spring) • Class (52.5 hours)
Skills • Independent study
(115 hours)
☒ None ☒ None • Exam preparation (20
hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

It is recommended that students install a Linux system such as Ubuntu on their notebooks and that they become
familiar with basic tools such as editors (vim or emacs) and the basics of a shell. The Glasgow Haskell Compiler
(GHC) will be used for implementing Haskell programs.

Content and Educational Aims

The module introduces fundamental concepts and techniques of computer science in a bottom-up manner. Based
on clear mathematical foundations (which are developed as needed), the course discusses abstract and concrete
notions of computing machines, information, and algorithms, focusing on the question of representation versus
meaning in Computer Science.

The module introduces basic concepts of discrete mathematics with a focus on inductively defined structures, to
develop a theoretical notion of computation. Students will learn the basics of the functional programming
language Haskell because it treats computation as the evaluation of pure and typically inductively defined
functions. The module covers a basic subset of Haskell that includes types, recursion, tuples, lists, strings, higher-
order functions, and finally monads. Back on the theoretical side, the module covers the syntax and semantics of
Boolean expressions and it explains how Boolean algebra relates to logic gates and digital circuits. On the
technical side, the course introduces the representation of basic data types such as numbers, characters, and
strings as well as the von Neuman computer architecture. On the algorithmic side, the course introduces the
notion of correctness and elementary concepts of complexity theory (big O notation).

25
Intended Learning Outcomes
By the end of this module, students will be able to

• explain basic concepts such as the correctness and complexity of algorithms (including the big O
notation);
• illustrate basic concepts of discrete math (sets, relations, functions);
• recall basic proof techniques and use them to prove properties of algorithms;
• explain the representation of numbers (integers, floats), characters and strings, and date and
time;
• summarize basic principles of Boolean algebra and Boolean logic;
• describe how Boolean logic relates to logic gates and digital circuits;
• outline the basic structure of a von Neumann computer;
• explain the execution of machine instructions on a von Neumann computer;
• describe the difference between assembler languages and higher-level programming languages;
• define the differences between interpretation and compilation;
• illustrate how an operating system kernel supports the execution of programs;
• determine the correctness of simple programs;
• write simple programs in a pure functional programming language.

Indicative Literature
Eric Lehmann, F. Thomson Leighton, Albert R. Meyer: Mathematics for Computer Science, online 2018.
David A. Patterson, John L Hennessy: Computer Organization and Design: The Hardware/Software Interface, 4th
edition, Morgan Kaufmann, 2011.
Miran Lipovaca: Learn You a Haskell for Great Good!: A Beginner's Guide, 1st edition, No Starch Press, 2011.

Usability and Relationship to other Modules

• Mandatory for a major in CS, ECE and RIS
• Pre-requisite for the CORE modules Automata, Computability, and Complexity and Operating Systems
• This module introduces key mathematical concepts and various notions of computing machines and
computing abstractions and is in particularly important for subsequent courses covering theoretical
aspects of computer science. This module is also important for courses that require a basic
understanding of computer architecture and program execution at the hardware level.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

Module achievement: 50% of the assignments correctly solved

This module introduces the functional programming language Haskell. Students develop their functional
programming skills by solving programming problems. The module achievement ensures that a sufficient level of
practical programming and problem-solving skills has been obtained.

26
7.4 Introduction to Robotics and Intelligent System

Module Name Module Code Level (type) CP

Introduction to Robotics and Intelligent Systems CH-220 Year 1 7.5
(CHOICE)
Module Components

Number Name Type CP

CH-220-A Introduction to Robotics and Intelligent Systems Lecture 5
CH-220-B Introduction to Robotics and Intelligent Systems - Lab Lab 2.5
Module Coordinator Program Affiliation Mandatory Status

Prof. Dr. Francesco • Robotics and Intelligent Systems (RIS) Mandatory for RIS, CS and
Maurelli ECE
Mandatory elective for
Physics

Entry Requirements Frequency Forms of Learning and

Teaching
Pre-requisites Annually
Co-requisites Knowledge, Abilities, or (Spring) • Lecture (35 hours)
☒ None Skills • Lab (17.5 hours)
☒ None None • Private study (115
hours)
• Exam preparation (20
hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Review basic linear algebra concepts, vector and matrix operations.

Content and Educational Aims

This module represents an initial introduction to robotics and intelligent systems, starting from the basics of
mathematics and physics applied to simple robotics scenarios. It will cover transformation matrices and
quaternions for reference systems. Students will then learn and the basics of trajectory planning and robotic
systems. The second part of the module offers an introduction to the modeling and design of linear control systems
in terms of ordinary differential equations (ODEs). Students learn how to analyze and solve systems of ODEs using
state and frequency space methods. The concepts covered include time and frequency response, stability, and
steady-state errors. This part culminates with a discussion on P, PI, PD, and PID controllers. The lab is designed
to guide students through practical hands-on work with various components of intelligent systems. It will focus
on the interfacing of a microcontroller with commonly used sensors and actuators.

27
Intended Learning Outcomes
By the end of this module, successful students will be able to
• compute 3D transformations;
• understand and apply quaternion operations;
• apply trajectory planning techniques;
• model common mechanical and electrical systems;
• understand and apply the unilateral Laplace transform and its inverse;
• explore linear systems and tune their behavior;
• program the open-source electronic prototyping platform Arduino;
• interface Arduino to several different sensors and actuators.

Indicative Literature
R. V. Roy, Advanced Engineering Dynamics. R. V. Roy, 2015.
R. N. Jazar, Theory of Applied Robotics. Springer, 2010.
N.S. Nise, Control Systems Engineering. Wiley, 2010.

Usability and Relationship to other Modules

• Mandatory for a major in RIS, CS, ECE
• Mandatory for a minor in RIS.
• Mandatory elective for a major in Physics.
• This module is the foundation of the CORE modules in the following years.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

Module achievement: Lab report

28
7.5 Databases and Web Services

Module Name Module Code Level (type) CP

Databases and Web Services CO-560 Year 2 (CORE) 7.5

Module Components

Number Name Type CP

CO-560-A Databases and Web Services Lecture 5
CO-560-B Databases and Web Services - Project Project 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
Prof. Dr. Peter Mandatory elective for RIS
Baumann

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Class attendance (35
Skills hours)
☒ Algorithms • Project (97.5 hours)
and Data ☒ None • Independent Studies
Structures (35 hours)
• Exam preparation (20
hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Working knowledge of basic data structures, such as trees, is required as well as familiarity with an object-oriented
programming language such as C++. Basic knowledge of algebra is useful. For the project work, students benefit
from having basic hands-on skills using Linux and, ideally, basic knowledge of a scripting language such as Python
(the official Python documentation is available on https://docs.python.org/).

Content and Educational Aims

This module offers a combined introduction to databases and web services. The database part starts with database
design using the Entity Relationship (ER) and Unified Modeling Language (UML) models, followed by relational
databases and querying them through SQL, relational design theory, indexing, query processing, transaction
management, and NoSQL/Big Data databases. In the web services part, the topics addressed include markup
languages, three-tier application architectures, and web services. Security aspects are addressed from both
perspectives.

A hands-on group project complements the theoretical aspects: on a self-chosen topic, students implement the
core of a web-accessible information system using Python (or a similar language), MySQL, and Linux, guided
through homework assignments.

29
Intended Learning Outcomes
By the end of this module, students will be able to
• read and write ER and UML diagrams;
• design and normalize data models for relational databases;
• write SQL queries and understand their evaluation by a database server;
• explain the concept of transactions and how to use transactions in application design;
• use web application frameworks to create dynamic websites;
• describe the differences of selected NoSQL data models and make a requirement-driven choice;
• restate three-tier architectures and their components;
• discuss the principles and basic mechanisms of reactive website design;
• summarize the security and privacy issues in the context of databases and web services.

Indicative Literature
Hector Garcia-Molina, Jeffrey D. Ullman, Jennifer D. Widom: Database Systems: The Complete Book. 2nd edition,
Pearson, 2008.
Ragu Ramakrishnan: Database Management Systems. 3rd edition, McGraw Hill, 2003.
James Lee: Open Source Web Development with LAMP. Pearson, 2003.

Usability and Relationship to other Modules

• Mandatory for a major in CS
• Mandatory for a minor in CS
• Serves as a mandatory elective specialization module for RIS major students.
• Pre-requisite for the CORE module Secure and Dependable Systems
• This module introduces components that are widely used by modern applications and information
systems. Students can apply their knowledge in the software engineering module. This module serves as
a default advanced level minor module.

Examination Type: Module Component Examinations

Module Component 1: Lecture

Assessment Type: Written examination Duration: 120 min

Weight: 67%
Scope: All intended learning outcomes of the excluding the practical aspects

Module Component 2: Project

Assessment Type: Project

Weight: 33%
Scope: All practical aspects of the intended learning outcomes

Completion: To pass this module, the examination of each module component has to be passed with at least
45%.

30
7.6 Software Engineering

Module Name Module Code Level (type) CP

Software Engineering CO-561 Year 2 (CORE) 7.5

Module Component

Number Name Type CP

CO-561-A Software Engineering Lecture 2.5
CO-561-B Software Engineering Project Project 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
Prof. Dr. Peter Mandatory elective for RIS
Baumann

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance (35
Skills hours)
• Independent study (10
☒ Databases ☒ None hours)
and Web • Development work
Services (132.5 hours)
• Exam preparation (10
hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

Students are expected to be able to develop software using an object-oriented programming language such as
C++, and they should have access to a Linux system and associated software development tools.

Content and Educational Aims

This module is an introduction to software engineering and object-oriented software design. The lecture focuses
on software quality and the methods to achieve and maintain it in environments of "multi-person construction of
multi-version software." Based on their pre-existing knowledge of an object-oriented programming language,
students are familiarized with software architectures, design patterns and frameworks, software components and
middleware, Unified Modeling Language (UML)-based modelling, and validation by testing. Furthermore, the
course addresses the more organizational topics of project management and version control.

The lectures are accompanied by a software project in which students have to develop a software solution to a
given problem. The problem is described from the viewpoint of a customer and students working in teams have
to execute a whole software project lifecycle. The teams have to create a suitable software architecture and
software design, implement the components, and integrate the components. The teams have to ensure that basic
quality requirements for the solution and the components are defined and satisfied. The students produce various
artifacts such as design documents, source code, test cases and user documentation. All artifacts need to be
maintained in a version control system and the commits should allow the instructor and other team members to
track in a meaningful way the changes and who has been contributing them.

31
Intended Learning Outcomes
By the end of this module, students will be able to
• understand and apply object-oriented design patterns;
• read and write UML diagrams;
• contrast the benefits and drawbacks of different software development models;
• design and plan a larger software project involving a team development effort;
• translate requirements formulated by a customer into computer science terminology;
• evaluate the applicability of different software engineering models for a given software
development project;
• assess the quality of a software design and its implementation;
• apply tools that assist in the various stages of a software development process;
• work effectively in a team toward the goals of the team.

Indicative Literature
Ian Sommerville: Software Engineering, Pearson, 2010.
Roger Pressman: Software Engineering – a Practitioner's Approach, McGraw-Hill, 2014.

Usability and Relationship to other Modules

• Mandatory for a major in CS
• Mandatory for a minor in CS
• Serves as mandatory elective 3rd year Specialization module for RIS major students.
• Pre-requisite for the CORE module Image Processing

Examination Type: Module Component Examinations

Module Component 1: Lecture

Assessment Type: Written examination Duration: 60 min

Weight: 33%

Scope: The first three intended learning outcomes of the module (the lecture module component)

Module Component 2: Project

Assessment Type: Project

Weight: 66%

Scope: The remaining intended learning outcomes of the module (the project module component)

Completion: To pass this module, the examination of each module component has to be passed with at least
45%.

32
7.7 Operating Systems

Module Name Module Code Level (type) CP

Operating Systems CO-562 Year 2 (CORE) 7.5

Module Components

Number Name Type CP

CO-562-A Operating Systems Lecture 7.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
Prof. Dr. Jürgen
Schönwälder

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Class attendance
Skills (52.5 hours)
• Independent study
☒ ☒ None (115 hours)
Introduction to • Exam preparation (20
Computer hours)
Science and Duration Workload
Algorithms and
Data Structures 1 semester 187.5 hours

Recommendations for Preparation

Students are expected to have a working Linux installation, which allows them to compile and run sample
programs provided by the instructor and to implement their own solutions for homework assignments.

Content and Educational Aims

This module introduces concepts and principles used by operating systems to provide programming abstractions
that enable an efficient and robust execution of application programs. Students will gain an understanding of how
an operating system kernel manages hardware components and how it provides abstractions such as processes,
threads, virtual memory, file systems, and inter-process communication facilities. Students learn the principles
of event-driven and concurrent programming and the mechanisms that are necessary to solve synchronization and
coordination problems, thereby avoiding race conditions, deadlocks, and resource starvation. The Linux kernel
and runtime system will be used throughout the course to illustrate how key ideas and concepts have been
implemented and how application programs can use them.

Intended Learning Outcomes

By the end of this module, students will be able to
• explain the differences between processes, threads, application programs, libraries, and operating
system kernels;
• describe well-known mutual exclusion and coordination problems;
• use semaphores to achieve mutual exclusion and solve coordination problems;
• use mutual exclusion locks and condition variables to solve synchronization and coordination
problems;
• illustrate how deadlocks can be avoided, detected, and resolved;
• summarize the different mechanisms to realize virtual memory and their trade-offs;
• solve basic inter-process communication problems using signals and pipes;
33
 • use socket inter-process communication primitives;
• multiplex I/O activities using suitable system calls and libraries;
• describe file system programming interfaces and the design of file systems at the operating
system kernel level;
• explain how memory mapping can improve I/O performance;
• restate the functionality of a linker and the difference between static linking and dynamic linking;
• outline how different device types are supported by Unix-like kernels;
• discuss virtualization mechanisms such as containers or virtual machines.

Indicative Literature
Abraham Silberschatz, Peter B. Galvin, Greg Gagne: Applied Operating System Concepts, John Wiley, 2000.
Andrew S. Tanenbaum, Herbert Bos: Modern Operating Systems, Prentice Hall, 4th edition, Pearson, 2015.
William Stallings: Operating Systems: Internals and Design Principles, 8th edition, Pearson, 2014.
Robert Love: Linux Kernel Development, 3rd edition, Addison Wesley, 2010.
Robert Love: Linux System Programming: Talking Directly to the Kernel and C Library, 2nd edition, O'Reilly,
2013.

