Andreas Vaterlaus: Catalogue data in Autumn Semester 2021 |  |
| Name | Prof. Dr. Andreas Vaterlaus |
| Field | Physics and Education |
| Address | Laboratorium für Festkörperphysik ETH Zürich, HPZ G 21 John-von-Neumann-Weg 9 8093 Zürich SWITZERLAND |
| Telephone | +41 44 633 65 19 |
| andreasv@ethz.ch | |
| Department | Physics |
| Relationship | Full Professor |
| Number | Title | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 402-0063-00L | Physics II | 5 credits | 3V + 1U | A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the concepts and tools in Physics, with the help of demonstration experiments. The Chapters treated are Electromagnetism, Refraction and Diffraction of Waves, Elements of Quantum Mechanics with applications to Spectroscopy, Thermodynamics, Phase Transitions, Transport Phenomena. Whenever possible, examples relevant to the students' main field of study are given. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Introduction to the scientific methodology. The student should develop his/her capability to turn physical observations into mathematical models, and to solve them. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | A script will be distributed | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 2 Elektrizität, Optik, Wellen Wiley-VCH, 2012 ISBN 3527411445, 9783527411443 Douglas C. Giancoli Physik 3. erweiterte Auflage Pearson Studium Hans J. Paus Physik in Experimenten und Beispielen Carl Hanser Verlag, München, 2002, 1068 S. Paul A. Tipler Physik Spektrum Akademischer Verlag, 1998, 1522 S., ca Fr. 120.- David Halliday Robert Resnick Jearl Walker Physik Wiley-VCH, 2003, 1388 S., Fr. 87.- (bis 31.12.03) dazu gratis Online Ressourcen (z.B. Simulationen): www.halliday.de | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 402-0917-00L | Mentored Work Subject Didactics Physics A   Mentored Work Subject Didactics in Physics for TC and Teaching Diploma. | 2 credits | 4A | G. Schiltz, A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objective is for the students: - to be able to familiarise themselves with a tuition topic by consulting different sources, acquiring materials and reflecting on the relevance of the topic and the access they have selected to this topic from a specialist, subject-didactics and pedagogical angle and potentially from a social angle too. - to show that they can independently compile a tuition sequence that is conducive to learning and develop this to the point where it is ready for use. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Thematic Focus The topics of the mentored work are mostly chosen from the high school curriculum. Methods With the help of the mentor the students individually work on a topic and write a thesis about it. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | http://www.fachdidaktik.physik.ethz.ch/unterlagen.html | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The mentored work should usually be finished before the teaching internship. FD2 (402-0909-00L) is required or should be achieved in the same semester. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 402-0918-00L | Mentored Work Subject Didactics Physics B Mentored Work Subject Didactics in Physics for TC and Teaching Diploma. | 2 credits | 4A | G. Schiltz, A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objective is for the students: - to be able to familiarise themselves with a tuition topic by consulting different sources, acquiring materials and reflecting on the relevance of the topic and the access they have selected to this topic from a specialist, subject-didactics and pedagogical angle and potentially from a social angle too. - to show that they can independently compile a tuition sequence that is conducive to learning and develop this to the point where it is ready for use. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Focus of conten The topics of the mentored work are mostly chosen from the high school curriculum. Methods With the help of the mentor the students individually work on a topic and write a thesis about it. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | http://www.fachdidaktik.physik.ethz.ch/unterlagen.html | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The mentored work should usually be finished before the teaching internship. FD2 (402-0909-00L) is required or should be achieved in the same semester. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 402-0922-00L | Mentored Work Specialised Courses in Physics with an Educational Focus A Mentored Work Specialised Courses in the Respective Subject with an Educational Focus in Physics for TC and Teaching Diploma. | 2 credits | 4A | G. Schiltz, A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In the mentored work on their subject specialisation, students link high-school and university aspects of the subject, thus strengthening their teaching competence with regard to curriculum decisions and the future development of the tuition. They compile texts under supervision that are directly comprehensible to the targeted readers - generally specialist-subject teachers at high-school level. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Practice in the explanation of complex topics in physics as the core competence of the teaching profession Improvement of the physics education by providing attractive recent topics with regard to future curricular decisions and the public view of physics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Choice of topic by individual arrangement | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 402-0923-00L | Mentored Work Specialised Courses in Physics with an Educational Focus B Mentored Work Specialised Courses in the Respective Subject with an Educational Focus in Physics for Teaching Diploma and for students upgrading TC to Teaching Diploma. | 2 credits | 4A | G. Schiltz, A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In the mentored work on their subject specialisation, students link high-school and university aspects of the subject, thus strengthening their teaching competence with regard to curriculum decisions and the future development of the tuition. They compile texts under supervision that are directly comprehensible to the targeted readers - generally specialist-subject teachers at high-school level. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Practice in the explanation of complex topics in physics as the core competence of the teaching profession Improvement of the physics education by providing attractive recent topics with regard to future curricular decisions and the public view of physics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Choice of topic by individual arrangement | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 402-0924-00L | Internship Physics Didactics Internship Physics Didactics for Teaching Diploma with Physics as First Subject. | 4 credits | 9P | M. Mohr, A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | During the Internship Physics Didactics students teach 8 lessons in the classes of an internship teaching person. Students develop, test and analyze teaching arrangement under the guidance of a mentor (one of the lecturers). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Basic knowledge for the design of teaching arrangements is the topic of the Physics Didactics I and II courses. In the subsequent Internship Physics Didactics students combine the theoretical knowledge acquired in the didactics courses with practical aspects of teaching. During the internship students learn to transform their teaching goals into a real live class room setting considering subject specific, didactical and pedagogical aspects. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Das Fachdidaktikpraktikum bietet den Studierenden eine Möglichkeit, Lernumgebungen wirksam zu gestalten und ihr methodisches Repertoire gezielt zu erweitern. In Absprache mit der Praktikumslehrperson und dem Mentor werden die Aufträge für die Gestaltung der Arrangements formuliert. Die schriftlichen Ausarbeitungen und die Reflexionen über die Lektionen sind Bestandteil des Portfolios, welches die Studierenden für diese Veranstaltung anlegen. Zu den Lektionen führt die Praktikumslehrperson Vor- und Nachbesprechungen durch. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Wird vom Mentor bestimmt. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Das Fachdidaktikpraktikum kann erst nach dem Besuch der FD1 und frühestens mit der FD2 durchgeführt werden (eine gleichzeitige Belegung von Fachdidaktik 2 und Fachdidaktikpraktikum ist möglich). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 406-0062-AAL | Physics I Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | 5 credits | 11R | A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the concepts and tools in physics: mechanics of point-like and rigid bodies, elasticity theory, elements of hydrostatics and hydrodynamics, periodic motion and mechanical waves. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Introduction to the scientific methodology. The student should develop his/her capability to turn physical observations into mathematical models, and to solve the latter. The student should acquire an overview over the basic concepts in mechanics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Book: Physics for Scientists and Engineers, Douglas C. Giancoli, Pearson Education (2009), ISBN: 978-0-13-157849-4 Chapters: 1, 2, 3, 4, 5, 6 (without: 6-5, 6-6, 6-8), 7, 8 (without 8-9), 9, 10 (without 10-10), 11 (without 11-7), 13 (without 13-13, 13-14), 14 (without 14-6), 15 (without 15-3, 15-5) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | see "Content" Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 1: Mechanik und Thermodynamik Wiley-VCH Verlag, 2002, 544 S, ca.: Fr. 68.- | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 406-0063-AAL | Physics II Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | 5 credits | 11R | A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the "way of thinking" and the methodology in Physics. The Chapters treated are Magnetism, Refraction and Diffraction of Waves, Elements of Quantum Mechanics with applications to Spectroscopy, Thermodynamics, Phase Transitions, Transport Phenomena. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Introduction to the scientific methodology. The student should develop his/her capability to turn physical observations into mathematical models, and to solve the latter. The student should acquire an overview over the basic concepts used in the theory of heat and electricity. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Book: Physics for Scientists and Engineers, Douglas C. Giancoli, Pearson Education (2009), ISBN: 978-0-13-157849-4 Chapters: 17 (without 17-5, 17-10), 18 (without 18-5, 18-6, 18-7), 19, 20 (without 20-7, 20-8, 20-9, 20-10, 20-11), 21 (without 21-12), 23, 25 (without 25-9, 25-10), 26 (without 26-4, 26-5, 26-7), 27, 28 (without 28-4, 28-5, 28-8. 28-9, 28-10), 29 (without 29-5, 29-8), 32 (without 32-8), 33 (without 33-4, 33-5, 33-9, 33-10), 34 (without 34-4, 34-6, 34-7), 35 (without 35-2, 35-3, 35-9, 35-11, 35-12, 35-13). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | see "Content" Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 2 Elektrizität, Optik, Wellen Verlag Wiley-VCH, 2003, Fr. 77.- | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 406-0064-AAL | Physics I and II Enrolment ONLY for MSc students with a decree declaring this course unit as an additional admission requirement. Any other students (e.g. incoming exchange students, doctoral students) CANNOT enrol for this course unit. | 10 credits | 21R | A. Vaterlaus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Concepts and tools in physics: mechanics of point-like and rigid bodies, elasticity theory, elements of hydrostatics and hydrodynamics, periodic motion and mechanical waves. The "way of thinking" and the methodology in Physics. Magnetism, Refraction and Diffraction of Waves, Elements of Quantum Mechanics with applications to Spectroscopy, Thermodynamics, Phase Transitions, Transport Phenomena. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Introduction to the scientific methodology. The student should develop his/her capability to turn physical observations into mathematical models, and to solve the latter. The student should acquire an overview over the basic concepts used in mechanics, in the theory of heat and electricity. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Book: Physics for Scientists and Engineers, Douglas C. Giancoli, Pearson Education (2009), ISBN: 978-0-13-157849-4 Chapters: 1, 2, 3, 4, 5, 6 (without: 6-5, 6-6, 6-8), 7, 8 (without 8-9), 9, 10 (without 10-10), 11 (without 11-7), 13 (without 13-13, 13-14), 14 (without 14-6), 15 (without 15-3, 15-5), 17 (without 17-5, 17-10), 18 (without 18-5, 18-6, 18-7), 19, 20 (without 20-7, 20-8, 20-9, 20-10, 20-11), 21 (without 21-12), 23, 25 (without 25-9, 25-10), 26 (without 26-4, 26-5, 26-7), 27, 28 (without 28-4, 28-5, 28-8. 28-9, 28-10), 29 (without 29-5, 29-8), 32 (without 32-8), 33 (without 33-4, 33-5, 33-9, 33-10), 34 (without 34-4, 34-6, 34-7), 35 (without 35-2, 35-3, 35-9, 35-11, 35-12, 35-13). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | see "Content" Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 1: Mechanik und Thermodynamik Wiley-VCH Verlag, 2002, 544 S, ca.: Fr. 68.- Friedhelm Kuypers Physik für Ingenieure und Naturwissenschaftler Band 2 Elektrizität, Optik, Wellen Verlag Wiley-VCH, 2003, Fr. 77.- | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0901-00L | ETH Week 2021: Health for Tomorrow All ETH Bachelor`s, Master`s and exchange students can take part in the ETH week. No prior knowledge is required | 1 credit | 3S | C. Bratrich, S. Brusoni, A. Burden, A. Cabello Llamas, R. Knutti, I. Mansuy, F. Rittiner, A. Vaterlaus, C. Wolfrum | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | ETH Week is an innovative one-week course designed to foster critical thinking and creative learning. Students from all departments as well as professors and external experts will work together in interdisciplinary teams. They will develop interventions that could play a role in solving some of our most pressing global challenges. In 2021, ETH Week will focus on the topic of health and well-being. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Domain specific knowledge: Students have immersed knowledge about a certain complex, societal topic which will be selected every year. They understand the complex system context of the current topic, by comprehending its scientific, technical, political, social, ecological and economic perspectives. - Analytical skills: The ETH Week participants are able to structure complex problems systematically using selected methods. They are able to acquire further knowledge and to critically analyse the knowledge in interdisciplinary groups and with experts and the help of team tutors. - Design skills: The students are able to use their knowledge and skills to develop concrete approaches for problem solving and decision making to a selected problem statement, critically reflect these approaches, assess their feasibility, to transfer them into a concrete form (physical model, prototypes, strategy paper, etc.) and to present this work in a creative way (role-plays, videos, exhibitions, etc.). - Self-competence: The students are able to plan their work effectively, efficiently and autonomously. By considering approaches from different disciplines they are able to make a judgment and form a personal opinion. In exchange with non-academic partners from business, politics, administration, nongovernmental organisations and media they are able to communicate appropriately, present their results professionally and creatively and convince a critical audience. - Social competence: The students are able to work in multidisciplinary teams, i.e. they can reflect critically their own discipline, debate with students from other disciplines and experts in a critical-constructive and respectful way and can relate their own positions to different intellectual approaches. They can assess how far they are able to actively make a contribution to society by using their personal and professional talents and skills and as "Change Agents". - Remote collaboration competence: The students work in a hybrid setting blending physical and virtual communication and collaboration methods and tools. They experience the potential and limitations of remote collaboration. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The week is mainly about problem solving and design thinking applied to the complex world of health and well-being. During ETH Week students will have the opportunity to work in small interdisciplinary groups, allowing them to critically analyse both their own approaches and those of other disciplines, and to integrate these into their work. While deepening their knowledge about health and well-being, students will be introduced to various methods and tools for generating creative ideas and understand how different people are affected by each part of the system. In addition to lectures and literature, students will acquire knowledge via excursions into the real world, empirical observations, and conversations with researchers and experts. A key attribute of the ETH Week is that students are expected to find their own problem, rather than just solve the problem that has been handed to them. Therefore, the first three days of the week will concentrate on identifying a problem the individual teams will work on, while the last two days are focused on generating solutions and communicating the team's ideas. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No prerequisites. Programme is open to Bachelor and Masters from all ETH Departments. All students must apply through a competitive application process at www.ethz.ch/ethweek. Participation is subject to successful selection through this competitive process. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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