Master Applied Physics program overview

Program overview
09-Mar-2018 15:49
Year 2013/2014
Organization Applied Sciences
Education Master Applied Physics
Code Omschrijving ECTS p1 p2 p3 p4 p5
Master Applied Physics 2013

Core Program AP2013(90EC) Core Program AP2013 (90EC)
AP3901 Master Thesis Applied Physics 48
WI4243AP-11 Mathematical Methods for Physics 9
WM0320TU Ethics and Engineering 3
General Advanced (G-list) Modules AP 2013
AP3021 G Advanced Statistical Mechanics 6
AP3032 G Continuum Physics 6
AP3051 G Advanced Quantum Mechanics 6
AP3071 G Advanced Electrodynamics 6
Track/Department related (D-list) Modules AP 2013
Interdepartmental D-list 2013
AP3011 D Chaotic Processes 6
AP3081 D International Masters Course on Computational Physics 6
AP3091 D Elementary Particles 6
AP3141 D Environmental Physics 6
UL-TGR Theory of General Relativity 6
D-list Imaging Science and Technology 2013
AP3061 D Advanced Wave Propagation 6
AP3111 D Quantum Electronics and Lasers 6
AP3121 D Imaging Systems 6
AP3231TU D Medical Imaging 6
AP3671 D Optical Waveguiding, Photonic Crystals and Optical Functions 6
D-list Transport Phenomena and Fluid Flow 2013
AP3171 D Advanced Physical Transport Phenomena 6
AP3181 D Applied Multiphase Flow 6
WB1422ATU Advanced Fluid Dynamics A 6
WB1424ATU Turbulence A 6
D-list Quantum Nanoscience 2013
AP3191 D Physics of Semiconductor Nanodevices 6
AP3211 D Advanced Solid State Physics 6
AP3221 D Nanotechnology 6
AP3261 D Mesoscopic Physics 6
AP3281 D Quantum Transport 6
D-list Bio-Nanoscience 2013
AP3161 D Cellular Dynamics: Stochasticity and Signalling 6
AP3511TU D Biophysics 6
AP3691 D Evolution and Engineering of Living Systems 6
D-List Radiation Science and Technology 2013
AP3311 D Neutrons, X-Rays and Positrons for Studying Microscopic Structures and 6
Dynamics
AP3341 D Nuclear Reactor Physics 6
AP3371TU D Radiological Health Physics 6
CH3792 Introduction to Nuclear Science and Engineering 6
Thesis related elective (6EC)
G, D, R of M-list
Page 1 of 346
Dynamics
R-List AP 2013
R-list Imaging Science and Technology 2013
AP3382 Advanced Photonics 6
AP3391 Geometrical Optics 6
AP3401 Introduction to Charged Particle Optics 6
AP3531 Acoustical Imaging 6
AP3702 Submm and Terahertz Physics and Applications 6
ET4283 Seminar Advanced Digital Image Processing 6
IN4085 Pattern Recognition 6
SC4025 Control Theory 6
SC4110 System Identification 5
R-list Transport Phenomena and Fluid Flow 2013
AP3551 Computational Multiphase Flow 6
AP3562 Turbulent Reacting Flows 3
AP3571 Radiative Heat Transfer 6
CH3053 Applied Transport Phenomena (ATP) 6
WB1428-3 Computational Fluid Dynamics 3
R-list Quantum Nanoscience 2013
AP3251 Nano- and Biomaterials for Nanotechnology Applications 6
AP3271 Molecular Electronics 6
AP3291 Quantum Information Processing 6
AP3302 Special Topics in Quantum Mechanics 3
AP3652 Electronics for Physicists 3
AP3661 Quantum Entanglement 6
AP3681 Fairy tales of theoretical physics 6
ET4340 Electronics for Quantum Computing 6
R-list Radiation Science and Technology 2013
AP3242 Particle Radiotherapy 3
AP3322 Computational Neutron Transport for Nuclear Reactors 3
AP3361TU Clinical Physics of Medical Imaging 6
AP3581TU Medical Physics and Radiation Technology: Radiotherapy 6
AP3631 Nuclear Reactor Kinetics 3
AP3641 Nuclear Reactor Thermal Hydraulics 3
CH3581 Materials for the Nuclear Fuel Cycle 3
CH3771 Nuclear Chemistry 6
CH3782 Chemistry of the Nuclear Fuel Cycle 3
WB4422-11 Thermal Power Plants 6
R-list Bio-Nanoscience 2013
AP3461 The Origins of Life 6
LM3512TU Systems Biology 3
LM3691 iGem 18
UL-AB Advanced Biophysics 6
M-list AP 2013
ET4389 Complex Networks from Nature to Man-made Networks 4