Usability and Relationship to other Modules

• Mandatory for a major in CS
• Pre-requisite for the CORE module Secure and Dependable Systems
• This module enables students to write programs that make efficient use of the services provided by the
operating system kernel. This is particularly important for advanced modules on computer networks,
robotics, and embedded systems.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module
Module achievement: 50% of the assignments correctly solved

This module includes hands-on assignments so that students can develop their system programming skills. The
module achievement ensures that a sufficient level of practical system programming skills has been obtained.

34
7.8 Automata, Computability, and Complexity

Module Name Module Code Level (type) CP

Automata, Computability, and Complexity CO-563 Year 2 (CORE) 7.5

Module Components

Number Name Type CP

CO-563-A Automata, Computability, and Complexity Lecture 7.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
Prof. Dr. Peter
Zaspel

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance
Skills (52.5 hours)
• Independent study
☒ Introduction ☒ None (115 hours)
to Computer • Exam preparation (20
Science hours)
Duration Workload

1 semester 187.5 hours

Recommendations for Preparation

None
Content and Educational Aims
This module introduces the mathematical theory of computation. Several types of abstract computational
machines (called automata) are introduced together with the associated theory of formal languages. A formal
language is a set of words over a defined alphabet that are well-formed according to a specific set of rules, called
the grammar of the language. After studying the relationship between automata models and classes of formal
languages, this course addresses the fundamental question "What problems can a computer possibly solve?'' by
characterizing those solvable problems, equivalently, through Turing machines, random access machines,
recursive functions and lambda calculus. A full answer to the related question, "How many computational
resources are needed for solving a given problem?'' is not known today. However, the basic outlines of today's
theory of computational complexity will be presented up to the most famous open problem in computer science,
namely the "P = NP'' question: if a computer could guess the right answer to a computational problem (and only
needs to check its correctness), would that computer be faster than another one that cannot guess the right
solution? This may seem to be a ridiculously obvious case of a clear YES answer, but in fact it is considered by
many to be the deepest open question in contemporary mathematics (and computer science, of course).

This module provides the core education in theoretical computer science. The material covered in this module
gives students access to any field in computer science, which is based on discrete-mathematical formal
foundations, such as the theory of automata and formal languages or compiler design.

35
Intended Learning Outcomes
By the end of this module, students will be able to
• explain discrete automata models (finite state machines, pushdown automata, Turing machines);
• describe the Chomsky hierarchy of formal languages and classify formal languages;
• characterize classes of formal languages by automata models and grammars;
• define formal models of computation such as Turing machines;
• explain the equivalences of formal models of computation;
• illustrate the nature and impact of the Church–Turing hypothesis;
• construct diagonalization arguments;
• give examples of functions that are not computable;
• contrast central complexity classes (L, P, NP, EXP, …);
• apply reduction techniques both for decidability and complexity;
• create a reduction-based check of whether a problem is NP-complete.

Indicative Literature
Michael Sipser: Introduction to the Theory of Computation, 2nd edition, PWS Publishing Company, 1997.
(Primary Literature).
John Hopcroft, Rajeev Motwani, Jeffrey Ullman: Introduction to Automata Theory, Languages, And Computation,
3rd edition, Pearson, 2006.

Usability and Relationship to other Modules

• Mandatory for a major in CS
• This module provides the core education in theoretical computer science.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

36
7.9 Computer Networks

Module Name Module Code Level (type) CP

Computer Networks CO-564 Year 2 (CORE) 5

Module Components

Number Name Type CP

CO-564-A Computer Networks Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
Prof. Dr. Jürgen
Schönwälder

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Class attendance (35
Skills hours)
☒ ☒ • Private study (70
Algorithms and Operating hours)
Data Structures Systems • Exam preparation (20
hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

Students are expected to be familiar with the C programming language and to learn basics of higher-level scripting
languages such as Python (the official Python documentation is available on https://docs.python.org/).

Content and Educational Aims

Computer networks such as the Internet play a critical role in today's connected world. This module discusses the
technology of Internet services in depth to enable students to understand the core issues involved in the design
of modern computer networks. Fundamental algorithms and principles are explained in the context of existing
protocols as they are used in today's Internet. Students taking this course should finally understand the technical
complexity behind everyday online services such as Google or YouTube.

Students taking this module will understand how computer networks work and they will be able to assess
communication networks, including aspects such as performance but also robustness and security. Students will
learn that the design of communication networks is not only influenced by technical constraints but also by the
necessity to define common standards, which often requires to take engineering decisions that reflect non-
technical requirements.

Intended Learning Outcomes

By the end of this module, students will be able to
• recall layering principles and the OSI reference model;
• articulate the organization of the Internet and the organization involved in providing Internet
services;
• describe media access control, flow control, and congestion control mechanisms;
• explain how local area networks differ from global networks;
• illustrate how frames are forwarded in local area networks;

37
 • contrast addressing mechanisms and translations between addresses used at different layers;
• demonstrate how the Internet network layer forwards packets;
• present how routing algorithms and protocols are used to determine and select routes;
• describe how the Internet transport layer provides different end-to-end services;
• demonstrate how names are resolved to addresses and vice versa;
• summarize how application layer protocols send and access electronic mail or access resources on
the world-wide web;
• design and implement simple application layer protocols;
• recognize to which extent computer networks are fragile and evaluate strategies to cope with the
fragility;
• analyze traffic traces produced by a given computer network.

Indicative Literature
James F. Kurose, Keith W. Ross: Computer Networking: A Top-Down Approach Featuring the Internet, 3rd Edition,
Addison-Wesley, 2004.
Andrew S. Tanenbaum: Computer Networks, 4th Edition, Prentice Hall, 2002.

Usability and Relationship to other Modules

• Mandatory elective module for a major in CS
• Pre-requisite for the CORE module Secure and Dependable Systems
• The module should be taken together with the module Operating Systems, because a significant portion
of the communication technology is implemented at the operating system level. An understanding of
operating system concepts and abstractions will help students to understand how computer network
technology is commonly implemented and made available to applications. The specialization module
Distributed Algorithms discusses algorithms for solving problems commonly found in distributed systems
that use computer networks to exchange information. The module Secure and Dependable Systems
introduces cryptographic mechanisms that can be used to secure communication over computer
networks.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

38
7.10 Legal and Ethical Aspects of Computer Science

Module Name Module Code Level (type) CP

Legal and Ethical Aspects of Computer Science CO-565 Year 2 (CORE) 2.5

Module Components

Number Name Type CP

CO-565-A Legal and Ethical Aspects of Computer Science Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
N. N.

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Class attendance
Skills (17.5 hours)
☒ None ☒ None • Private study (35
hours)
• Poster preparation (10
hours)
Duration Workload

1 semester 62.5 hours

Recommendations for Preparation

None
Content and Educational Aims
Information technology has a profound impact on society. This module introduces the legal and ethical frameworks
that are relevant for computer scientists taking up qualified employment or joining advanced study programs
leading to a career in education and research. The module provides an overview of intellectual property rights and
their regulations, data protection regulations, and ethical frameworks defined by professional organizations.
Students are confronted with a collection of case studies to develop sensitivity to legal and ethical dilemmas with
which people are sometimes faced during the construction or operation of advanced information processing
systems.

Intended Learning Outcomes

By the end of this module, students will be able to
• recall principles of data protection regulations such as the European General Data Protection
Regulation (GDPR);
• identify components of an IT system managing sensitive data that needs protection;
• summarize regulations concerning intellectual property rights;
• analyze the applicability of different closed-source and open-source software licensing models;
• describe computer science ethics and ethical frameworks defined by professional organizations;
• illustrate ethical dilemma resulting from the use of information processing systems;
• discuss the interplay of legal frameworks and ethical principles and the design of information
processing systems.

Indicative Literature
Not specified.

39
Usability and Relationship to other Modules
• Mandatory elective module for a major in CS.

Examination Type: Module Examination

Assessment Type: Poster presentation Duration: 10 min

Weight: 100%
Scope: All intended learning outcomes of the module

40
7.11 Secure and Dependable Systems

Module Name Module Code Level (type) CP

Secure and Dependable Systems CO-566 Year 2 (CORE) 5

Module Components

Number Name Type CP

CO-566-A Secure and Dependable Systems Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory for CS
Prof. Dr. Jürgen
Schönwälder

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance (35
Skills hours)
☒ ☒ None • Independent study (70
Operating hours)
Systems • Exam preparation (20
hours)

Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
This module introduces students to the fundamentals of computer security and techniques used to build and
analyze dependable systems. This is an important topic given that computer systems are increasingly embedded
in everyday objects (such as light bulbs) and taking over important control functions (such as driving cars).
Furthermore, computer systems control complex communication systems that form critical infrastructure of the
modern globalized world. Proper protection of information requires an applied understanding of cryptography and
how cryptographic primitives are used to secure data and information exchanges. The aim of this module is to
make students aware of what types of security vulnerabilities may arise in computing systems and how to prevent,
identify, and fix them.

Intended Learning Outcomes

By the end of this module, students will be able to
• recall dependability terminology and concepts;
• explain control flow attacks and injection attacks and defense mechanisms;
• describe network data plane and control plane attacks and defense mechanisms;
• understand symmetric and asymmetric cryptographic algorithms;
• explain how digital signatures and public key infrastructures work;
• analyze key exchange protocols for weaknesses;
• describe secure network protocols (e.g., PGP, TLS, and SSH);
• recall anonymity terminology and concepts;
• discuss information hiding mechanisms (e.g., steganography, and watermarking);
• illustrate anonymization techniques (mixes, onion routing);

41
Indicative Literature
Bruce Schneier: Applied Cryptography, 20th Anniversary Edition, Wiley, 2015.
Wm.A. Conklin, Gregory White: Principles of Computer Security, 5th Edition, McGraw-Hill, 2018.
Simon Singh: The Code Book: Science of Secrecy from Ancient Egypt to Quantum Cryptography, Anchor Books,
2000.

Usability and Relationship to other Modules

• Mandatory elective module for a major in CS.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

42
7.12 Academic Skills in Computer Science

Module Name Module Code Level (type) CP

Academic Skills in Computer Science CO-567 Year 2 (CORE) 2.5
Module Components

Number Name Type CP

CO-567-A Academic Skills in Computer Science Seminar 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory elective for CS
Dr. Sergey Kosov

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance
Skills (17.5 hours)
☒ None ☒ None ☒ None • Private study (25
hours)
• Presentation / poster
preparation (20 hours)
Duration Workload
1 semester 62.5 hours
Recommendations for Preparation
None
Content and Educational Aims
This module introduces students to basic skills in reading, understanding, and evaluating scientific articles, and
in presenting scientific results in presentations and publications. During the seminar, students will study some
classic computer science papers with a special focus on how the papers are organized, written and how they
present scientific results. Students will develop and discuss guidelines for effective writing and they will learn
about techniques and tools that can be used to effectively search for literature relevant to a certain topic. Finally,
students will be introduced to peer review processes.
As a project, students will emulate the workflow of a scientific conference to demonstrate the academic skills
they have learned.

Intended Learning Outcomes

By the end of this module, students will be able to
• effectively find research literature for a given topic;
• critically read and assess research papers;
• present a research result in the structure of a scientific paper;
• describe how scientific peer review processes work;
• orally communicate research results effectively to a scientific community;
• describe common pitfalls in the presentation of data, algorithms, or math;
• discuss ethical issues and guidelines related to scientific publications.

Indicative Literature
Peter Zobel: Writing for Computer Science, 3rd edition, Springer, 2014.

Usability and Relationship to other Modules

• Mandatory elective for a major in CS.
Examination Type: Module Examination

43
Assessment Type: Project Weight: 100%

Scope: All intended learning outcomes of the module

44
7.13 Computer Graphics

Module Name Module Code Level (type) CP

Computer Graphics CA-S-CS-801 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-CS-801 Computer Graphics Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory elective for CS
Dr. Sergey Kosov and RIS

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Class attendance (35
Skills hours)
☒ ☒ None • Private study (70
Algorithms and hours)
Data Structures • Exam preparation (20
hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
This module deals with the digital synthesis and manipulation of visual content. The creation process of computer
graphics spans from the creation of a three-dimensional (3D) scene to displaying or storing it digitally. Prominent
tasks in computer graphics are geometry processing, rendering, and animation. Geometry processing is concerned
with object representations such as surfaces and their modeling. Rendering is concerned with transforming a
model of the virtual world into a set of pixels by applying models of light propagation and sampling algorithms.
Animation is concerned with descriptions of objects that move or deform over time. This is an introductory module
covering the concepts and techniques of 3D (interactive) computer graphics. It covers mathematical foundations,
basic algorithms and principles, and some advanced methods and concepts. An introduction to the
implementation of simple programs using a mainstream computer graphics library completes this module.

Intended Learning Outcomes

By the end of this module, students will be able to
• construct 3D geometry representations;
• apply 3D transformations;
• understand the algorithms and optimizations applied by graphics rendering systems;
• explain the stages of modern computer graphics programmable pipelines
• implement simple computer graphics applications using graphics frameworks such as OpenGL;
• illustrate the techniques used to create animations.

Indicative Literature

45
John Hughes, Andries van Dam, Morgan McGuire, David F. Sklar, James D. Foley, Steven K. Feiner, Kurt Akeley,
Computer Graphics - Principles and Practice, 3rd edition, Addison-Wesley, 2013.
Peter Shirley, Steve Marschner, Fundamentals of Computer Graphics, 4th edition, Taylor and Francis Ltd, 2016.
Matt Pharr, Wenzel Jakob, Greg Humphreys, Physically Based Rendering: From Theory to Implementation, 3rd
edition, Morgan Kaufmann, 2016.

Usability and Relationship to other Modules

• Mandatory elective for a major in CS.
• Serves as a 3rd year specialization module for RIS major students.
• Students with a strong interest in graphical user interfaces are encouraged to also select the Human–
Computer Interaction specialization module, which discusses among other things how computer graphics
can be used as a component of interactive graphical user interfaces.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module

46
7.14 Image Processing

Module Name Module Code Level (type) CP

Image Processing CA-S-CS-802 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-CS-802 Image Processing Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory elective for CS
Prof. Dr. Horst
Hahn

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance (35
Skills hours)
☒ Algorithms ☒ None • None • Private study (70
and Data hours)
Structures • Exam preparation (20
hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
The module provides a foundation of the theory and applications of digital image processing. The first part
concentrates on morphological image processing, which is one of the most basic yet powerful tool sets in dealing
with digital images, and it is the backbone of many of today's high-performance image analysis systems. The
module starts by introducing concepts such as dilation, erosion, geodesic transformations, morphological filtering,
and the watershed transform. It then develops into advanced strategies for image segmentation and texture
analysis. The second part of the module will concentrate on understanding problems from real-world applications,
such as in biomedical imaging, and provides an overview of the broader field of image processing. The course can
be combined with other courses on machine learning and signal analysis. Homework assignments will cover C/C++
implementations of basic and combined image processing algorithms.

