• Students are able to find their way around selected special areas of management within the scope of business management.
• Students are able to explain basic theories, categories, and models in selected special areas of business management.
• Students are able to interrelate technical and management knowledge.

• Students are able to apply basic methods in selected areas of business management.
• Students are able to explain and give reasons for decision proposals on practical issues in areas of business management.

• Students are able to communicate in small interdisciplinary groups and to jointly develop solutions for complex problems

The Nontechnical Academic Programms (NTA)

imparts skills that, in view of the TUHH’s training profile, professional engineering studies require but are not able to cover fully. Self-reliance, self-management, collaboration and professional and personnel management competences. The department implements these training objectives in its teaching architecture, in its teaching and learning arrangements, in teaching areas and by means of teaching offerings in which students can qualify by opting for specific competences and a competence level at the Bachelor’s or Master’s level. The teaching offerings are pooled in two different catalogues for nontechnical complementary courses.

The Learning Architecture

consists of a cross-disciplinarily study offering. The centrally designed teaching offering ensures that courses in the nontechnical academic programms follow the specific profiling of TUHH degree courses.

The learning architecture demands and trains independent educational planning as regards the individual development of competences. It also provides orientation knowledge in the form of “profiles”.

The subjects that can be studied in parallel throughout the student’s entire study program - if need be, it can be studied in one to two semesters. In view of the adaptation problems that individuals commonly face in their first semesters after making the transition from school to university and in order to encourage individually planned semesters abroad, there is no obligation to study these subjects in one or two specific semesters during the course of studies.

Teaching and Learning Arrangements

provide for students, separated into B.Sc. and M.Sc., to learn with and from each other across semesters. The challenge of dealing with interdisciplinarity and a variety of stages of learning in courses are part of the learning architecture and are deliberately encouraged in specific courses.

Fields of Teaching

are based on research findings from the academic disciplines cultural studies, social studies, arts, historical studies, communication studies, migration studies and sustainability research, and from engineering didactics. In addition, from the winter semester 2014/15 students on all Bachelor’s courses will have the opportunity to learn about business management and start-ups in a goal-oriented way.

The fields of teaching are augmented by soft skills offers and a foreign language offer. Here, the focus is on encouraging goal-oriented communication skills, e.g. the skills required by outgoing engineers in international and intercultural situations.

The Competence Level

of the courses offered in this area is different as regards the basic training objective in the Bachelor’s and Master’s fields. These differences are reflected in the practical examples used, in content topics that refer to different professional application contexts, and in the higher scientific and theoretical level of abstraction in the B.Sc.

This is also reflected in the different quality of soft skills, which relate to the different team positions and different group leadership functions of Bachelor’s and Master’s graduates in their future working life.

Specialized Competence (Knowledge)

Students can

• explain specialized areas in context of the relevant non-technical disciplines,
• outline basic theories, categories, terminology, models, concepts or artistic techniques in the disciplines represented in the learning area,
• different specialist disciplines relate to their own discipline and differentiate it as well as make connections, 
• sketch the basic outlines of how scientific disciplines, paradigms, models, instruments, methods and forms of representation in the specialized sciences are subject to individual and socio-cultural interpretation and historicity,
• Can communicate in a foreign language in a manner appropriate to the subject.

Professional Competence (Skills)

In selected sub-areas students can

• apply basic and specific methods of the said scientific disciplines,
• aquestion a specific technical phenomena, models, theories from the viewpoint of another, aforementioned specialist discipline,
• to handle simple and advanced questions in aforementioned scientific disciplines in a sucsessful manner,
• justify their decisions on forms of organization and application in practical questions in contexts that go beyond the technical relationship to the subject.

Personal Competences (Social Skills)

Students will be able

• to learn to collaborate in different manner,
• to present and analyze problems in the abovementioned fields in a partner or group situation in a manner appropriate to the addressees,
• to express themselves competently, in a culturally appropriate and gender-sensitive manner in the language of the country (as far as this study-focus would be chosen), 
• to explain nontechnical items to auditorium with technical background knowledge.

The students can jointly solve specific problems.

The students know about the most important technologies and materials of MEMS as well as their applications in sensors and actuators.

Students are able to analyze and describe the functional behaviour of MEMS components and to evaluate the potential of microsystems.

Students are able to solve specific problems alone or in a group and to present the results accordingly.

Students can explain the propagation of electromagnetic waves and related phenomena. They can describe transmission systems and components. They can name different types of antennas and describe the main characteristics of antennas. They can explain noise in linear circuits, compare different circuits using characteristic numbers and select the best one for specific scenarios.