WI4005 Wavelets 6
WI4006 Special Functions 6
WI4141TU Matlab for Advanced Users 3
WI4201 Scientific Computing 6
WI4211 Advanced Topics in Analysis 6
Page 2 of 346
Specialisations AP2013 (30EC)
Specialisation Research and Specialisation Research and Development (R&D)AP
Development (R&D) AP 2013 2013
AP3911 Work Placement (Internship) 18
G, D, R of M-list
Dynamics
R-List AP 2013
Page 3 of 346
LM3691 iGem 18
M-list AP 2013
WI4005 Wavelets 6
Free electives AP-R&D 2013
Specialisation Astronomy and Specialisation Astronomy and Instrumentation (AI)AP
Instrumentation (AI) AP 2013 2013
Required Bachelor Prerequisites AI 2013
TN2545 Systems and Signals 6
UL43 Galaxies and Cosmology 5
UL44 Radiative Processes 5
UL45 Astronomical observing techniques 6
Courses in Astrophysics 10-14ec
AE4890-11 Planetary Sciences I 4
UL-CA Computational Astrophysics 3
UL-LSSGF Large Scale Structure and Galaxy Formation 6
UL-OC Observational Cosmology 3
UL-SD Stellar Dynamics 3
UL30 Galactic Structure, Dynamics and Evolution 6
UL31 Interstellar Medium 6
UL39 Star Formation 6
UL42 (STSTREVO) Stellar Structure and Evolution 6
UL46 Origin and Evolution of the Universe 6
Courses in Instrumentation 10-14ec
ET4147 Signal Processing for Communications 4
ET4235 Digital Signal Processing 4
SC4120 Special Topics in Signals, Systems & Control 3
UL-PSSI Physics of Scientific Space Instruments 4
UL-SA Space Astronomy 3
UL36 Radio Astronomy 3
UL7 Detection of light 6
G, D, R of M-list
Page 4 of 346
Dynamics
R-List AP 2013
LM3691 iGem 18
M-list AP 2013
WI4005 Wavelets 6
Specialisation Education 1 (Ed1) AP 2013
SL3031 Didactical Skills, only given in Dutch 3
SL3041 Orienterende stage 3
SL3111 Research Methods in Social Sciences 3
SL3122 Vakdidactiek Natuurkunde 1 2
SL3164 Field Orientation Physics A 9
Page 5 of 346
SL3462 Educational Science 6
SL3012 Professionalization in SC and SE 3
SL3021 The designing of communication or education products and processes 6
Communication
SL3311 Research of Education 6
SL3371 Didactics Physics 3 3
SL3414 Schoolpracticum natuurkunde B 12
Specialisation Sustainability in Specialisation Sustainability in Technology (SiT)AP
Technology (SiT) AP 2013 2013
AP3922 Traineeship Sustainability 15
WM0939TU Engineering for sustainable development 5
TiSD elective AP2013
Specialisation Management of Specialsation Management of Technology (MoT)AP
Technology (MoT) AP 2013 2013
1st semester MOT Modules 2013
MOT1001 Integration Moment I 4
MOT1411 Technology Dynamics 4
MOT1420 Economic Foundations 6
MOT1441 Social and scientific values in MoT 4
MOT1460 Corporate Finance 4
MOT1523 Leading and Managing People 4
MOT1530 High-tech Marketing 4
2nd semester MOT Modules 2013
MOT1002 Integration Moment II 4
MOT1433 Technology and Strategy 6
MOT1451 Inter- and intra-organisational decision making 5
MOT1531 Business Process Management and Technology 5
MOT2311 Quantitative Research Methods 4
MOT2420 Innovation Management 6
Specialiation Annotation in Specialisation Annotation in Entrepeneurship AP2013
Entrepeneurship AP2013
WM4001TU Entrepreneurship Annotation Week 2
WM4003TU Additional Entrepreneurship Annotation Final Thesis 8
Courses on Entrepeneurship 2013
ET4247 HighTech Start Ups 5
ID4315 New Product Commercialisation 6
ID4330 New Product Economics 3
ID5600SET Smart Energy Products 4
MOT9556 Corporate Entrepreneurship 6
WM0506TU Ready to startup 6
WM0516TU Turning Technology into Business 6
WM0563TU Starting New Ventures 3
Free elective spec. entrepeneurship 2013
Specialisation Nuclear Science and Engineering 2013
NSE Electives 2013
NSE General Electives 2013
Dynamics
NSE Energy Modules 2013
NSE Health Modules 2013
Page 6 of 346
1.