Intended Learning Outcomes

By the end of this module, students will be able to
• explain the theory and concepts of image processing;
• illustrate concepts such as dilation, erosion, geodesic transformations, and morphological
filtering;
• analyze image segmentation and texture analysis algorithms;
• design and implement their own image processing algorithms in C/C++.

Indicative Literature
Milan Sonka, Vaclav Hlavac, Roger Boyle: Image Processing, Analysis, and Machine Vision, 3rd edition, Nelson
Engineering, 2007.

47
Pierre Soille, Morphological Image Analysis: Principles and Applications, 2nd edition, Springer, 2004.

Usability and Relationship to other Modules

• Mandatory elective for a major in CS

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module

48
7.15 Distributed Algorithms

Module Name Module Code Level (type) CP

Distributed Algorithms CA-S-CS-803 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-CS-803 Distributed Algorithms Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory elective for CS
Dr. Kinga and RIS
Lipskoch

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall or Spring) • Class attendance (35
Skills hours)
• Private study (70
☒ Algorithms ☒ None hours)
and Data • Exam preparation (20
Structures hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
Distributed algorithms are the foundation of modern distributed computing systems. They are characterized by a
lack of knowledge of a global state, a lack of knowledge of a global time, and inherent non-determinism in their
execution. The course introduces basic distributed algorithms using an abstract formal model, which is centered
on the notion of a transition system. The topics covered are logical clocks, distributed snapshots, mutual exclusion
algorithms, wave algorithms, election algorithms, reliable broadcast algorithms, and distributed consensus
algorithms. Process algebras are introduced as another formalism to describe distributed and concurrent systems.
The distributed algorithms introduced in this module form the foundation of computing systems that have to be
scalable and fault-tolerant, e.g., large-scale distributed non-standard databases or distributed file systems. The
course is recommended for students interested in the design of scalable distributed computing systems.

Intended Learning Outcomes

By the end of this module, students will be able to
• describe and analyze distributed algorithms using formal methods such as transition systems;
• explain different algorithms to solve election problems;
• illustrate the limitations of time to order events and how logical clocks and vector clocks overcome
these limitations;
• apply distributed algorithms to produce consistent snapshots of distributed computations;
• describe the differences among wave algorithms for different topologies;
• analyze and implement distributed consensus algorithms such as Paxos and Raft;
• use a process algebra such as communicating sequential processes or -calculus to model
distributed algorithms.

49
Indicative Literature
Maarten van Steen, Andrew S. Tanenbaum: Distributed Systems, 3rd edition, Pearson Education, 2017.
Nancy A. Lynch: Distributed Algorithms, Morgan Kaufmann, 1996.

Usability and Relationship to other Modules

• Mandatory elective 3rd Specialization module for CS and RIS major students.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module

50
7.16 Web Application Development

Module Name Module Code Level (type) CP

Web Application Development CA-S-CS-804 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-CS-804-A Web Application Development Lecture 2.5
CA-CS-804-B Web Application Development - Project Project 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Computer Science (CS) Mandatory elective for CS
N.N. Mandatory elective for RIS

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance
Skills (17.5 hours)
☒ ☒ None • Private study (40
Databases and hours)
Web Services • Project work (50
hours)
• Exam preparation
(17.5 hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
A web application is a client-server computer program where the client provides the user interface and the client
side logic runs in a web browser or as an app running on a mobile device such as a smart phone or a tablet. A key
characteristic is that more complex application logic and data storage is realized by a server offering a web
application programming interface.
This module focuses on the client side of web application and introduces technologies that can be used to
implement interactive user interfaces and client side logic. It builds on the module databases and web services,
which covers the data storage components and server side logic of web applications.
This module consists of a lecture and an associated project. The lecture component introduces programming
languages and frameworks that are widely used for implementing the client side of web applications such as Java,
Kotlin, Swift, JavaScript and frameworks built on top of them. In the project component, students develop web
applications and test them on existing and openly accessible web services.

Intended Learning Outcomes

By the end of this module, students will be able to
• explain the document object model behind HTML and its relation to CSS;
• discuss the principles and basic mechanisms of reactive website design;
• analyze the interactions between web applications and web services.

51
 • use languages such as Java, Kotlin, or Swift to implement mobile web applications;
• use web standards such as HTML, CSS, and JavaScript to implement web applications running in
standard web browsers.

Indicative Literature
Stoyan Stefanov: JavaScript Patterns, O'Reilly Media, 2010.
Alexey Soshin: Hands-on Design Patterns with Kotlin, Packt Publishing, 2018.
Alex Banks, Eve Porcello: Learning React: Functional Web Development.with React and Flux, O'Reilly, 2017.

Usability and Relationship to other Modules

• Mandatory elective for a major in CS.
• Mandatory elective for a major in RIS.

Examination Type: Module Component Examinations

Module Component 1: Lecture

Assessment Type: Written examination Duration: 120 min

Weight: 50%
Scope: First group of intended learning outcomes of the module

Module Component 2: Project

Assessment Type: Project Weight: 50%

Scope: Second group of intended learning outcomes of the module

Completion: To pass this module, the examination of each module component has to be passed with at least
45%.

52
7.17 Human-Computer Interaction

Module Name Module Code Level (type) CP

Human Computer Interaction CA-S-RIS-802 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-RIS-802 Human Computer Interaction Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Robotics and Intelligent Systems (RIS) Mandatory elective for RIS
Dr. Sergey Kosov and CS

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
(Fall) • Class attendance (35
Pre-requisites Co-requisites Knowledge, Abilities, or
hours)
Skills
• Private study (70
hours)
☒ None ☒ None • None • Exam preparation (20
hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

None
Content and Educational Aims
Computer systems often interact with human beings. The design of a good human–computer interface is often
crucial for the acceptance and the success of a software system. Human–computer interface designs have to
satisfy several requirements such as usability, learnability, efficiency, accessibility, and safety. The module
discusses the evolution of human–computer interaction models and introduces design principles for graphical
user interfaces and other types of interaction (e.g., visual, voice, gesture). Human–computer interaction designs
are often evaluated using prototypes or mockups that can be given to test candidates to evaluate the effectiveness
of the design. The module introduces evaluation strategies as well as tools and techniques that can be used to
prototype human–computer interfaces.

Intended Learning Outcomes

By the end of this module, students should be able to
• explain the evolution of human–computer interaction models;
• design and implement simple graphical user interfaces;
• explain ergonomic principles guiding the design of user interfaces;
• illustrate different types of interaction (e.g., visual, voice, gestures) and their usability aspects;
• evaluate aspects of and tradeoffs between usability, learnability, efficiency, and safety;
• apply scientific methods to evaluate interfaces with respect to their usability and other desirable
properties;
• use prototyping tools that can be employed to create mockups of user interfaces during the early
stages of a software project.

Indicative Literature
Not specified

Usability and Relationship to other Modules

• Students with a strong interest in graphical user interfaces are encouraged to also select the Computer
Graphics specialization module, which introduces methods and technologies for creating computer
graphics and animations.
53
 • Mandatory elective third year Specialization module for CS and RIS major students.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

54
7.18 Artificial Intelligence

Module Name Module Code Level (type) CP

Artificial Intelligence CO-547 Year 2 (CORE) 5
Module Components

Number Name Type CP

CO-547-A Artificial Intelligence Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Robotics and Intelligent Systems (RIS) Mandatory for RIS
Prof. Dr. Mandatory elective for CS
Andreas Birk

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Class attendance (35
Skills hours)
☒ Programming ☒ None • Private study (70
in C/C++ hours)
☒ Introduction • Exam preparation (20
to RIS hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

Revise content of the pre-requisite modules.

Content and Educational Aims
Artificial Intelligence (AI) is an important subdiscipline of Computer Science that deals with technologies to
automate the performance of tasks that are usually associated with intelligence. AI methods have a significant
application potential, as there is an increasing interest and need to generate artificial systems that can carry out
complex missions in unstructured environments without permanent human supervision. The module teaches a
selection of the most important methods in AI. In addition to general-purpose techniques and algorithms, it also
includes aspects of methods that are especially targeted for physical systems such as intelligent mobile robots or
autonomous cars.

Intended Learning Outcomes

By the end of this module, students should be able to
• outline and explain the history, general developments, and application areas of AI;
• apply the basic concepts and methods of behavior-oriented AI;
• use concepts and methods of search algorithms for problem-solving;
• explain the basic concepts of path-planning as an application example for domain-specific search;
• apply basic path-planning algorithms and to compare their relations to general search algorithms;
• write and explain concepts of propositional and first-order logic;
• use logic representations and inference for basic examples of artificial planning systems.

Indicative Literature
S. Russell and P. Norvig, Artificial Intelligence: A Modern Approach, Prentice Hall, 2009.
S. M. LaValle, Planning Algorithms. Cambridge University Press, 2006.
J.-C. Latombe, Robot Motion Planning, Springer, 1991.

55
Usability and Relationship to other Modules
• This module gives an introduction to Artificial Intelligence (AI) excluding the aspects of machine
learning (ML), which are covered in a dedicated module that complements this one.
• Mandatory for a major in RIS
• This module serves as a third year Specialization module for CS major students.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

56
7.19 Robotics

Module Name Module Code Level (type) CP

Robotics CO-540 Year 2 (CORE) 5
Module Components

Number Name Type CP

CO-540-A Robotics Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Robotics and Intelligent Systems (RIS) Mandatory for RIS
Prof. Dr. Mandatory elective for CS
Andreas Birk

Entry Frequency Forms of Learning and

Requirements Teaching
Co-requisites Knowledge, Abilities, or Annually
Pre-requisites Skills (Fall) • Class attendance (35
hours)
☒ Programming ☒ None • Private study (70
in C/C++ hours)
☒ Introduction • Exam preparation (20
to RIS hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

Revise content of the pre-requisite modules.

Content and Educational Aims
Robotics is an area that is driven by dreams from science fiction and the reality of engineering. The module
intends to provide an understanding of the formal foundations of this area as well as its technological state of the
art and future directions. The course accordingly gives an introduction to the core algorithmic, mathematical, and
engineering concepts and methods of robotics. This includes concepts and methods that are used for well-
established tools of factory automation, especially in the form of robot-arms, as well as increasingly relevant
intelligent mobile systems such as autonomous cars or autonomous transport systems.

Intended Learning Outcomes

By the end of this module, students should be able to
• outline and explain the history, general developments, and application areas of robotics;
• apply the concepts and methods to describe space and motions therein including homogeneous
coordinates and transforms as well as quaternions;
• use the spatial concepts and methods for the forward kinematics (FK) of robot-arms;
• explain basic concepts of simple actuators, including electrical motors and gear systems;
• apply concepts and methods to derive the inverse kinematics of robot-arms and related systems
such as legs in analytical and numerical forms;
• apply concepts and methods of wheeled locomotion including FK and IK of the differential and of
the omni-directional drive;
• use basic concepts and methods of dynamics;
• Explain and use core concepts and methods of global localization, e.g., multilateration and
multidimensional scaling;

57
 • use the basic concepts and methods of error propagation estimation in the context of relative
localization with dead-reckoning;
• outline and compare the basic concepts and methods of mapping.

Indicative Literature
J. J. Craig, Introduction to robotics - Mechanics and control, Prentice Hall, 2005.
G. Dudek and M. Jenkin, Computational Principles of Mobile Robotics, Cambridge University Press, 2000.
R. Siegwart and I. R. Nourbakhsh, Introduction to Autonomous Mobile Robots, The MIT Press, 2004.
S. Thrun, W. Burgard, and D. Fox, Probabilistic Robotics, MIT Press, 2005.
H. Choset, K. M. Lynch, S. Hutchinson, G. Kantor, W. Burgard, L. E. Kavraki, and S. Thrun, Principles of Robot
Motion, MIT Press, 2005.

Usability and Relationship to other Modules

• Mandatory for a major in RIS
• Mandatory for a minor in RIS
• This module serves as a third Year Specialization module for CS major students.
• This module gives an introduction to Robotics, which is a core discipline of Robotics and
Intelligent System (RIS) and an important area of possible future employment.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

58
7.20 Computer Vision

Module Name Module Code Level (type) CP

Computer Vision CO-546 Year 2 (CORE) 5
Module Components

Number Name Type CP

CO-546-A Computer Vision Lecture/lab 5
Module Coordinator Program Affiliation Mandatory Status

Prof. Dr. Francesco • Robotics and Intelligent Systems (RIS) Mandatory elective for RIS
Maurelli Mandatory elective for CS

Entry Requirements Frequency Forms of Learning and

Teaching
Annually
Pre-requisites Co- Knowledge, Abilities, or (Fall) • Class attendance (35
requisites Skills hours)
☒ Intro to RIS ☒ None • Basic knowledge of • Private study (70
☒ Programming in robotics middleware hours)
C/C++ (RIS Lab I) • Exam preparation (20
hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

Refresh basic programming skills in MATLAB and/or Python

Content and Educational Aims

Computer Vision algorithms are used in a variety of real-world applications that include surveillance and object
tracking, 3D model building (photogrammetry), and object recognition. Apart from their visual appeal, these
algorithms also represent elegant applications of linear algebra and optimization techniques. Topics covered in
this course include a recapitulation of relevant linear algebra, introduction to face-recognition, camera calibration,
stitched panoramas, edge and blob visual features, structure from motion, color-spaces, segmentation, and an
introduction to object-recognition.

Intended Learning Outcomes

By the end of this module, students should be able
• describe image formation and camera models;
• calibrate cameras;
• compute image histograms, and basic image processing;
• discriminate among visual features (e.g., corner, edge, blob);
• Properly use computer vision libraries;
• implement computer vision applications.

Indicative Literature
D.A. Forsyth and J. Ponce, Computer Vision: A Modern Approach. 2nd edition, 2011.
R. Szeliski, Computer Vision: Algorithms and Applications, Springer, http://szeliski.org/Book, 2010.
Ma et al., An Invitation to 3 D Vision: From Images to Geometric Models, Springer, 2004.