Students are able to calculate the propagation of electromagnetic waves. They can analyze complete transmission systems und configure simple receiver circuits. They can calculate the characteristic of simple antennas and arrays based on the geometry. They can calculate the noise of receivers and the signal-to-noise-ratio of transmission systems. They can apply their theoretical knowledge to the practical courses.

Students work together in small groups during the practical courses. Together they document, evaluate and discuss their results.

• Students can explain how linear dynamic systems are represented as state space models; they can interpret the system response to initial states or external excitation as trajectories in state space
• They can explain the system properties controllability and observability, and their relationship to state feedback and state estimation, respectively
• They can explain the significance of a minimal realisation
• They can explain observer-based state feedback and how it can be used to achieve tracking and disturbance rejection
• They can extend all of the above to multi-input multi-output systems
• They can explain the z-transform and its relationship with the Laplace Transform
• They can explain state space models and transfer function models of discrete-time systems
• They can explain the experimental identification of ARX models of dynamic systems, and how the identification problem can be solved by solving a normal equation
• They can explain how a state space model can be constructed from a discrete-time impulse response
  
  

• Students can transform transfer function models into state space models and vice versa
• They can assess controllability and observability and construct minimal realisations
• They can design LQG controllers for multivariable plants
•  They can carry out a controller design both in continuous-time and discrete-time domain, and decide which is  appropriate for a given sampling rate
• They can identify transfer function models and state space models of dynamic systems from experimental data
• They can carry out all these tasks using standard software tools (Matlab Control Toolbox, System Identification Toolbox, Simulink)
  
  

Students can work in small groups on specific problems to arrive at joint solutions. 

Students are able to explain in detail and critically evaluate technologies and information systems for operational management of conventional and modern electric power systems as well as methods and algorithms for steady-state network calculation, failure calculation, power system operation and optimization. They are additonally able to apply these methods to real electric power systems. 

With completion of this module the students are able to apply the acquired skills for planning and analysis of real electric power systems and to critically evaluate the results.

The students can participate in specialized and interdisciplinary discussions, advance ideas and represent their own work results in front of others.

see selected module according to FSPO

see selected module according to FSPO

see selected module according to FSPO

Students can explain the fundamental mathematical and physical relations of freely propagating optical waves.
They can give an overview on wave optical phenomena such as diffraction, reflection and refraction, etc. 
Students can describe waveoptics based components such as electrooptical modulators in an application oriented way.

Students can generate models and derive mathematical descriptions in relation to free optical wave propagation.
They can derive approximative solutions and judge factors influential on the components' performance.

Students can jointly solve subject related problems in groups. They can present their results effectively within the framework of the problem solving course.

Students can explain the fundamental mathematical and physical relations and technological basics of guided optical waves. They can describe integrated optical as well as fibre optical structures. They can give an overview on the applications of integrated optical components in optical signal processing.

Students can generate models and derive mathematical descriptions in relation to fibre optical and integrated optical wave propagation. They can derive approximative solutions and judge factors influential on the components' performance.

The aim of this course is imparting profound knowledge and analytical skills in the following fields:

- Fundamentals of Optical Waveguiding

- Properties of Optical Silica Fibers

- Passive Components for Optical Communications

- Fundamentals of Photodiodes and LEDs

- Noise in Photodetectors

- Laser Diodes

- Optical Amplifiers

- Nonlinearities in Optical Fibers

- Optical Communication Systems

The students are capable of explaining the functionality of amplifier, mixer, and oscillator in detail. They can present theories, concepts, and reasonable assumptions for description and synthesis of these devices. They are able to apply thorough knowledge of semiconductor physics of selected microwave devices to amplifier, mixer, and oscillator. They can compare different devices with respect to various parameters (such as frequency range, power und efficiency).

The students can assess occurring linear and nonlinear effects in active microwave circuits and are capable of analyzing and evaluating them. They are able to develop passive and active linear microwave circuits with the help of modern software-tools, taking application requirements into account.

The students are able to carry out subject-specific tasks in small groups, and to adequately present solutions (e.g. in CAD-Exercises).

Students are able to explain the fundamental principles, inter-dependencies, and methods of Electromagnetic Compatibility of electric and electronic systems and to ensure Electromagnetic Compatibility of such systems. They are able to classify and explain the common interference sources and coupling mechanisms. They are capable of explaining the basic principles of shielding and filtering.  They are able of giving an overview over measurement and simulation methods for the characterization of Electromagnetic Compatibility in electrical engineering practice.

