@inproceedings{NierlePieper2023, author = {Nierle, Elisabeth and Pieper, Martin}, title = {Measuring social impacts in engineering education to improve sustainability skills}, series = {European Society for Engineering Education (SEFI)}, booktitle = {European Society for Engineering Education (SEFI)}, doi = {10.21427/QPR4-0T22}, pages = {9 Seiten}, year = {2023}, abstract = {In times of social climate protection movements, such as Fridays for Future, the priorities of society, industry and higher education are currently changing. The consideration of sustainability challenges is increasing. In the context of sustainable development, social skills are crucial to achieving the United Nations Sustainable Development Goals (SDGs). In particular, the impact that educational activities have on people, communities and society is therefore coming to the fore. Research has shown that people with high levels of social competence are better able to manage stressful situations, maintain positive relationships and communicate effectively. They are also associated with better academic performance and career success. However, especially in engineering programs, the social pillar is underrepresented compared to the environmental and economic pillars. In response to these changes, higher education institutions should be more aware of their social impact - from individual forms of teaching to entire modules and degree programs. To specifically determine the potential for improvement and derive resulting change for further development, we present an initial framework for social impact measurement by transferring already established approaches from the business sector to the education sector. To demonstrate the applicability, we measure the key competencies taught in undergraduate engineering programs in Germany. The aim is to prepare the students for success in the modern world of work and their future contribution to sustainable development. Additionally, the university can include the results in its sustainability report. Our method can be applied to different teaching methods and enables their comparison.}, language = {en} } @article{KahmannRauschPluemeretal.2022, author = {Kahmann, Stephanie L. and Rausch, Valentin and Pl{\"u}mer, Jonathan and M{\"u}ller, Lars P. and Pieper, Martin and Wegmann, Kilian}, title = {The automized fracture edge detection and generation of three-dimensional fracture probability heat maps}, series = {Medical Engineering \& Physics}, volume = {2022}, journal = {Medical Engineering \& Physics}, number = {110}, publisher = {Elsevier}, address = {Amsterdam}, issn = {1350-4533}, pages = {7 Seiten}, year = {2022}, abstract = {With proven impact of statistical fracture analysis on fracture classifications, it is desirable to minimize the manual work and to maximize repeatability of this approach. We address this with an algorithm that reduces the manual effort to segmentation, fragment identification and reduction. The fracture edge detection and heat map generation are performed automatically. With the same input, the algorithm always delivers the same output. The tool transforms one intact template consecutively onto each fractured specimen by linear least square optimization, detects the fragment edges in the template and then superimposes them to generate a fracture probability heat map. We hypothesized that the algorithm runs faster than the manual evaluation and with low (< 5 mm) deviation. We tested the hypothesis in 10 fractured proximal humeri and found that it performs with good accuracy (2.5 mm ± 2.4 mm averaged Euclidean distance) and speed (23 times faster). When applied to a distal humerus, a tibia plateau, and a scaphoid fracture, the run times were low (1-2 min), and the detected edges correct by visual judgement. In the geometrically complex acetabulum, at a run time of 78 min some outliers were considered acceptable. An automatically generated fracture probability heat map based on 50 proximal humerus fractures matches the areas of high risk of fracture reported in medical literature. Such automation of the fracture analysis method is advantageous and could be extended to reduce the manual effort even further.}, language = {en} } @book{Pieper2021, author = {Pieper, Martin}, title = {Quantum mechanics: Introduction to mathematical formulation}, publisher = {Springer}, address = {Wiesbaden}, isbn = {978-3-658-32644-9}, doi = {10.1007/978-3-658-32645-6}, pages = {XIII, 33}, year = {2021}, abstract = {Anyone who has always wanted to understand the hieroglyphs on Sheldon's blackboard in the TV series The Big Bang Theory or who wanted to know exactly what the fate of Schr{\"o}dinger's cat is all about will find a short, descriptive introduction to the world of quantum mechanics in this essential. The text particularly focuses on the mathematical description in the Hilbert space. The content goes beyond popular scientific presentations, but is nevertheless suitable for readers without special prior knowledge thanks to the clear examples.