59
Usability and Relationship to other Modules
• Giving the foundation of computer vision, this module is important for RIS project and for advanced
specialization courses.
• Mandatory elective for a major in RIS.
• This module serves as a third year Specialization module for CS major students.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module

Module achievements: 50% if the assignments correctly solved

60
7.21 Machine Learning

Module Name Module Code Level (type) CP

Machine Learning CO-541 Year 2 (CORE) 5
Module Components

Number Name Type CP

CO-541-A Machine Learning Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Robotics and Intelligent Systems (RIS) Mandatory for RIS
Prof. Dr. Peter Mandatory elective for CS
Zaspel

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
(Spring) • Class attendance (35
Pre-requisites Co-requisites Knowledge, Abilities, or hours)
Skills • Private study (70
☒ None ☒None • Knowledge and hours)
command of • Exam preparation (20
probability theory hours)
and methods, as Duration Workload
in the module
“Probability and 1 semester 125 hours
Random Process
(JTMS-12)
Recommendations for Preparation

None
Content and Educational Aims
Machine learning (ML) concerns algorithms that are fed with (large quantities of) real-world data, and which
return a compressed “model” of the data. An example is the “world model” of a robot; the input data are sensor
data streams, from which the robot learns a model of its environment, which is needed, for instance, for navigation.
Another example is a spoken language model; the input data are speech recordings, from which ML methods
build a model of spoken English; this is useful, for instance, in automated speech recognition systems. There
exist many formalisms in which such models can be cast, and an equally large diversity of learning algorithms.
However, there is a relatively small number of fundamental challenges that are common to all of these formalisms
and algorithms. The lectures introduce such fundamental concepts and illustrate them with a choice of elementary
model formalisms (linear classifiers and regressors, radial basis function networks, clustering, online adaptive
filters, neural networks, or hidden Markov models). Furthermore, the lectures also (re-)introduce required
mathematical material from probability theory and linear algebra.

Intended Learning Outcomes

By the end of this module, students should be able to
• understand the notion of probability spaces and random variables;
• understand basic linear modeling and estimation techniques;
• understand the fundamental nature of the “curse of dimensionality;”
• understand the fundamental nature of the bias-variance problem and standard coping strategies;
• use elementary classification learning methods (linear discrimination, radial basis function networks,
multilayer perceptrons);
• implement an end-to-end learning suite, including feature extraction and objective function optimization
with regularization based on cross-validation.

61
Indicative Literature
T. Hastie, R. Tibshirani, J. Friedman, The Elements of Statistical Learning: Data Mining, Inference, and
Prediction, 2nd edition, Springer, 2008.
S. Shalev-Shwartz, Shai Ben-David: Understanding Machine Learning, Cambridge University Press, 2014.
C. Bishop, Pattern Recognition and Machine Learning, Springer, 2006.
T.M. Mitchell, Machine Learning, Mc Graw Hill India, 2017.

Usability and Relationship to other Modules

• Mandatory for a major in RIS
• Mandatory for a minor in RIS
• This module serves as a third Year Specialization module for CS major students.
• This module gives a thorough introduction to the basics of machine learning. It complements the Artificial
Intelligence module.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module

62
7.22 Digital Design

Module Name Module Code Level (type) CP

Digital Design CA-S-ECE-803 Year 3 5
(Specialization)
Module Components

Number Name Type CP

CA-ECE-803 Digital Design Lecture/Lab 5
Module Program Affiliation Mandatory Status
Coordinator
• Electrical and Computer Engineering (ECE) Mandatory elective for ECE,
Dr. Fangning Hu RIS and CS

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Lecture/Lab (35 hours)
Skills • Private study (90
☒ None ☒ None hours)
Duration Workload

1 semester 125 hours

Recommendations for Preparation

Students may prepare themselves with books like “Brent E. Nelson, Designing Digital Systems, 2005” and “Pong
P. Chu, RTL Hardware Design Using VHDL, A John Wiley & Sons, Inc, Publication, 2006”
Content and Educational Aims
The current trend of digital system design is towards hardware description languages (HDLs) that allow compact
description of very complex hardware constructs. The module provides a sound introduction to basic components
of a digital system such as logic gates, multiplexers, decoders, flip-flops and registers as well as VHDLs such as
types, signals, sequential and concurrent statements. Methods and principle of designing complex digital systems
such as finite state machines, hierarchical design, pipelined design, RTL design methodology and parameterized
design will also be introduced. Students will learn VHDL for programming FPGA boards to realize small digital
systems in hardware (i.e. on FPGA boards). Such digital systems could be adders, multiplexers, control units,
multipliers, asynchronous serial communication modules (UART). At the end of the module, the students should
be able to design a simple digital system by VHDL on an FPGA board.

Intended Learning Outcomes

By the end of this module, students will be able to
• understand the principle of digital system design based on standard building blocks and components;
• design a complex digital system;
• understand the limitations of a given hardware platform (here FPGAs), modify algorithms where
necessary, and structure them suitably in order to optimize performance and complexity;
• use a typical development system;
• program in VHDL;
• program an FPGA board.

Indicative Literature
Brent E. Nelson, Designing Digital Systems with SystemVerilog, 2018, ISBN-13: 978-1980926290
Pong P. Chu, RTL Hardware Design Using VHDL, Wiley-IEEE Press, 2006, ISBN-13: 978-0471720928

63
Usability and Relationship to other Modules
• This module introduces how to design digital systems and how to realize them on a FPGA board which
could also serve as a specialization module for students from Computer Science and Robotics and
Intelligent Systems.
• Mandatory elective 3rd year Specialization module for ECE, CS and RIS major students.

Examination Type: Module Examination

Assessment Type: written examination Duration: 120 min

Scope: All intended learning outcomes of the module Weight: 100%

64
7.23 Information Theory

Module Name Module Code Level (type) CP

Information Theory CO-525 Year 2 (CORE) 5.0
Module Components

Number Name Type CP

CO-525-A Information Theory Lecture 5.0
Module Program Affiliation Mandatory Status
Coordinator
- Electrical and Computer Engineering (ECE) Mandatory for ECE
Prof. Dr.-Ing. Mandatory elective for CS and
Werner Henkel RIS

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lectures (35 hours)
Skills • Private Study (90 hours)

☒ None ☒ None • Signals and Duration Workload

Systems contents,
such as DFT and 1 semester 125 hours
convolution
• Notion of
probability,
combinatorics
basics as taught in
Methods module
“Probability and
Random Processes"
Recommendations for Preparation

Some basic knowledge of communications and sound understanding of probability is recommended. Hence, it is
strongly advised to take the methods and skills course Probability and Random Processes prior to this module.
Nevertheless, probability basics will also be revised within the module.

Content and Educational Aims

Information theory serves as the most important foundation for communication systems. The module provides an
analytical framework for modeling and evaluating point-to-point and multi-point communication. After a short
rehearsal of probability and random variables and some excursion to random number generation, the key concept
of information content of a signal source and information capacity of a transmission medium are precisely defined,
and their relationships to data compression algorithms and error control codes are examined in detail. The module
aims to install an appreciation for the fundamental capabilities and limitations of information transmission
schemes and to provide the mathematical tools for applying these ideas to a broad class of communications
systems.
The module contains also a coverage of different source-coding algorithms like Huffman, Lempel-Ziv-(Welch),
Shannon-Fano-Elias, Arithmetic Coding, Runlength Encoding, Move-to-Front transform, PPM, and Context Tree
Weighting. In Channel coding, finite fields, some basic block and convolutional codes, and the concept of iterative
decoding will be introduced. Aside from source and channel aspects, an introduction to security is given, including
public-key cryptography. Information theory is a standard module in every communications-oriented Bachelor’s
program.

65
Intended Learning Outcomes
By the end of this module, students should be able to
• explain what is understood as the information content of data and the corresponding limits of data
compression algorithms;
• design and apply fundamental algorithms in data compression;
• explain the information theoretic limits of data transmission;
• apply the mathematical basics of channel coding and cryptography;
• implement some channel coding schemes;
• differentiate the principles of encryption and authentication schemes and implement discussed
procedures.

Indicative Literature
Thomas M. Cover, Joy A. Thomas, Elements of Information Theory, 2nd ed., Wiley, Sept. 2006.
David Salomon, Data Compression, The Complete Reference, 4th ed., Springer, 2007.

Usability and Relationship to other Modules

• Although not a mandatory prerequisite, this module is ideally taken before Coding Theory (CA-ECE-802)
• All communications-related modules are naturally based on information theory
• Students from Computer Science or related programs, also students taking Bio-informatics modules,
profit from information-theoretic knowledge and source coding (compression) algorithms. Students from
Computer Science would also be interested in the algebraic basics for error-correcting codes and
cryptology, fields which area also introduced shortly.
• Mandatory for a major in ECE.
• Serves as a mandatory elective 3rd year Specialization module for CS and RIS major students.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of the module.

66
7.24 Parallel and Distributed Computing

Module Name Module Code Level (type) CP

Parallel and Distributed Computing MDE-CS-02 Year 2 5
(Elective)
Module Components

Number Name Type CP

MDE-CS-02 Parallel and Distributed Computing Lecture 5
Module Coordinator Program Affiliation Mandatory Status

Prof. Dr. Peter Mandatory elective for DE,

▪ MSc Data Engineering CSSE, RIS (BSc) and CS
Zaspel
(BSc)
Entry Frequency Forms of Learning and
Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) ▪ Lecture (35
Skills hours)
▪ Private study (90
☒ None ▪ Basic knowledge in hours)
C/C++
Duration Workload
▪ Mandatory
proficiency in
1 semester 125 hours
Python

Recommendations for Preparation

If no knowledge in C/C++ is present, interested students are encouraged get a basic understanding of C/C++ (via
online material) in order to better understand some of the discussed concepts.
Content and Educational Aims
In the recent years, the development of parallel and cloud computing has opened the door for Big Data analysis and
processing. This module aims at providing an overview and introduction to the vast field of parallel and cloud
computing. In traditional parallel computing, we aim to develop notions for different parallelization models
(shared­memory,distributed­memory, SIMD, SIMT), get to know appropriate programming methodologies for high
performance dataanalysis (OpenMP / MPI) and aim at understanding performance and scalability in this field (weak
vs. strong scaling, Amdahl’s law).This fundamental knowledge will then be carried over to recent developments in
cloud computing, where distributed processing frameworks (Spark / Hadoop MapReduce / Dask), based on
appropriated deployment infrastructures, are in the process to become De Facto standards for Big Data processing
and analysis. We will approach these technologies from a practical point of view and aim at developing the necessary
knowledge to carry out scalable machine learning and data processing on Big Data.

Intended Learning Outcomes

By the end of this module, students should be able to

• understand theory and fundamentals of parallelization models (shared­/distributed memory, SIMD,

SIMT)
• explain and apply parallel programming methodologies (OpenMP / MPI)
• describe and analyze performance and scalability (weak vs. strong scaling, ...)
• Understand basic principles of distributed and cloud computing
• use distributed processing frameworks (Spark / Hadoop MapReduce / Dask) for scalable distributed
calculations
• develop scalable machine learning and data processing on Big Data

Indicative Literature
Zaccone, Python Parallel Programming Cookbook, O'Reilly.

J.C. Daniel, Data Science with Python and Dask, Manning Publications.
67
Z. Radtka, D. Miner, Hadoop with Python. Hadoop with Python, O'Reilly.

Usability and Relationship to other Modules

N.A.
Examination Type: Module Examination

Assessment Type: Written Exam Duration: 120 minutes

Weight: 100%

Scope: All intended learning outcomes of this module.

68
7.25 Internship / Startup and Career Skills
Error! Reference source not found.

69
7.26 Bachelor Thesis and Seminar

Module Name Module Code Level (type) CP

Bachelor Thesis and Seminar CA-CS-800 Year 3 15

(CAREER)

Module Components

Number Name Type CP

CA-CS-800-T Thesis Thesis 12

CA-CS-800-S Thesis Seminar Seminar 3

Module Program Affiliation Mandatory Status

Coordinator

Study Program
Chair • All undergraduate programs Mandatory for all
undergraduate programs

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring)
Skills
• Self-study/lab work
☒ Students ☒ None • comprehensive (350 hours)
must be in their knowledge of the • Seminars (25 hours)
third year and subject and deeper Duration Workload
have taken at insight into the
least 30 CP from chosen topic;
CORE modules • ability to plan and
in their major. undertake work 1 semester 375 hours
independently;
• skills to identify and
critically review
literature.
Recommendations for Preparation

• Identify an area or a topic of interest and discuss this with your prospective supervisor in a timely manner.
• Create a research proposal including a research plan to ensure timely submission.
• Ensure you possess all required technical research skills or are able to acquire them on time.
• Review the University’s Code of Academic Integrity and Guidelines to Ensure Good Academic Practice.

70
Content and Educational Aims
This module is a mandatory graduation requirement for all undergraduate students to demonstrate their ability to
address a problem from their respective major subject independently using academic/scientific methods within a
set time frame. Although supervised, this module requires students to be able to work independently and
systematically and set their own goals in exchange for the opportunity to explore a topic that excites and interests
them personally and that a faculty member is interested in supervising. Within this module, students apply their
acquired knowledge about their major discipline and their learned skills and methods for conducting research,
ranging from the identification of suitable (short-term) research projects, preparatory literature searches, the
realization of discipline-specific research, and the documentation, discussion, interpretation, and communication
of research results.

This module consists of two components, an independent thesis and an accompanying seminar. The thesis
component must be supervised by a Jacobs University faculty member and requires short-term research work, the
results of which must be documented in a comprehensive written thesis including an introduction, a justification
of the methods, results, a discussion of the results, and a conclusion. The seminar provides students with the
opportunity to practice their ability to present, discuss, and justify their and other students’ approaches, methods,
and results at various stages of their research in order to improve their academic writing, receive and reflect on
formative feedback, and therefore grow personally and professionally.

Intended Learning Outcomes

On completion of this module, students should be able to
1. independently plan and organize advanced learning processes;
2. design and implement appropriate research methods, taking full account of the range of alternative
techniques and approaches;
3. collect, assess, and interpret relevant information;
4. draw scientifically-founded conclusions that consider social, scientific, and ethical factors;
5. apply their knowledge and understanding to a context of their choice;
6. develop, formulate, and advance solutions to problems and debates within their subject area, and
defend these through argument;
7. discuss information, ideas, problems, and solutions with specialists and non-specialists.

Usability and Relationship to other Modules

• This module builds on all previous modules in the undergraduate program. Students apply the
knowledge, skills, and competencies they have acquired and practiced during their studies,
including research methods and their ability to acquire additional skills independently as and if
required.

Indicative Literature
Justin Zobel, Writing for Computer Science, 3rd edition, Springer, 2015.