Students are able to apply a series of modeling methods for the Electromagnetic Compatibility of typical electric and electronic systems. They are able to determine the most important effects that these models are predicting in terms of Electromagnetic Compatibility. They can classify these effects and they can quantitatively analyze them. They are capable of deriving problem solving strategies from these predictions and they can adapt them to applications in electrical engineering practice. They can evaluate their problem solving strategies against each other.

Students are able to work together on subject related tasks in small groups. They are able to present their results effectively in English, during laboratory work and exercises, e.g..

Students can explain the fundamental mathematical and physical relations of quantum optical phenomena such as absorption, stimulated and spontanous emission. They can describe material properties as well as technical solutions. They can give an overview on quantum optical components in technical applications.

Students can generate models and derive mathematical descriptions in relation to quantum optical phenomena and processes. They can derive approximative solutions and judge factors influential on the components' performance.

Students can jointly solve subject related problems in groups. They can present their results effectively within the framework of the problem solving course.

Students are able to explain the fundamental principles, inter-dependencies, and methods of signal and power integrity of electronic systems. They are able to relate signal and power integrity to the context of interference-free design of such systems, i.e. their electromagnetic compatibility. They are capable of explaining the basic behavior of signals and power supply in typical packages and interconnects. They are able to propose and describe problem solving strategies for signal and power integrity issues. They are capable of giving an overview over measurement and simulation methods for characterization of signal and power integrity in electrical engineering practice.

Students are able to apply a series of modeling methods for characterization of electromagnetic field behavior in packages and interconnect structure of electronic systems. They are able to determine the most important effects that these models are predicting in terms of signal and power integrity. They can classify these effects and they can quantitatively analyze them. They are capable of deriving problem solving strategies from these predictions and they can adapt them to applications in electrical engineering practice. The can evaluate their problem solving strategies against each other.

Students are able to work together on subject related tasks in small groups. They are able to present their results effectively in English (e.g. during CAD exercises).

Teaching subject ist the design of simple optical systems for illumination and imaging optics

• Basic values for optical systems and lighting technology
• Spectrum, black-bodies, color-perception
• Light-Sources und their characterization
• Photometrics
• Ray-Optics
• Matrix-Optics
• Stops, Pupils and Windows
• Light-field Technology
• Introduction to Wave-Optics
• Introduction to Holography

Understandings of optics as part of light and electromagnetic spectrum. Design rules, approach to designing optics

The students are capable of explaining the functionality of frequency multipliers in detail. They can present theories, concepts, and reasonable assumptions for description and synthesis. They are able to apply indepth knowledge on semiconductor physics of selected microwave devices to the frequency multiplier. Students can describe microwave measurement methods.

The students can assess effects occurring in active microwave circuits and are capable of analyzing and evaluating them. They are able to design and realize linear and nonlinear microwave circuits with help of modern software tools, taking application and manufacturing requirements into account. They are able to select and apply suitable measurement techniques.

The students are able to carry out subject-specific tasks in small groups, and to adequately present solutions (e.g. in microwave circuit design laboratory). They are capable of assessing and reflecting their contribution to the overall project (satellite receiver). They are able to communicate with different groups and with a supervisor, and to handle feedback on their own performance constructively.

Students know current research topics oft institutes engaged in their specialization. They can name the fundamental scientific methods used for doing related reserach. They are furthermore able to use professional language in discussions. They are able to explain research topics.

Students are capable of completing a small, independent sub-project of currently ongoing research projects in the institutes engaged in their specialization. Students can justify and explain their approach for problem solving, they can draw conclusions from their results, and then can find new ways and methods for their work. Students are capable of comparing and assessing alterantive approaches with their own with regard to given criteria.

Students are able to gain knowledge about a new field by themselves. In order to do that they make use of their existing knowledge and try to connect it with the topics of the new field. They close their knowledge gaps by discussing with research assistants and by their own literature and internet search. They are capable of summarizing and presenting scientific publications.  

Students are able to discuss their work progress with research assistants of the supervising institute .  They are capable of presenting their results in front of a professional audience.

In cooperation with research assistants students are able to familiarize themselves with and discuss with others current research topics. They are capable of drafting, presenting, and explaining summaries of these topics in English in front of a professional audience.