}, language = {en} } @incollection{JordanKatzPieper2021, author = {Jordan, Frank and Katz, Christiane and Pieper, Martin}, title = {Online-Kollaboration in der Mathematik: Ein Design-Based-Research-Projekt}, series = {Forschungsimpulse f{\"u}r hybrides Lehren und Lernen an Hochschulen}, booktitle = {Forschungsimpulse f{\"u}r hybrides Lehren und Lernen an Hochschulen}, publisher = {TH K{\"o}ln}, address = {K{\"o}ln}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:832-cos4-9465}, pages = {245 -- 261}, year = {2021}, abstract = {Die Studie er{\"o}rtert anhand eines Fallbeispiels aus der Mathematik f{\"u}r Ingenieur*innen, wie didaktische Gestaltungsprinzipien f{\"u}r Soziale Pr{\"a}senz, Kollaboration und das L{\"o}sen von praxisnahen Problemen mit mathematischem Denken in einer Online-Umgebung aussehen k{\"o}nnen. Hierf{\"u}r zieht der Beitrag den forschungsmethodologischen Rahmen Design-Based Research (DBR) hinzu und berichtet {\"u}ber Zwischenergebnisse. DBR wird an dieser Stelle als eine systematische Herangehensweise an kurzfristige Lehrver{\"a}nderungen und als Chance auf dem Weg zu einer neuen Hochschullehre nach der COVID-19-Pandemie dargestellt, die theoretische und empirische Erkenntnisse mit Praxisverkn{\"u}pfung und -relevanz vereint.}, language = {de} } @book{Pieper2019, author = {Pieper, Martin}, title = {Quantenmechanik : Einf{\"u}hrung in die mathematische Formulierung}, publisher = {Springer Spektrum}, address = {Wiesbaden}, isbn = {978-3-658-28329-2}, doi = {10.1007/978-3-658-28329-2}, year = {2019}, language = {de} } @book{Pieper2019, author = {Pieper, Martin}, title = {Quantenmechanik: Einf{\"u}hrung in die mathematische Formulierung}, publisher = {Springer Spektrum}, address = {Wiesbaden}, isbn = {978-3-658-28328-5}, doi = {10.1007/978-3-658-28329-2}, pages = {XI, 33 Seiten}, year = {2019}, language = {de} } @article{RiekeStollenwerkDahmenetal.2018, author = {Rieke, Christian and Stollenwerk, Dominik and Dahmen, Markus and Pieper, Martin}, title = {Modeling and optimization of a biogas plant for a demand-driven energy supply}, series = {Energy}, volume = {145}, journal = {Energy}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0360-5442}, doi = {10.1016/j.energy.2017.12.073}, pages = {657 -- 664}, year = {2018}, abstract = {Due to the Renewable Energy Act, in Germany it is planned to increase the amount of renewable energy carriers up to 60\%. One of the main problems is the fluctuating supply of wind and solar energy. Here biogas plants provide a solution, because a demand-driven supply is possible. Before running such a plant, it is necessary to simulate and optimize the process. This paper provides a new model of a biogas plant, which is as accurate as the standard ADM1 model. The advantage compared to ADM1 is that it is based on only four parameters compared to 28. Applying this model, an optimization was installed, which allows a demand-driven supply by biogas plants. Finally the results are confirmed by several experiments and measurements with a real test plant.}, language = {en} } @inproceedings{Pieper2018, author = {Pieper, Martin}, title = {Digitale Hochschullehre in mathematischen und mathematikdidaktischen Veranstaltungen}, series = {Beitr{\"a}ge zum Mathematikunterricht 2018 : Vortr{\"a}ge zur Mathematikdidaktik und zur Schnittstelle Mathematik/Mathematikdidaktik auf der gemeinsamen Jahrestagung GDM und DMV 2018 (52. Jahrestagung der Gesellschaft f{\"u}r Didaktik der Mathematik). Bd. 1}, booktitle = {Beitr{\"a}ge zum Mathematikunterricht 2018 : Vortr{\"a}ge zur Mathematikdidaktik und zur Schnittstelle Mathematik/Mathematikdidaktik auf der gemeinsamen Jahrestagung GDM und DMV 2018 (52. Jahrestagung der Gesellschaft f{\"u}r Didaktik der Mathematik). Bd. 1}, publisher = {WTM-Verlag}, address = {M{\"u}nster}, isbn = {978-3-95987-089-4}, pages = {105 -- 106}, year = {2018}, language = {de} } @inproceedings{Pieper2018, author = {Pieper, Martin}, title = {Lernzielorientierte Kurse und Stack Aufgaben in der Mathematikausbildung}, series = {Beitr{\"a}ge zum Mathematikunterricht 2018 : Vortr{\"a}ge zur Mathematikdidaktik und zur Schnittstelle Mathematik/Mathematikdidaktik auf der gemeinsamen Jahrestagung GDM und DMV 2018 (52. Jahrestagung der Gesellschaft f{\"u}r Didaktik der Mathematik). Bd. 3}, booktitle = {Beitr{\"a}ge zum Mathematikunterricht 2018 : Vortr{\"a}ge zur Mathematikdidaktik und zur Schnittstelle Mathematik/Mathematikdidaktik auf der gemeinsamen Jahrestagung GDM und DMV 2018 (52. Jahrestagung der Gesellschaft f{\"u}r Didaktik der Mathematik). Bd. 3}, publisher = {WTM-Verlag}, address = {M{\"u}nster}, isbn = {978-3-95987-089-4}, pages = {1399 -- 1402}, year = {2018}, language = {de} } @incollection{GeislerPieper2017, author = {Geisler, Simon and Pieper, Martin}, title = {Mathematik PLuS als E-Book. Kann ein E-Book zur Ingenieursmathematik alle Lerntypen ansprechen?}, series = {Das elektronische Schulbuch 2016}, booktitle = {Das elektronische Schulbuch 2016}, publisher = {LIT Verlag}, address = {Berlin}, isbn = {978-3-643-13475-2}, pages = {99 -- 111}, year = {2017}, language = {de} }