Examination Type: Module Component Examinations

Module Component 1: Thesis Length: approx. 6.000 – 8.000 words (15 – 25

Assessment type: Thesis pages), excluding front and back matter.
Scope: All intended learning outcomes, mainly 1-6.
Weight: 80%

Module Component 2: Seminar

Assessment type: Presentation Duration: approx. 15 to 30 minutes
Weight: 20%

Scope: The presentation focuses mainly on ILOs 6 and 7, but by nature of these ILOs it also touches on the
others.

Completion: To pass this module, the examination of each module component has to be passed with at least
45%.

71
Two separate assessments are justified by the size of this module and the fact that the justification of solutions
to problems and arguments (ILO 6) and discussion (ILO 7) should at least have verbal elements. The weights of
the types of assessments are commensurate with the sizes of the respective module components.

72
7.27 Jacobs Track Modules

Methods and Skills Modules

7.27.1.1 Calculus and Elements of Linear Algebra I

Module Name Module Code Level (type) CP

Calculus and Elements of Linear Algebra I JTMS-MAT-09 Year 1 5
(Methods)
Module Components

Number Name Type CP

JTMS-09 Calculus and Elements of Linear Algebra I Lecture 5

Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for CS, ECE,
Prof. Dr. Marcel RIS, MATH and Physics
Oliver, Prof. Dr. Mandatory elective for
Tobias Preußer EES

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
(Fall) • Lectures (35
Pre-requisites Co- Knowledge, Abilities, or Skills
hours)
requisites
• Private study (90
☒ None • Knowledge of Pre- hours)
☒ None Calculus at High School
Duration Workload
level (Functions, inverse
functions, sets, real 1 semester 125 hours
numbers, polynomials,
rational functions,
trigonometric functions,
logarithm and
exponential function,
parametric equations,
tangent lines, graphs,
elementary methods for
solving systems of linear
and nonlinear equations)
• Knowledge of Analytic
Geometry at High School
level (vectors, lines,
planes, reflection,
rotation, translation, dot
product, cross product,
normal vector, polar
coordinates)
• Some familiarity with
elementary Calculus
(limits, derivative) is
helpful, but not strictly
required.

73
Recommendations for Preparation

Review all of higher-level High School Mathematics, in particular the topics explicitly named in “Entry
Requirements – Knowledge, Ability, or Skills” above.
Content and Educational Aims
This module is the first in a sequence introducing mathematical methods at the university level in a form relevant
for study and research in the quantitative natural sciences, engineering, Computer Science, and Mathematics.
The emphasis in these modules is on training operational skills and recognizing mathematical structures in a
problem context. Mathematical rigor is used where appropriate. However, a full axiomatic treatment of the subject
is provided in the first-year modules “Analysis I” and “Linear Algebra”.

The lecture comprises the following topics

• Brief review of number systems, elementary functions, and their graphs
• Brief introduction to complex numbers
• Limits for sequences and functions
• Continuity
• Derivatives
• Curve sketching and applications (isoperimetric problems, optimization, error propagation)
• Introduction to Integration and the Fundamental Theorem of Calculus
• Review of elementary analytic geometry
• Vector spaces, linear independence, bases, coordinates
• Matrices and matrix algebra
• Solving linear systems by Gauss elimination, structure of general solution
• Matrix inverse
Intended Learning Outcomes
By the end of the module, students will be able to

• apply the methods described in the content section of this module description to the extent that they
can solve standard text-book problems reliably and with confidence;
• recognize the mathematical structures in an unfamiliar context and translate them into a mathematical
problem statement;
• recognize common mathematical terminology used in textbooks and research papers in the
quantitative sciences, engineering, and mathematics to the extent that they fall into the content
categories covered in this module.
Indicative Literature
S.I. Grossman (2014). Calculus of one variable, 2nd edition. Cambridge: Academic Press.
S.A. Leduc (2003). Linear Algebra. Hoboken: Wiley.
K. Riley, M. Hobson, S. Bence (2006). Mathematical Methods for Physics and Engineering, third edition.
Cambridge: Cambridge University Press.
Usability and Relationship to other Modules
• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of
the Jacobs Track (Methods and Skills modules; Community Impact Project module; Language
modules; Big Questions modules).
• The module is followed by “Calculus and Elements of Linear Algebra II”. All students taking this
module are expected to register for the follow-up module.
• A rigorous treatment of Calculus is provided in the module “Analysis I”. All students taking “Analysis
I” are expected to either take this module or exceptionally satisfy the conditions for advanced
placement as laid out in the Jacobs Academic Policies for Undergraduate Study.
• The second-semester module “Linear Algebra” will provide a complete proof-driven development of the
theory of Linear Algebra. Students enrolling in “Linear Algebra” are expected to have taken this
module; in particular, the module “Linear Algebra” will assume that students are proficient in the
operational aspects of Gauss elimination, matrix inversion, and their elementary applications.
• This module is a prerequisite for the module “Applied Mathematics” which develops more advanced
theoretical and practical mathematical tools essential for any physicist or mathematician.
• Mandatory for a major in CS, ECE, RIS, MATH and Physics
• Mandatory elective for a major in EES.
• Pre-requisite for Calculus and Elements of Linear Algebra II
• Elective for all other study programs.

74
Examination Type: Module Examination

Assessment type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of this module

75
7.27.1.2 Calculus and Elements of Linear Algebra II

Module Name Module Code Level (type) CP

Calculus and Elements of Linear Algebra II JTMS-MAT- Year 1 5
10 (Methods)

Module Components

Number Name Type CP

JTMS-10 Calculus and Elements of Linear Algebra II Lecture 5
Module Coordinator Program Affiliation Mandatory Status

Prof. Dr. Marcel Oliver, • Jacobs Track – Methods and Skills Mandatory for CS, ECE,
Prof. Dr. Tobias Preußer MATH, Physics and RIS

Entry Requirements Frequency Forms of Learning and

Co- Knowledge, Abilities, Teaching
Pre-requisites requisites or Skills Annually
(Spring) • Lectures (35 hours)
☒ Calculus and Elements ☒ None • None beyond • Private study (90
of Linear Algebra I formal pre- hours)
requisites Duration Workload

1 semester 125 hours

Recommendations for Preparation

Review the content of Calculus and Elements of Linear Algebra I

Content and Educational Aims
This module is the second in a sequence introducing mathematical methods at the university level in a form
relevant for study and research in the quantitative natural sciences, engineering, Computer Science, and
Mathematics. The emphasis in these modules is on training operational skills and recognizing mathematical
structures in a problem context. Mathematical rigor is used where appropriate. However, a full axiomatic treatment
of the subject is provided in the first-year modules “Analysis I” and “Linear Algebra”.

The lecture comprises the following topics

• Directional derivatives, partial derivatives
• Linear maps
• The total derivative as a linear map
• Gradient and curl (elementary treatment only, for more advanced topics, in particular the connection to
the Gauss and Stokes’ integral theorems, see module “Applied Mathematics”
• Optimization in several variables, Lagrange multipliers
• Elementary ordinary differential equations
• Eigenvalues and eigenvectors
• Hermitian and skew-Hermitian matrices
• First important example of eigendecompositions: Linear constant-coefficient ordinary differential
equations
• Second important example of eigendecompositions: Fourier series
• Fourier integral transform
• Matrix factorizations: Singular value decomposition with applications, LU decomposition, QR
decomposition
Intended Learning Outcomes
By the end of the module, students will be able to
• apply the methods described in the content section of this module description to the extent that they
can solve standard text-book problems reliably and with confidence;
• recognize the mathematical structures in an unfamiliar context and translate them into a mathematical
problem statement;

76
 • recognize common mathematical terminology used in textbooks and research papers in the
quantitative sciences, engineering, and mathematics to the extent that they fall into the content
categories covered in this module.

Indicative Literature
S.I. Grossman (2014). Calculus of one variable, 2nd edition. Cambridge: Academic Press.
S.A. Leduc (2003). Linear Algebra. Hoboken: Wiley.
K. Riley, M. Hobson, S. Bence (2006). Mathematical Methods for Physics and Engineering, third edition.
Cambridge: Cambridge University Press.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of
the Jacobs Track (Methods and Skills modules; Community Impact Project module; Language
modules; Big Questions modules).
• A more advanced treatment of multi-variable Calculus, in particular, its applications in Physics and
Mathematics, is provided in the second-semester module “Applied Mathematics”. All students taking
“Applied Mathematics” are expected to take this module as well as the module topics are closely
synchronized.
• The second-semester module “Linear Algebra” provides a complete proof-driven development of the
theory of Linear Algebra. Diagonalization is covered more abstractly, with particular emphasis on
degenerate cases. The Jordan normal form is also covered in “Linear Algebra”, not in this module.
• Mandatory for CS, ECE, MATH, Physics and RIS.
• Elective for all other study programs.

Examination Type: Module Examination

Assessment type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of this module

77
7.27.1.3 Probability and Random Processes

Module Name Module Code Level (type) CP

Probability and Random Processes JTMS-MAT-12 Year 2 5
(Methods)
Module Components

Number Name Type CP

JTMS-12 Probability and random processes Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Jacobs Track – Methods and Skills Mandatory for CS,
Prof. Dr. Marcel ECE, MATH, Physics
Oliver, Prof. Dr. and RIS
Tobias Preußer Mandatory elective for
EES

Entry Frequency Forms of Learning and

Requirements Teaching
Annually (Fall)
Pre-requisites Co- Knowledge, Abilities, or Skills • Lectures (35
hours)
requisites
• Private study (90
hours)
☒ Calculus and ☒ None • Knowledge of calculus at
Duration Workload
Elements of Linear the level of a first year
Algebra I & II calculus module 1 semester 125 hours
(differentiation,
integration with one and
several variables,
trigonometric functions,
logarithms and
exponential functions).
• Knowledge of linear
algebra at the level of a
first year university
module (eigenvalues and
eigenvectors,
diagonalization of
matrices).
• Some familiarity with
elementary probability
theory at the high school
level.
Recommendations for Preparation

Review all of the first year calculus and linear algebra modules as indicated in “Entry Requirements – Knowledge,
Ability, or Skills” above.

Content and Educational Aims

This module aims to provide a basic knowledge of probability theory and random processes suitable for students
in engineering, Computer Science, and Mathematics. The module provides students with basic skills needed for
formulating real-world problems dealing with randomness and probability in mathematical language, and methods
for applying a toolkit to solve these problems. Mathematical rigor is used where appropriate. A more advanced
treatment of the subject is deferred to the third-year module Stochastic Processes.

78
The lecture comprises the following topics
• Brief review of number systems, elementary functions, and their graphs
• Outcomes, events and sample space.
• Combinatorial probability.
• Conditional probability and Bayes’ formula.
• Binomials and Poisson-Approximation
• Random Variables, distribution and density functions.
• Independence of random variables.
• Conditional Distributions and Densities.
• Transformation of random variables.
• Joint distribution of random variables and their transformations.
• Expected Values and Moments, Covariance.
• High dimensional probability: Chebyshev and Chernoff bounds.
• Moment-Generating Functions and Characteristic Functions,
• The Central limit theorem.
• Random Vectors and Moments, Covariance matrix, Decorrelation.
• Multivariate normal distribution.
• Markov chains, stationary distributions.

Intended Learning Outcomes

By the end of the module, students will be able to
• command the methods described in the content section of this module description to the extent that
they can solve standard text-book problems reliably and with confidence;
• recognize the probabilistic structures in an unfamiliar context and translate them into a mathematical
problem statement;
• recognize common mathematical terminology used in textbooks and research papers in the
quantitative sciences, engineering, and mathematics to the extent that they fall into the content
categories covered in this module.

Indicative Literature
J. Hwang and J.K. Blitzstein (2019). Introduction to Probability, second edition. London: Chapman & Hall.

S. Ghahramani. Fundamentals of Probability with Stochastic Processes, fourth edition. Upper Saddle River:
Prentice Hall.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of
the Jacobs Track (Methods and Skills modules; Community Impact Project module; Language
modules; Big Questions modules).
• Students taking this module are expected to be familiar with basic tools from calculus and linear
algebra.
• Mandatory for a major in CS, ECE, MATH, Physics and RIS.
• Mandatory elective for a major in EES (if pre-requisites are met).
• Elective for all other study programs.

Examination Type: Module Examination

Assessment type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of this module

79
7.27.1.4 Numerical Methods

Module Name Module Code Level (type) CP

Numerical Methods JTMS-MAT- Year 2 5
13 (Methods)
Module Components

Number Name Type CP

JTMS-13 Numerical Methods Lecture 5
Module Coordinator Program Affiliation Mandatory Status

Prof. Dr. Marcel • Jacobs Track – Methods and Skills Mandatory for ECE, MATH and
Oliver, Prof. Dr. Physics
Tobias Preußer Mandatory elective for CS and
RIS

Entry Requirements Frequency Forms of Learning and Teaching

Pre-requisites Co-requisites Knowledge, Abilities, or Annually • Lectures (35 hours)

(Spring) • Private study (90 hours)
Skills
☒ None ☒ None Duration Workload
• Knowledge of
1 semester 125 hours
Calculus
(functions, inverse
functions, sets,
real numbers,
sequences and
limits,
polynomials,
rational functions,
trigonometric
functions,
logarithm and
exponential
function,
parametric
equations, tangent
lines, graphs,
derivatives, anti-
derivatives,
elementary
techniques for
solving equations)
• Knowledge of
Linear Algebra
(vectors, matrices,
lines, planes, n-
dimensional
Euclidean vector
space, rotation,
translation, dot
product (scalar
product), cross
product, normal
vector,

80
 eigenvalues,
eigenvectors,
elementary
techniques for
solving systems of
linear equations)
Recommendations for Preparation

Taking Calculus and Elements of Linear Algebra II before taking this module is recommended, but not required. A
thorough review of Calculus and Elements of Linear Algebra, with emphasis on the topics listed as “Knowledge,
Abilities, or Skills” is recommended.

Content and Educational Aims

This module covers calculus-based numerical methods, in particular root finding, interpolation, approximation,
numerical differentiation, numerical integration (quadrature), and a first introduction to the numerical solution of
differential equations.