Students can explain the basic principles, relationships, and methods of bioelectromagnetics, i.e. the quantification and application of electromagnetic fields in biological tissue. They can define and exemplify the most important physical phenomena and order them corresponding to wavelength and frequency of the fields. They can give an overview over measurement and numerical techniques for characterization of electromagnetic fields in practical applications . They can give examples for therapeutic and diagnostic utilization of electromagnetic fields in medical technology.

Students know how to apply various methods to characterize the behavior of electromagnetic fields in biological tissue.  In order to do this they can relate to and make use of the elementary solutions of Maxwell’s Equations. They are able to assess the most important effects that these models predict for biological tissue, they can order the effects corresponding to wavelength and frequency, respectively, and they can analyze them in a quantitative way. They are able to develop validation strategies for their predictions. They are able to evaluate the effects of electromagnetic fields for therapeutic and diagnostic applications and make an appropriate choice.

Students are able to work together on subject related tasks in small groups. They are able to present their results effectively in English (e.g. during small group exercises).

The students can explain kinematics and tracking systems in clinical contexts and illustrate systems and their components in detail. Systems can be evaluated with respect to collision detection and  safety and regulations. Students can assess typical systems regarding design and  limitations.

The students are able to design and evaluate navigation systems and robotic systems for medical applications.

The students discuss the results of other groups, provide helpful feedback and can incoorporate feedback into their work.

The students recognize the complexity of medical technology and can explain, which methods are appropriate to solve a problem at hand.

The students are able to analyze and solve problems in medical technology.

The students can define project aims and scope and organize the project as team work. They can present their results in an appropriate manner.

• describe the basics of the energy metabolism;
• describe physiological relations in selected fields of muscle, heart/circulation, neuro- and sensory physiology.

The students can find solutions to problems in the field of physiology, both analytical and metrological.

The lecture will introduce into the fascinating area of medical technology with the engineering point of view. Fundamentals in human physiology will be similarly introduced like knowledge in control theory.

Internal control loops of the human body will be discussed in the same way like the design of external closed loop system fo example in for anesthesia control.

The handling of PID controllers and modern controller like predictive controller or fuzzy controller or neural networks will be illustrated. The operation of simple equivalent circuits will be discussed.

Application of modeling, identification, control technology in the field of medical technology.

Students can develop solutions to specific problems in small groups and present their results

The students can describe the basic macroscopy and microscopy of those systems.

The students can recognize the relationship between given anatomical facts and the development of some common diseases; they can explain the relevance of structures and their functions in the context of widespread diseases.

The students can participate in current discussions in biomedical research and medicine on a professional level.

Students can:

• Describe the system configuration and components of the main clinical imaging systems;
• Explain how the system components and the overall system of the imaging systems function;
• Explain and apply the physical processes that make imaging possible and use with the fundamental physical equations; 
• Name and describe the physical effects required to generate image contrasts; 
• Explain how spatial and temporal resolution can be influenced and how to characterize the images generated;
• Explain which image reconstruction methods are used to generate images;

Describe and explain the main clinical uses of the different systems.

Students are able to: 

• Explain the physical processes of images and assign to the systems the basic mathematical or physical equations required;
  • Calculate the parameters of imaging systems using the mathematical or physical equations;
  • Determine the influence of different system components on the spatial and temporal resolution of imaging systems;
  • Explain the importance of different imaging systems for a number of clinical applications;

Select a suitable imaging system for an application.

The students can distinguish different types of currently used equipment with respect to its use in radiation therapy.

The students can explain treatment plans used in radiation therapy in interdisciplinary contexts (e.g. surgery, internal medicine).

The students can describe the patients' passage from their initial admittance through to follow-up care.

Diagnostics

The students can illustrate the technical base concepts of projection radiography, including angiography and mammography, as well as sectional imaging techniques (CT, MRT, US).

The students can explain the diagnostic as well as therapeutic use of imaging techniques, as well as the technical basis for those techniques.

The students can choose the right treatment method depending on the patient's clinical history and needs.

The student can explain the influence of technical errors on the imaging techniques.

The student can draw the right conclusions based on the images' diagnostic findings or the error protocol.

The students can distinguish curative and palliative situations and motivate why they came to that conclusion.

The students can develop adequate therapy concepts and relate it to the radiation biological aspects.

The students can use the therapeutic principle (effects vs adverse effects)

The students can distinguish different kinds of radiation, can choose the best one depending on the situation (location of the tumor) and choose the energy needed in that situation (irradiation planning).

The student can assess what an individual psychosocial service should look like (e.g. follow-up treatment, sports, social help groups, self-help groups, social services, psycho-oncology).

Diagnostics

The students can suggest solutions for repairs of imaging instrumentation after having done error analyses.

