When does a course count as inverted? When first faced with a new teaching method, deliberate lectures may want to test it without abandoning the advantages of the established method. Aftes the experiment they have to evaluate additional benefits of
the new system for teacher and student. Considering the high workload of lecturers, the help of a third party may be useful to obtain an objective assessment of the results during such a transition. At the University of Applied Sciences Hochschule Karlsruhe - Technik und Wirtschaft in Germany, the SKATING project, funded by the German Federal Ministry of Education and Research (BMBF), offers among other things individual technical and didactic advice. This includes practical help with the development, implementation and testing of innovative lecture formats like the Inverted Classroom Method (also known as flipped class). When Professors at the University stated their interest in this approach, varying teaching projects on its implementation and evaluation were initiated. The main focus was the adaption of the method to the individual needs and wishes of professors, course and students. Several examples of a gradual lecture transformation are presented.
Since 1993, a muon telescope located at Forschungszentrum Karlsruhe (Karlsruhe Muon Telescope) has been recording the flux of single muons mostly originating from primary cosmic-ray protons with dominant energies in the 10 - 20 GeV range. The data ar
e used to investigate the influence of solar effects on the flux of cosmic-rays measured at Earth. Non-periodic events like Forbush decreases and ground level enhancements are detected in the registered muon flux. A selection of recent events will be presented and compared to data from the Jungfraujoch neutron monitor. The data of the Karlsruhe Muon Telescope help to extend the knowledge about Forbush decreases and ground level enhancements to energies beyond the neutron monitor regime.