The lecture comprises the following topics

• number representations
• Gaussian elimination
• LU decomposition
• Cholesky decomposition
• iterative methods
• bisection method
• Newton’s method
• secant method
• polynomial interpolation
• Aitken’s algorithm
• Lagrange interpolation
• Newton interpolation
• Hermite interpolation
• Bezier curves
• De Casteljau’s algorithm
• piecewise interpolation
• Spline interpolation
• B-Splines
• Least-squares approximation
• polynomial regression
• difference schemes
• Richardson extrapolation
• Quadrature rules
• Monte Carlo integration
• time stepping schemes for ordinary differential equations
• Runge Kutta schemes
• finite difference method for partial differential equations
Intended Learning Outcomes
By the end of the module, students will be able to
• describe the basic principles of discretization used in the numerical treatment of continuous problems;
• command the methods described in the content section of this module description to the extent that they
can solve standard text-book problems reliably and with confidence;
• recognize mathematical terminology used in textbooks and research papers on numerical methods in the
quantitative sciences, engineering, and mathematics to the extent that they fall into the content categories
covered in this module;
• implement simple numerical algorithms in a high-level programming language;
• understand the documentation of standard numerical library code and understand the potential limitations
and caveats of such algorithms.

81
Indicative Literature
D. Kincaid and W. Cheney (1991). Numerical Analysis: Mathematics of Scientific Computing. Pacific Grove:
Brooks/Cole Publishing.

W. Boehm and H. Prautzsch (1993). Numerical Methods. Natick: AK Peters.

Usability and Relationship to other Modules

• The module is a mandatory / mandatory elective module of the Methods and Skills area that is part of
the Jacobs Track (Methods and Skills modules; Community Impact Project module; Language modules;
Big Questions modules).
• This module is a co-recommendation for the module “Applied Dynamical Systems Lab”, in which the
actual implementation in a high-level programming language of the learned methods will be covered.
• Mandatory for a major in ECE, MATH, and Physics.
• Mandatory elective for a major in CS and RIS.
• Elective for all other study programs.

Examination Type: Module Examination

Assessment type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of this module.

82
7.27.1.5 Discrete Mathematics

Module Name Module Code Level (type) CP

Discrete Mathematics CO-501 Year 2/3 (CORE) 5.0

Module Components

Number Name Type CP

CO-501-A Discrete Mathematics Lecture 5.0

Module Program Affiliation Mandatory Status

Coordinator
Dr. Keivan • Mathematics Mandatory elective for
Mallahi-Karai Mathematics, CS, Physics and
RIS

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lectures (35 hours)
Skills • Private Study (90 hours)
☒ None ☒ None
• Basic university Duration Workload
mathematics: can
be acquired via the 1 semester 125 hours
Methods Modules
“Calculus and
Elements of Linear
Algebra I + II” or
“Applied Calculus”
and “Finite
Mathematics”

Recommendations for Preparation

• Some basic familiarity with linear algebra is useful, but not technically required.
• It is recommended to have taken the Methods module: Calculus and Elements of Linear Algebra I + II

Content and Educational Aims

This module is an introductory lecture in discrete mathematics. The lecture consists of two main components,
enumerative combinatorics and graph theory. The lecture emphasizes connections of discrete mathematics with
other areas of mathematics such as linear algebra and basic probability, and outlines applications to areas of
computer science, cryptography, etc. where employment of ideas from discrete mathematics has proven to be
fruitful. The first part of the lecture—enumerative combinatorics—deals with several classical enumeration
problems (Binomial coefficients, Stirling numbers), counting under group actions and generating function. The
second half of the lecture—graph theory—includes a discussion of basic notions such as chromatic number,
planarity, matchings in graphs, Ramsey theory, and expanders, and their applications.

83
Intended Learning Outcomes
By the end of the module, students will be able to

• demonstrate their mastery of basic tools in discrete mathematics.

• develop the ability to use discrete mathematics concepts (such as graphs) to model problems in
computer science.
• analyze the definition of basic combinatorial objects such as graphs, permutations, partitions, etc.
• formulate and design methods sand algorithms for solving applied problems basic on concepts from
discrete mathematics.

Indicative Literature
J.H. van Lint and R.M. Wilson (2001). A Course in Combinatorics, second edition. Cambridge: Cambridge
University Press.

B. Bollobas (1998). Modern Graph Theory, Berlin: Springer.

Usability and Relationship to other Modules

• This module is a specialization / CORE module in Mathematics to be taken in Semester 4 or 6.
• This module is recommended for students pursuing a minor in Mathematics
• This module serves as a mandatory elective Methods and Skills module for CS, Physics and RIS
• This module is a good option as an elective module for students in RIS.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%
Scope: All intended learning outcomes of this module

84
 Big Questions Modules

7.27.2.1 Water: The Most Precious Substance on Earth

Module Name Module Code Level (type) CP

Water: The Most Precious Substance on Earth JTBQ-BQ-002 Year 3 (Jacobs 5
Track)
Module Components

Number Name Type CP

JTBQ-002 Water: The Most Precious Substance on Earth Lecture/Tutorial 5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs Mandatory elective for
Prof. Dr. except IEM students of all
Michael Bau undergraduate study
and Dr. Doris programs, except IEM
Mosbach

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (part I: Fall; • Lectures (17.5 hours)
Skills part II: Spring) • Project work (90
hours)
☒ None ☒ None • The ability and • Private study (17.5
openness to engage hours)
in interdisciplinary
issues of global Duration Workload
relevance
• Media literacy, 2 semesters 125 hours
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage on the module’s topics in question.

85
Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizons with applied problem solving beyond the borders of their own disciplines.
Knowledge and skills offered in the interdisciplinary BQ modules support students in their development to become
informed and responsible citizens in a global society.
Water is the basic prerequisite for life on our planet, but it has become a scarce resource and a valuable
commodity. Water is of fundamental importance to the world’s economy and global food supply, in addition to
being a driving force behind geopolitical conflict. In this module, the profound impact of water on all aspects of
human life will be addressed from very different perspectives: from the natural and environmental sciences and
engineering, and from the social and cultural sciences.
Following topical lectures in the Fall semester, students will work on projects on the occasion of the World Water
Day (March 22) in small teams comprised of students from various disciplines and with different cultural
backgrounds. This teamwork will be accompanied by related tutorials.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• advance a knowledge-based opinion on the complex module topics: on the physio-chemical properties
of water, its origin and history, on the importance of water as a resource, on physical and economic
freshwater scarcity, on the risks of water pollution and the challenges faced by waste water treatment,
on the concept of virtual water, on the bottled water industry, and on the cultural values and meanings
of water;
• formulate coherent written and oral contributions (e.g., to panel discussions) on the topic;
• perform well-organized teamwork;
• present a self-designed project in a university-wide context.

Indicative Literature
Finney, John (2015). Water. A Very Short Introduction. Oxford: Oxford University Press.
Zetland, David (2011). The End of Abundance: Economic Solutions to Water Scarcity. California: Aguanomics
Press.
United Nation (January 2016): Sustainable Development Goals. Retrieved from https://www.ipcc.ch

Usability and Relationship to other Modules

• This module is a mandatory elective module in the Big Questions area, which is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.
Examination Type: Module Examination

Assessment Component 1: Written examination Duration: 60 min

Weight: 50%

Assessment Component 2: Team project Weight: 50%

Scope: All intended learning outcomes of the module

Completion: This module is passed with an assessment-component weighted average grade of 45% or higher.

86
7.27.2.2 Ethics in Science and Technology

Module Name Module Code Level (type) CP

Ethics in Science and Technology JTBQ-BQ-003 Year 3 (Jacobs 5
Track)
Module Components

Number Name Type CP

JTBQ-003 Ethics in Science and Technology Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs, Mandatory for CBT
Prof. Dr. except IEM Mandatory elective for
Alexander students of all
Lerchl undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Each semester
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall & Spring) • Lectures (35 hours)
Skills • Private study (90
hours)
☒ None ☒ None • The ability and
openness to engage Duration Workload
in interdisciplinary
issues of global 1 semester 125 hours
relevance
• Media literacy,
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage of the scientific topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizons with applied problem solving that extends beyond the borders of their own
disciplines. Knowledge and skills offered in the interdisciplinary BQ modules support students in their
development to become informed and responsible citizens in a global society.
Ethics is an often neglected, yet essential part of science and technology. Our decisions about right and wrong
influence the way in which our inventions and developments change the world. A wide array of examples will be
presented and discussed, e.g., the foundation of ethics, individual vs. population ethics, artificial life, stem cells,
animal rights, abortion, pre-implantation diagnostics, legal and illegal drugs, the pharmaceutical industry, gene
modification, clinical trials and research with test persons, weapons of mass destruction, data fabrication, and
scientific fraud.

87
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• summarize and explain ethical principles;
• critically look at scientific results that seem too good to be true;
• apply the ethical concepts to virtually all areas of science and technology;
• discover the responsibilities of society and of the individual for ethical standards;
• understand and judge the ethical dilemmas in many areas of the daily life;
• discuss the ethics of gene modification at the level of cells and organisms;
• reflect on and evaluate clinical trials in relation to the Helsinki Declaration;
• distinguish and evaluate the ethical guidelines for studies with test persons.

Indicative Literature
Not specified.

Usability and Relationship to other Modules

• Mandatory for CBT
• This module is a mandatory elective module in the Big Questions area that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min

Weight: 100%

Scope: All intended learning outcomes of the module.

88
7.27.2.3 Global Health – Historical context and future challenges

Module Name Module Code Level (type) CP

Global Health – Historical context and future challenges JTBQ-BQ-004 Year 3 (Jacobs 5
Track)
Module Components

Number Name Type CP

JTBQ-004 Global Health – Historical context and future challenges Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs, Mandatory elective for
Dr. Andreas M. except IEM students of all
Lisewski undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Lectures (35 hours)
Skills • Private study (90
hours)
☒ None ☒ None • The ability and
openness to engage Duration Workload
in interdisciplinary
issues of global 1 semester 125 hours
relevance
• Media literacy,
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of
the global issues and challenges of the coming decades. The BQ modules intend to raise awareness of those
challenges and broaden the students’ horizon with applied problem solving beyond the borders of their own
disciplines. Knowledge and skills offered in the interdisciplinary BQ modules are relevant for every university
graduate in order to become an informed and responsible citizen in a global society.
The module gives a historical, societal, technical, and medicinal overview over the past, present and future
milestones and challenges of global health. Main topics include health systems, public health, health/disease
monitoring and response, past and recent breakthroughs in medicine and healthcare, as well as recent health-
related developments in technology and economy. Special focus is put on children, maternal and adolescent
health, as their health is critical to the well-being of next generations. Further topics cover epidemiology and
demographics, such as the connection between a society’s economic development level and its population health
status, demographic and epidemiologic transitions, measures of health status and disease burden, and health-
related global development goals. An overall guiding aspect is human health in our increasingly interconnected
civilization that is however reaching its global limits on key resources and that is therefore becoming more prone
to disruptions. Discussed in this context are today’s urgent global health issues, such as newly emergent and re-
emergent infectious diseases, biosafety and complex humanitarian crises caused by unforeseen epidemics and
pandemics.

89
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• identify the historical context and today’s function of global health institutions, surveillance and
response systems;
• evaluate and compare global indicators of disease burden, especially by using online databases and
repositories
• break down global development goals directly related to global health
• discuss and differentiate present and future challenges of public and global health responses to novel
disease outbreaks in a global society network context

Indicative Literature
• Richard Skolnik, Global Health 101, 4th Edition, Jones & Bartlett Publishers, 2019
• Solomon Benatar (Editor), Global Health - Ethical Challenges, 2nd Edition, Cambridge University Press,
2021

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute such knowledge and competences to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min.

Scope: All intended learning outcomes of the module Weight: 100%

Module achievement: Oral presentation of selected literature and media topics on global health (topics are given
but can also be suggested by students for approval).
The module achievement ensures sufficient knowledge about key global health concepts, challenges and current
topics

90
7.27.2.4 Global Existential Risks

Module Name Module Code Level (type) CP

Global Existential Risks JTBQ-BQ-005 Year 3 (Jacobs 5
Track)
Module Components

Number Name Type CP

JTBQ-005 Global Existential Risks Lecture 5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs Mandatory elective for
Dr. Andreas M. except IEM students of all
Lisewski undergraduate study
programs except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lectures (35 hours)
Skills • Tutorial of the lecture
(10 hours)
☒ None ☒ None • The ability and • Private study (80
openness to engage hours)
in interdisciplinary
issues of global Duration Workload
relevance
• Media literacy, 1 semester 125 hours
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizons with applied problem solving beyond the borders of their own disciplines.
Knowledge and skills offered in the interdisciplinary BQ modules support students in their development to become
informed and responsible citizens in a global society.
The more we develop science and technology, the more we also learn about catastrophic and, in the worst case,
even existential global dangers that put the entire human civilization at risk of collapse. These doomsday scenarios
therefore directly challenge humanity’s journey through time as an overall continuous and sustainable process
that progressively leads to a more complex but still largely stable human society. The module presents the main
known varieties of existential risks, including, for example, astrophysical, planetary, biological, and technological
events or critical transitions that have the capacity to severely damage or even eradicate earth-based human
civilization as we know it. Furthermore, this module offers a description of the characteristic features of these
risks in comparison to more conventional risks, such as natural disasters, and a classification of global existential
risks based on parameters such as range, intensity, probability of occurrence, and imminence. Finally, this module
reviews several hypothetical monitoring and early warning systems as well as analysis methods that could
potentially be used in strategies, if not to eliminate, then at least to better understand and ideally to minimize

91
imminent global existential risks. This interdisciplinary module will allow students to look across relevant and
diverse subject fields, thus enabling them to initiate and to contribute substantially to discussions about these
special risks.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• identify and explain the known spectrum of global existential risks, including physical, biological, and
technological risks
• differentiate and classify these risks according to their characteristics in range (scope), intensity
(severity), probability of occurrence, and imminence
• distinguish and identify main directions and potential biases in media coverage of global existential risks
• prepare, present, explain and discuss today’s key topics in global existential risks from both academic
literature and from public media

Indicative Literature
Nick Bostrom, Milan M. Cirkovic (eds.):. Global Catastrophic Risks,Oxford University Press,2011.
Martin Rees: Our Final Hour – A Scientist’s Warning,Basic Books,2009.
Martin Rees: On the Future – Prospects for Humanity, Princeton University Press, 2021.

Usability and Relationship to other Modules

• This module is a mandatory elective module in the Big Questions area, which is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 120 min.

Scope: All intended learning outcomes of the module Weight: 100%

Module achievement: Oral presentation of selected literature and media topics on our civilization’s existential
risks (topics are given but can also be suggested by students for approval)

The module achievement ensures sufficient knowledge about key risks and challenges for humanity’s survival.