The students can classify results of imaging techniques according to different groups of diseases based on their knowledge of anatomy, pathology and pathophysiology.

The students are aware of the special, often fear-dominated behavior of sick people caused by diagnostic and therapeutic measures and can meet them appropriately.

The students are able to analyze and solve clinical treatment planning and decision support problems using methods for search, optimization, and planning. They are able to explain methods for classification and their respective advantages and disadvantages in clinical contexts. The students can compare  different methods for representing medical knowledge. They can evaluate methods in the context of clinical data  and explain challenges due to the clinical nature of the data and its acquisition and due to privacy and safety requirements.

The students can give reasons for selecting and adapting methods for classification, regression, and prediction. They can assess the methods based on actual patient data and evaluate the implemented methods.

The students discuss the results of other groups, provide helpful feedback and can incoorporate feedback into their work.

• describe basic biomolecules;
• explain how genetic information is coded in the DNA;
• explain the connection between DNA and proteins;

• recognize the importance of molecular parameters for the course of a disease;
• describe selected molecular-diagnostic procedures;
• explain the relevance of these procedures for some diseases

The students can participate in discussions in research and medicine on a technical level.

Students are able

•     to present and to explain current fabrication techniques for microstructures and especially methods for the fabrication of microsensors and microactuators, as well as the integration thereof in more complex systems

•     to explain in details operation principles of microsensors and microactuators and

•     to discuss the potential and limitation of microsystems in application.

Students are capable

•     to analyze the feasibility of microsystems,

•     to develop process flows for the fabrication of microstructures and

•     to apply them.

Students are able to prepare and perform their lab experiments in team work as well as to present and discuss the results in front of audience.

After successful completion of the module, students are able to describe reconstruction methods for different tomographic imaging modalities such as computed tomography and magnetic resonance imaging. They know the necessary basics from the fields of signal processing and inverse problems and are familiar with both analytical and iterative image reconstruction methods. The students have a deepened knowledge of the imaging operators of computed tomography and magnetic resonance imaging.

The students are able to implement reconstruction methods and test them using tomographic measurement data. They can visualize the reconstructed images and evaluate the quality of their data and results. In addition, students can estimate the temporal complexity of imaging algorithms.

Students can work on complex problems both independently and in teams. They can exchange ideas with each other and use their individual strengths to solve the problem.

Students know current research topics oft institutes engaged in their specialization. They can name the fundamental scientific methods used for doing related reserach. They are furthermore able to use professional language in discussions. They are able to explain research topics.

Students are capable of completing a small, independent sub-project of currently ongoing research projects in the institutes engaged in their specialization. Students can justify and explain their approach for problem solving, they can draw conclusions from their results, and then can find new ways and methods for their work. Students are capable of comparing and assessing alterantive approaches with their own with regard to given criteria.

Students are able to gain knowledge about a new field by themselves. In order to do that they make use of their existing knowledge and try to connect it with the topics of the new field. They close their knowledge gaps by discussing with research assistants and by their own literature and internet search. They are capable of summarizing and presenting scientific publications.  

Students are able to discuss their work progress with research assistants of the supervising institute .  They are capable of presenting their results in front of a professional audience.

In cooperation with research assistants students are able to familiarize themselves with and discuss with others current research topics. They are capable of drafting, presenting, and explaining summaries of these topics in English in front of a professional audience.

Students can explain the basic principles, relationships, and methods of bioelectromagnetics, i.e. the quantification and application of electromagnetic fields in biological tissue. They can define and exemplify the most important physical phenomena and order them corresponding to wavelength and frequency of the fields. They can give an overview over measurement and numerical techniques for characterization of electromagnetic fields in practical applications . They can give examples for therapeutic and diagnostic utilization of electromagnetic fields in medical technology.

Students know how to apply various methods to characterize the behavior of electromagnetic fields in biological tissue.  In order to do this they can relate to and make use of the elementary solutions of Maxwell’s Equations. They are able to assess the most important effects that these models predict for biological tissue, they can order the effects corresponding to wavelength and frequency, respectively, and they can analyze them in a quantitative way. They are able to develop validation strategies for their predictions. They are able to evaluate the effects of electromagnetic fields for therapeutic and diagnostic applications and make an appropriate choice.

Students are able to work together on subject related tasks in small groups. They are able to present their results effectively in English (e.g. during small group exercises).