92
7.27.2.5 Future: From Predictions and Visions to Preparations and Actions

Module Name Module Code Level (type) CP

Future: From Predictions and Visions to Preparations and JTBQ-BQ-006 Year 3 (Jacobs 2.5
Actions Track)
Module Components
Number Name Type CP
JTBQ-006 Future: From Predictions and Visions to Preparations and Lecture 2.5
Actions
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs, Mandatory elective for
Prof. Dr. except IEM students of all
Joachim Vogt undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lecture (17.5 hours)
Skills • Private study (45
hours)
☒ None ☒ None • The ability and
openness to engage Duration Workload
in interdisciplinary
issues of global 1 semester 62.5 hours
relevance
• Media literacy,
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage of the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizons with applied problem solving that extend beyond the borders of their own
disciplines. Knowledge and skills offered in the interdisciplinary BQ modules support students in their
development to become informed and responsible citizens in a global society.
This module addresses selected topics related to the future as a general concept in science, technology, culture,
literature, ecology, and economy, and it consists of three parts. The first part (Future Continuous) discusses
forecasting methodologies rooted in the idea that key past and present processes are understood and continue to
operate such that future developments can be predicted. General concepts covered in this context include
determinism, uncertainty, evolution, and risk. Mathematical aspects of forecasting are also discussed. The second
part (Future Perfect) deals with human visions of the future as reflected in the arts and literature, ranging from
ideas of utopian societies and technological optimism to dystopian visions in science fiction. The third part (Future
Now) concentrates on important current developments—such as trends in technology, scientific breakthroughs,
the evolution of the Earth system, and climate change—and concludes with opportunities and challenges for
present and future generations.

93
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, student should be able to

• use their factual and methodological knowledge to reflect on interdisciplinary questions by comparing
approaches from various disciplines;
• distinguish and qualify important approaches to forecasting and prediction;
• summarize the history of utopias, dystopias, and the ideas presented in classical science fiction;
• characterize current developments in technology, ecology, society, and their implications for the
future.

Indicative Literature
United Nations (2015, September) Millennium Development Goals. Retrieved from
http://www.un.org/millenniumgoals.
United Nation (2016, January): Sustainable Development Goals. Retrieved from http://catalog.jacobs-
university.de/search~S0
United Nations University. https://unu.edu
US National Intelligence Council (2017). Global Trends. Retrieved from https://www.dni.gov/index.php/global-
trends-home.
International Panel on Climate Change. Retrieved from https://www.ipcc.ch.
World Inequality Lab (2017, December). World Inequality Report 2018. Retrieved from
https://wir2018.wid.world.
World Health Organization. Retrieved from http://www.who.int.
World Trade Organization. Retrieved from https://www.wto.org
Gapminder. Retrieved from https://www.gapminder.org.
World Bank. Retrieved from http://www.worldbank.org.

Usability and Relationship to other Modules

• This module is a mandatory elective module in the Big Questions area, which is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 60 min

Weight: 100%
Scope: All intended learning outcomes of the module

94
7.27.2.6 Climate Change

Module Name Module Code Level (type) CP

Climate Change JTBQ-BQ-007 Year 3 (Jacobs 2.5
Track)
Module Components
Number Name Type CP
JTBQ-007 Climate Change Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
Prof. Dr. • Big Questions Area: All undergraduate study programs, Mandatory elective for
Laurenz except IEM students of all
Thomsen and undergraduate study
Prof. Dr. Vikram programs, except IEM
Unnithan

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lecture (17.5 hours)
Skills • Private study (45
hours)
☒ None ☒ None • The ability and
openness to engage Duration Workload
in interdisciplinary
issues of global 1 semester 62.5 hours
relevance
• Media literacy,
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage of the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizon with applied problem solving beyond the borders of their own disciplines.
Knowledge and skills offered in the interdisciplinary BQ modules support students in their development to become
informed and responsible citizens in a global society.
This module will give a brief introduction into the development of the atmosphere throughout Earth's history from
the beginning of the geological record up to modern times, and will focus on geological, cosmogenic, and
anthropogenic changes. Several major events in the evolution of the Earth that had a major impact on climate
will be discussed, such as the evolution of an oxic atmosphere and ocean, the onset of early life, snowball Earth,
and modern glaciation cycles. In the second part, the module will focus on the human impact on present climate
change and global warming. Causes and consequences, including case studies and methods for studying climate
change, will be presented and possibilities for climate mitigation (geo-engineering) and adapting our society to
climate change (such as coastal protection and adaption of agricultural practices to more arid and hot conditions)
will be discussed.

95
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, students should be able to

• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• advance a knowledge-based opinion on the complex module topics, including: impact of climate
change on the natural environment over geological timescales and since the industrial revolution, and
the policy framework in which environmental decisions are made internationally;
• work effectively in a team environment and undertake data interpretation;
• discuss approaches to minimize habitat destruction.

Indicative Literature
The course is based on a self-contained, detailed set of online lecture notes.
Ruddiman, William F. Earth's Climate (2001). Past and future. New York: Macmillan.

Usability and Relationship to other Modules

• This module is a mandatory elective module in the Big Questions area, which is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 60 min.

Scope: All intended learning outcomes of the module Weight: 100%

96
7.27.2.7 Extreme Natural Hazards, Disaster Risks, and Societal Impact

Module Name Module Code Level (type) CP

Extreme Natural Hazards, Disaster Risks, and Societal Impact JTBQ-BQ-008 Year 3 (Jacobs 2.5
Track)
Module Components
Number Name Type CP
JTBQ-008 Extreme Natural Hazards: Disaster Risks, and Societal Impact Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs, Mandatory elective for
Prof. Dr. except IEM students of all
Laurenz undergraduate study
Thomsen programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Lecture (17.5 hours)
Skills • Private study (45
hours)
☒ None ☒ None • The ability and
openness to engage Duration Workload
in interdisciplinary
issues of global 1 semester 62.5 hours
relevance
• Media literacy,
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage of the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizons with applied problem solving beyond the borders of their own disciplines.
Knowledge and skills offered in the interdisciplinary BQ modules support students in their development to become
informed and responsible citizens in a global society.
Extreme natural events increasingly dominate global headlines, and understanding their causes, risks, and
impacts, as well as the costs of their mitigation, is essential to managing hazard risk and saving lives. This module
presents a unique, interdisciplinary approach to disaster risk research, combining natural science and social
science methodologies. It presents the risks of global hazards and natural disasters such as volcanoes,
earthquakes, landslides, hurricanes, precipitation floods, and space weather, and provides real-world hazard and
disaster case studies from Latin America, the Caribbean, Africa, the Middle East, Asia, and the Pacific.

97
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, student should be able to

• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• advance a knowledge-based opinion on the complex module topics, including how natural processes
affect and interact with our civilization, especially those that create hazards and disasters;
• distinguish the methods scientists use to predict and assess the risk of natural disasters;
• discuss the social implications and policy framework in which decisions are made to manage natural
disasters;
• work effectively in a team environment.

Indicative Literature
The course is based on a self-contained, detailed set of online lecture notes.
Ismail-Zadeh, Alik, et al., eds (2014). Extreme natural hazards, disaster risks and societal implications. In Special
Publications of the International Union of Geodesy and Geophysics Vol. 1. Cambridge: Cambridge University
Press.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute such knowledge and competences to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Written examination Duration: 60 min.

Scope: All intended learning outcomes of the module Weight: 100%

98
7.27.2.8 International Development Policy

Module Name Module Code Level (type) CP

International Development Policy JTBQ-BQ-009 Year 3 (Jacobs 2.5
Track)
Module Components
Number Name Type CP
JTBQ-009 International Development Policy Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs, Mandatory elective for
Prof. Dr. Claas except IEM students of all
Knoop undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Lecture (17.5 hours)
Skills • Presentations
• Private study (45
☒ None ☒ None • The ability and hours)
openness to engage
in interdisciplinary Duration Workload
issues of global
relevance 1 semester 62.5 hours
• Media literacy,
critical thinking, and
a proficient handling
of data sources

Recommendations for Preparation

Critically following media coverage of the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal, and environmental contexts of
the global issues and challenges of the coming decades. BQ modules intend to raise awareness of those challenges
and broaden students’ horizon with applied problem solving beyond the borders of their own disciplines.
Knowledge and skills offered in the interdisciplinary BQ modules support students in their development to become
informed and responsible citizens in a global society.
We live in a world where still a large number of people still live in absolute poverty without access to basic needs
and services, such as food, sanitation, health care, security, and proper education. This module provides an
introduction to the basic elements of international development policy, with a focus on the relevant EU policies
in this field and on the Sustainable Development Goals/SDGs of the United Nations. The students will not only
learn about the tools applied in modern development policies, but also about the critical aspects of monitoring
and evaluating the results of development policy. Module-related oral presentations and debates will enhance the
students’ learning experience.

99
Intended Learning Outcomes
Students acquire transferable and key skills in this module.
By the end of this module, the student should be able to

• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• breakdown the complexity of modern development policy;
• identify, explain, and evaluate the tools applied in development policy;
• formulate well-justified criticism of development policy;
• summarize and present a module-related topic in an appropriate verbal and visual form.

Indicative Literature
Francis Fukuyama (2006). The end of history and the last man. New York: Free Press.
Kingsbury, McKay, Hunt (2008). International Development.Issues and challenges. London: Palgrave.
A.Sumner, M.Tiwari (2009) After 2015: International Development Policy at a crossroad. New York: Palgrave
Macmillan.
Graduate Institute of International Development, G. Carbonnier eds. (2001). International Development Policy:
Energy and Development. New York:Palgrave Macmillan.
John Donald McNeil. International Development: Challenges and Controversy. Sentia Publishing,e-book.

Usability and Relationship to other Modules

• This module is a mandatory elective module in the Big Questions area, which is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Presentation Duration: 10 minutes per student

Scope: All intended learning outcomes of the module Weight: 100%

100
7.27.2.9 Sustainable Value Creation with Biotechnology. From Science to Business

Module Name Module Code Level (type) CP

Sustainable Value Creation with Biotechnology. From Science JTBQ-BQ-011 Year 3 2.5
to Business (Jacobs Track)

Module Components
Number Name Type CP
JTBQ-011 Sustainable Value Creation with Biotechnology. From Lecture 2.5
Science to Business /Tutorial
Module Coordinator Program Affiliation Mandatory Status
N.N.
• Jacobs Track - Big Questions Mandatory elective for
students of all
undergraduate study except
IEM

Entry Requirements Frequency Forms of Learning and

Teaching
Pre-requisites Annually
Co- Knowledge, Abilities, or (Spring) • Lecture and Tutorial
☒ None requisites Skills (17.5 hours)
• Private study (45
☒ None • The ability and hours)
openness to engage
in interdisciplinary Duration Workload
issues on bio-based
value creation 1 semester 62.5 hours
• media literacy,
critical thinking and
a proficient
handling of data
sources

Recommendations for Preparation

https://www.ctsi.ucla.edu/researcher-resources/files/view/docs/EGBS4_Kolchinsky.pdf
https://link.springer.com/article/10.1057/jcb.2008.27
https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20D
evelopment%20web.pdf

101
Content and Educational Aims

All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of
the global issues and challenges of the coming decades. The BQ modules intend to raise awareness of those
challenges and broaden the students’ horizon with applied problem solving beyond the borders of their own
disciplines. Knowledge and skills offered in the interdisciplinary BQ modules support students in their
development to become an informed and responsible citizen in a global society.
This module has a particular focus on the role that Biotechnology and Biorefining is expected to play in social,
economic and environmental contexts.

To deliver such a vision the module will prepare students to extract value form Biotechnology and associated
activities. This will be done in the form of business cases that will be systematically developed by students
alongside the development of the module. In this way, students will develop entrepreneurial skills while
understanding basic business-related activities that are not always present in a technical curriculum. Case
development will also provide students with the possibility of understanding the social, economic, environmental
impact that Biotechnology and Biorefining can deliver in a Bio-Based Economy. The knowledge and skills gained
through this module are in direct and indirect support of the UN 2030 Agenda for Sustainable Development:
“Transforming our World”.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, the students should be able to

• design and develop a Business Case based on the tools provided by modern Biotechnology;
• explain the interplay between Science, Technology and Economics / Finance;
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• work effectively in a team environment and undertake data interpretation and analysis;
• discuss approaches to value creation in the context of Biotechnology and Sustainable Development;
• explain the ethical implications of technological advance and implementation;
• demonstrate presentation skills.

Indicative Literature
Springham, D., V. Moses & R.E. Cape (1999). Biotechnology – The Science and the Business. 2nd. Ed. Boca
Raton: CRC Press.
Kornberg, Arthur (2002). The Golden Helix: Inside Biotech Ventures. Sausalito, CA: University Science Books.
UNESCO, Director-General. (2017). UNESCO moving forward the 2030 Agenda for Sustainable Development.
Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247785

Usability and Relationship to other Modules

• The module is a mandatory elective module in the Big Questions area, which is part of the Jacobs
Track (Methods and Skills modules; Community Impact Project module; Language modules; Big
Questions modules).
• Students are encouraged to relate the content of their previous modules to the topics of this module
and contribute their knowledge and competencies to class discussions and activities.

Examination Type: Module Examination

Assessment Component 1: Term Paper Length:1.500 – 3.000 words

Weight: 75%
Scope: Intended learning outcomes of the module (1-6)

Assessment Component 2: Presentation Duration: 10-15 min.