• Students can explain the basic functionality of the information transfer by the central nervous system
• Students are able to explain the build-up of an action potential and its propagation along an axon
• Students can exemplify the communication between neurons and electronic devices
• Students can describe the special features of low-noise amplifiers for medical applications
• Students can explain the functions of prostheses, e. g. an artificial hand
• Students are able to discuss the potential and limitations of cochlea implants and artificial eyes

• Students can  calculate the  time dependent voltage behavior of an action potential
• Students can give scenarios for further improvement of low-noise and low-power signal acquisition.
• Students  can develop the block diagrams of prosthetic systems
• Students can define the building blocks of electronic systems for an articifial eye.

• Students are trained to solve problems in the field of medical electronics in teams together with experts with different professional background.
• Students are able to recognize their specific limitations, so that they can ask for assistance to the right time.
• Students can document their work in a clear manner and communicate their results in a way that others can be involved whenever it is necessary

Students can

• Describe imaging processes
• Depict the physics of sensorics
• Explain linear and non-linear filtering of signals
• Establish interdisciplinary connections in the subject area and arrange them in their context
• Interpret effects of the most important classes of imaging sensors and displays using mathematical methods and physical models.

Students are able to

• Use highly sophisticated methods and procedures of the subject area
• Identify problems and develop and implement creative solutions.

Students can solve simple arithmetical problems relating to the specification and design of image processing and image analysis systems.

Students are able to assess different solution approaches in multidimensional decision-making areas.

Students can undertake a prototypical analysis of processes in Matlab.

Students can name the basic concepts of pattern recognition and data compression.

Students are able to discuss logical connections between the concepts covered in the course and to explain them by means of examples.

Students can apply statistical methods to classification problems in pattern recognition and to prediction in data compression. On a sound theoretical and methodical basis they can analyze characteristic value assignments and classifications and describe data compression and video signal coding. They are able to use highly sophisticated methods and processes of the subject area. Students are capable of assessing different solution approaches in multidimensional decision-making areas.

k.A.

Students are able to explain the necessary stochastics, the discrete event simulation technology and modelling of networks for performance evaluation.

Students are able to apply the method of simulation for performance evaluation to different, also not practiced, problems of communication networks. The students can analyse the obtained results and explain the effects observed in the network. They are able to question their own results.

Students are able to acquire expert knowledge in groups, present the results, and discuss solution approaches and results. They are able to work out solutions for new problems in small teams.

Using the acquired knowledge, students are able to understand the design of current and future wireless systems. Moreover, given certain constraints, they can choose appropriate parameter settings of communication systems. Students are also able to assess the suitability of technical concepts for a given application.

The students can jointly solve specific problems.

The relevance of embedded systems increases from year to year. Within such systems, the amount of software to be executed on embedded processors grows continuously due to its lower costs and higher flexibility. Because of the particular application areas of embedded systems, highly optimized and application-specific processors are deployed. Such highly specialized processors impose high demands on compilers which have to generate code of highest quality. After the successful attendance of this course, the students are able

• to illustrate the structure and organization of such compilers,
• to distinguish and explain intermediate representations of various abstraction levels, and
• to assess optimizations and their underlying problems in all compiler phases.

The high demands on compilers for embedded systems make effective code optimizations mandatory. The students learn in particular,

• which kinds of optimizations are applicable at the source code level,
• how the translation from source code to assembly code is performed,
• which kinds of optimizations are applicable at the assembly code level,
• how register allocation is performed, and
• how memory hierarchies can be exploited effectively.
  

Since compilers for embedded systems often have to optimize for multiple objectives (e.g., average- or worst-case execution time, energy dissipation, code size), the students learn to evaluate the influence of optimizations on these different criteria.

After successful completion of the course, students shall be able to translate high-level program code into machine code. They will be enabled to assess which kind of code optimization should be applied most effectively at which abstraction level (e.g., source or assembly code) within a compiler.

While attending the labs, the students will learn to implement a fully functional compiler including optimizations.

Students are able to solve similar problems alone or in a group and to present the results accordingly.

Students are able to describe the principles and structures of communication networks in detail. They can explain the formal description methods of communication networks and their protocols. They are able to explain how current and complex communication networks work and describe the current research in these examples.

Students are able to evaluate the performance of communication networks using the learned methods. They are able to work out problems themselves and apply the learned methods. They can apply what they have learned autonomously on further and new communication networks.

Students are able to define tasks themselves in small teams and solve these problems together using the learned methods. They can present the obtained results. They are able to discuss and critically analyse the solutions.

Students can jointly elaborate tasks in small groups and present their results in an adequate fashion.