102
 Weight: 25%
Scope: Intended learning outcomes of the module (2-7)

103
7.27.2.10 Gender and Multiculturalism. Debates and Trends in Contemporary
Societies

Module Name Module Code Level (type) CP

Gender and Multiculturalism. Debates and Trends in JTBQ-BQ-013 Year 3 (Jacobs 5
Contemporary Societies Track)
Module Components

Number Name Type CP

JTBQ-013 Gender and Multiculturalism: Debates and Trends in Lecture 5
Contemporary Societies
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs Mandatory elective for
Dr. Jessica Price students of all
undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Fall) • Lectures (17.5 hours)
Skills • Project work (90
☒ None ☒ None hours)
• The ability and • Private study (17.5
openness to engage hours)
in interdisciplinary
issues of global Duration Workload
relevance
• Media literacy, 1 semester 125 hours
critical thinking and
a proficient handling
of data sources

Recommendations for Preparation

Critical following of the media coverage on the module’s topics in question.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of
the global issues and challenges of the coming decades. The BQ modules intend to raise awareness of those
challenges and broaden the students’ horizon with applied problem solving beyond the borders of their own
disciplines. Knowledge and skills offered in the interdisciplinary BQ modules are relevant for every university
graduate in order to become an informed and responsible citizen in a global society.
The objective of this module is to introduce and familiarize students with the current debates, trends and
analytical frameworks pertaining how gender is socially constructed in different cultural zones. Through lectures,
group discussions and reflecting upon cultural cases, students will familiarize themselves with the current trends
and the different sides of ongoing cultural and political debates that shape cultural practices, policies and
discourses. The module will zoom-in on topics such as: cultural identity; the social construction of gender; gender
fluidity and its backlash; gender and human rights; multiculturalism as a perceived threat in plural societies,
among others. Students will be provided with opportunities for reflection and to ultimately develop informed
opinions concerning topics that are continue to define some of the most contested cultural debates of
contemporary societies. Furthermore, participants will engage their ideas in “hands on” projects aimed at moving

104
the needle from mere reflection by conducting “action-research” that will inform the outcomes of their course
projects.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• use their disciplinary factual and methodological knowledge to reflect on interdisciplinary questions by
comparing approaches from various disciplines;
• summarize and evaluate the current cultural, political and legal debates concerning the social
construction of gender in contemporary societies;
• reflect and develop informed opinions concerning the current debates and trends that are shaping
ideas of whether multiculturalism ideals are realistic in pluralist western societies, or whether
multiculturalism is a failed project;
• identify, explain and evaluate the role that societal forces, such as religion, socio-economic, political
and migratory factors play in the construction of gendered structures in contemporary societies;
• develop a well-informed perspective concerning the interplay of science and culture in the debates
around gender fluidity;
• deconstruct and reflect on the intersectionality between populist/nationalist discourses and gender
discrimination;
• reflect and propose societal strategies and initiatives that attempt to answer the big questions
presented in this module regarding gendered and cross-culturally-based inequalities;
• complete a self-designed project, collect and distill information from an “action-research”
perspective;summarizing the process in a suitable reporting format;
• consider the application of an algorithm for group formation (not mandatory);
• overcome general teamwork problems in order to perform well-organized project work.

Indicative Literature
Biological Limits of Gender Construction Author(s): J. Richard Udry
Source: American Sociological Review , Jun., 2000, Vol. 65, No. 3 (Jun., 2000), pp. 443- 457. Published by:
American Sociological Association Stable URL: https://www.jstor.org/stable/2657466
The Development of Gendered Interests and Personality Qualities From Middle Childhood Through Adolescence:
A Biosocial Analysis. Susan M. McHale, Aryn M. Dotterer, Ji-Yeon Kim, Ann C. Crouter and Alan Booth. Child
Development, March/April 2009, Volume 80, Number 2, Pages 482–495
Factors influencing attitudes to violence against women. Michael Flood and Bob Pease. Trauma, Violence, &
ABuse, Vol. 10, No. 2, April 2009 125-142 dOi: 10.1177/1524838009334131. 2009 sAge Publications
Gender and Anti-immigrant Attitudes in Europe. Aaron Ponce (2017) Socius: Sociological Research for a Dynamic
World. Volume 3: 1–17. Reprints and permissions: sagepub.com/journalsPermissions.nav

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area, that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules)
• Students are encouraged to relate the content of their previous modules to the topics of this module and
contribute such knowledge and competences to class discussions and activities.

Examination Type: Module Examination

Assessment Type: Team Project

Weight: 100%
Scope: All intended learning outcomes of the module

105
7.27.2.11 The Challenge of Sustainable Energy

Module Name Module Code Level (type) CP

The Challenge of Sustainable Energy JTBQ-BQ-014 Year 3 (Jacobs 2.5
Track)
Module Components

Number Type CP
JTBQ-014 The Challenge of Sustainable Energy Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs Mandatory elective for
Prof. Dr. Karen students of all
Smith Stegen undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lectures and Group
Skills Exercises
☒ None ☒ None • Ability to read texts
from a variety of Duration Workload
disciplines
1 semester 62.5 hours
Recommendations for Preparation

Reflect on their own behavior and habits with regard to sustainability.

Content and Educational Aims
All “Big Questions” (BQ) modules deal with the economic, technological, societal and environmental contexts of
the global issues and challenges of the coming decades. The BQ modules intend to raise awareness of those
challenges and broaden the students’ horizon with applied problem solving beyond the borders of their own
disciplines. Knowledge and skills offered in the interdisciplinary BQ modules are relevant for every university
graduate in order to become an informed and responsible citizen in a global society.
How can wide-scale social, economic and political change be achieved? This module examines this question in
the context of encouraging “sustainability”. To address global warming and environmental degradation, humans
must adopt more sustainable lifestyles. Arguably, the most important change is the transition from conventional
fuels to renewable sources of energy, particularly at the local, country and regional levels. The main challenge to
achieving an “energy transition” stems from human behavior and not from a lack of technology or scientific
expertise. This module thus examines energy transitions from the perspective of the social sciences, including
political science, sociology, psychology, economics and management. To understand the drivers of and obstacles
to technology transitions, students will learn the “Multi-Level Perspective”. Some of the key questions explored
in this module include: What is meant by sustainability? Are renewable energies “sustainable”? How can a
transition to renewable energies be encouraged? What are the main social, economic, and political challenges?
How can these (potentially) be overcome? The aim of the course is to provide students with the tools for reflecting
on energy transitions from multiple perspectives.

Intended Learning Outcomes

Students acquire transferable and key skills in this module.
By the end of this module, students will be able to
• articulate the history of the sustainability movement and the major debates;

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 • identify different types of renewable energies;
• explain the multi-level perspective (MLP), which models technology innovations and transitions;
• summarize the obstacles to energy transitions;
• compare a variety of policy mechanisms for encouraging renewable energies.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules).
• For students interested in sustainability issues, this module complements a variety of modules from
different programs, such as “International Resource Politics” (IRPH/SMP), “Environmental Science” (EES),
“General Earth and Environmental Sciences” (EES), and “Renewable Energies” (Physics).

Examination Type: Module Examination

Assessment Type: Written Examination Duration: 60 min

Weight: 100%

Scope: All intended learning outcomes of the module

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7.27.2.12 State, Religion and Secularism

Module Name Module Code Level (type) CP

State, Religion and Secularism JTBQ-BQ-015 Year 3 (Jacobs 2.5
Track)
Module Components

Number Type CP
JTBQ-015 State, religion and secularism Lecture 2.5
Module Program Affiliation Mandatory Status
Coordinator
• Big Questions Area: All undergraduate study programs Mandatory elective for
Prof. Dr. students of all
Manfred O. Hinz undergraduate study
programs, except IEM

Entry Frequency Forms of Learning and

Requirements Teaching
Annually
Pre-requisites Co-requisites Knowledge, Abilities, or (Spring) • Lectures and Group
Skills Exercises
☒ None ☒ None
• Ability to read texts Duration Workload
from a variety of
disciplines 1 semester 62.5 Hours

Recommendations for Preparation

Reflect on the situation and role in respective home-country

Content and Educational Aims
The relationship between state and religion has been a matter of concern in most if not all societies. Is religion
above the state, or is it to the state to determine the place of religion? What does secularity mean? To what extent
will religion accept secularity? Where does the idea of secularity come from? The course State, religion, secularism
will search for answers to questions of this nature. After introducing to the topic and looking at some legal attempts
to regulate the relationship between state and religion, the focus will be, on the one hand, on Christianity and
secularity and, on Islam and secularity, on the other. Depending on the interest of participants, other religions
and their relationships to states of relevance can be added.

Intended Learning Outcomes

By the end of this course, students should be able
• To understand the basic problems that have led to different models to regulate the relationship between
the state and religion;
• To reflect critically the situation of state and religion in selected countries;
• To assess the values behind the concept of democracy and human rights;
• To use the acquired knowledge to strengthen the capacity towards respect for others and tolerance.

Usability and Relationship to other Modules

• The module is a mandatory elective module of the Big Questions area that is part of the Jacobs Track
(Methods and Skills modules; Community Impact Project module; Language modules; Big Questions
modules).

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• For students interested in State, Religion and secularism, this module complements modules from other
programmes, such as IRPH and SMP

Examination Type: Module Examination

Assessment Type: Term paper Length:1.500 – 3.000 words

Weight: 100%
Scope: All intended learning outcomes of the module.

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 Community Impact Project

Module Name Module Code Level (type) CP

Community Impact Project JTCI-CI-950 Year 3 5
(Jacobs
Track)
Module Components

Number Name Type CP

JTCI-950 Community Impact Project Project 5
Module Coordinator Program Affiliation Mandatory Status

CIP Faculty • All undergraduate study programs except IEM Mandatory for all
Coordinator undergraduate study
programs except IEM
Entry Requirements Frequency Forms of Learning and
Teaching
Pre-requisites Co-requisites Knowledge, Abilities, or Annually
(Fall) • Introductory,
Skills
accompanying, and
final events: 10
☒ at least 15 CP from ☒ None • Basic knowledge hours
CORE modules in the of the main • Self-organized
major concepts and teamwork and/or
methodological practical work in the
instruments of the community: 115
respective hours
disciplines Duration Workload

1 semester 125 hours

Recommendations for Preparation

Develop or join a community impact project before the 5th semester based on the introductory events during the
4th semester by using the database of projects, communicating with fellow students and faculty, and finding
potential companies, organizations, or communities to target.
Content and Educational Aims
CIPs are self-organized, major-related, and problem-centered applications of students’ acquired knowledge and
skills. These activities will ideally be connected to their majors so that they will challenge the students’ sense of
practical relevance and social responsibility within the field of their studies. Projects will tackle real issues in
their direct and/or broader social environment. These projects ideally connect the campus community to other
communities, companies, or organizations in a mutually beneficial way.
Students are encouraged to create their own projects and find partners (e.g., companies, schools, NGOs), but will
get help from the CIP faculty coordinator team and faculty mentors to do so. They can join and collaborate in
interdisciplinary groups that attack a given issue from different disciplinary perspectives.
Student activities are self-organized but can draw on the support and guidance of both faculty and the CIP faculty
coordinator team.

Intended Learning Outcomes

The Community Impact Project is designed to convey the required personal and social competencies for enabling
students to finish their studies at Jacobs as socially conscious and responsible graduates (part of the Jacobs
mission) and to convey social and personal abilities to the students, including a practical awareness of the societal
context and relevance of their academic discipline.

By the end of this project, students should be able to

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 • understand the real-life issues of communities, organizations, and industries and relate them to
concepts in their own discipline;
• enhance problem-solving skills and develop critical faculty, create solutions to problems, and
communicate these solutions appropriately to their audience;
• apply media and communication skills in diverse and non-peer social contexts;
• develop an awareness of the societal relevance of their own scientific actions and a sense of social
responsibility for their social surroundings;
• reflect on their own behavior critically in relation to social expectations and consequences;
• work in a team and deal with diversity, develop cooperation and conflict skills, and strengthen their
empathy and tolerance for ambiguity.

Indicative Literature
Not specified

Usability and Relationship to other Modules

• Students who have accomplished their CIP (6th semester) are encouraged to support their fellow students
during the development phase of the next year’s projects (4th semester).

Examination Type: Module Examination

Project, not numerically graded (pass/fail)

Scope: All intended learning outcomes of the module

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 Language Modules
The descriptions of the language modules are provided in a separate document, the “Language
Module Handbook” that can be accessed from here: https://www.jacobs-
university.de/study/learning-languages

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8 Appendix

8.1 Intended Learning Outcomes Assessment-Matrix

Computer Science (BSc.)

Introduction to Robotics and Intelligent Systems

Legal and Ethical Aspects of Computer Science

Discrete Mathematics / Numerical Methods

Automata, Computability, and Complexity

Calculus and Elements of Linear Algebra 1

Calculus and Elements of Linear Algebra 2
Academic Skills in Computer Science

Probability and Random Processes

Introduction to Computer Science

Secure and Dependable Systems

Algorithms and Data Structures

Web Application Development

Databases and Web Services
Programming in C and C++

Distributed Algorithms

JT Community Impact
Software Engineering

Computer Networks

Computer Graphics
Operating Systems

Image Processing

JT Big Questions
Bachelor Thesis

JT Language
Internship
Semester 1 2 1 2 3 4 3 4 3 3 4 4 5 6 5 6 6 1 2 3 4 5 5/6 5 1-4
Mandatory/mandatory elective m m m m m m m m m m m me me me me me m m m m me m me m me
Credits 7.5 7.5 7.5 7.5 7.5 7.5 7.5 7.5 5 2.5 5 2.5 5 5 5 5 15 5 5 5 5 15 10 5 10
Competencies*
Program Learning Outcomes A E P S
Work professionally in the highly
dynamic computer science field and
x x x x x x x x x x x x x x x x x x x x x x x x x x x x
enter graduate programs related to
computer science.
Apply fundamental concepts of
computer science while solving x x x x x x x x x x x x x x x x x x x
problems.
Think in an analytic way at multiple
x x x x x x x x x x x x x x x x x x x x x x x x
levels of abstraction.
Develop, analyze and implement
algorithms using modern software x x x x x x x x x x x x
engineering methods.
Understand the characteristics of a
range of computing platforms and their x x x x x x x x x
advantages and limitations.
Choose from multiple programming
paradigms, languages and algorithms in
x x x x x x x x x x x x x x x x
order to solve a given problem in an
adequate way.
Describe the fundamental theory of
x x x x
computation and computability.
Apply the necessary mathematical
x x x x x
methods.
Recognize the context in which
computer systems operate, including
x x x x x x x x x x x x x x x x x
interactions with people and the
physical world.
Describe the state of published
knowledge in their field or a x x x x x x x x x x x x x x x
specialization within it.
Analyze and model real life scenarios in
organizations and industries using
contemporary techniques of computer
x x x x x x x x x x x x x x x x x
science, also taking methods and
insights of other disciplines into
account.
Communicate solutions of problems in
computer science in both spoken and
x x x x x x x x x
written form appropriately to specialists
and non-specialists.
Draw scientifically-founded conclusions
that consider social, professional,
x x x x x x x x x x x x x x x x x x x
scientific and ethical aspects.

Work effectively in a diverse team and

x x x x x x x x x
to take responsibility in a team.
Take responsibility for their own
learnig, personal and professional
development and role in society, x x x x x x
reflecting on their practice and
evaluating critical feedback.
Adhere to and defend ethical, scientific
x x x x x x x x x x
and professional standards.
Assessment Type
Oral examination
Written examination x x x x x x x x x x x x x x x x x x
Project x x x x
Term papaer, essay
(Lab) Report x
Poster presentation x
Presentation x
Thesis x
Various x x
Module achievements/bonus achievements x x x x x x

*Competencies: A-scientific/academic proficiency; E-competence for qualified employment; P-development of personality; S-competence for engagement in society

Figure 4: Intended Learning Outcomes Assessment-Matrix

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