Year 2013/2014
Page 7 of 346
Master Applied Physics 2013
Director of Studies Dr. J.M. Thijssen
Program Coordinator Ir. A.J.W. Haket
Program Title Applied Physics
ECTS Program 120
Introduction 1 Note: use the menu at the left for information on each subset of the programme.
Program Structure 1 The Applied Physics programme is a two-year master programme and comprises 120 EC. The programme has a core-
specialization structure. Within this structure, there is a choice of research tracks:
- Bio-Nanoscience (BN)
- Imaging Systems and Technology (IST)
- Quantum Nanoscience (QN)
- Radiation Science and Technology (RST)
- Transport Phenomena and Fluid Flow (TPFF)
CORE PROGRAMME
The Applied Physics core programme comprises 90 EC and has the same structure for all tracks and students:
- 12 EC of compulsory math and ethics modules.

- 12 EC of G-list (General) modules: choose two (out of four) advanced physics courses.
- 12 EC of D-list (Departmental/Track) modules. At least one of those should be chosen from the department where you do your
thesis project.
- 6 EC thesis related elective(s) from either the G-, D-, R- or M-lists. R stands for Research, M for Math. Your thesis supervisor
should confirm your choice as valuable for the completion of that project.
- 48 EC master thesis work, to be carried out in a research section within the faculty of Applied Sciences or in an affiliated
group.
SPECIALISATIONS
Combining the core programme with a 30 EC specialisation completes the master programme.
Specialisations (except R&D), special programmes and programme additions should be submitted to the Board of Examiners
after approval by the respective coordinator.
Eight specialisations of 30 EC each can be chosen:
- Research and Development (R&D)

- Astronomy and Instrumentation (AI)
- Nuclear Science and Engineering (NSE)
- Sustainability in Technology (SiT)
- Education (Ed1/Ed2)
- Management of Technology (MoT)
- Annotation in Entrepreneurship (AE)
- Casimir specialisation (Cas)
SPECIAL PROGRAMMES
Special programmes, which imply restrictions on the Applied Physics core programme, are:
- The Erasmus Mundus programme Optics in Science and Technology (OpSciTech). This programme consists of one year spent
at TU Delft and one year spent at one of the partner universities, Friedrich Schiller University Jena (Germany), Universite Paris-
Sud 11/Institut d'Optique Graduate School (France), Warsaw University of Technology (Poland), and University of Eastern
Finland.
- Casimir pre-PhD. This programme, which is linked to the Bionanoscience and Quantum Nanoscience tracks and the Casimir
specialisation, focuses on educating students for a PhD position within the Kavli Institute of Nanoscience at TU Delft or the
Leiden Institute of Physics (LION) or elsewehere.
- Excellence track on Fluid and Solid Mechanics. This programme, linked to the Transport Phenomena and Fluid Flow track and
the R&D specialisation, focuses on educating excellent students for a PhD position. It fits within the Mechanical-, Aerospace-
and Civil Engineering, and Applied Physics master programmes.
PROGRAMME ADDITIONS
- Honours track: This is an individual programme of about 30 EC on top of the full Applied Physics programme, which contains
specially developed modules for all TU Delft honours track students. The full Applied Physics programme including the
additional honours track should be finished according to schedule. Approval of the course director is needed.
- Double degree programme: This is a three year programme Applied Physics & Management of Technology of the Faculties of
Applied Sciences and Technology, Policy and Management. FORMAL PERMISSION TO START A DOUBLE DEGREE
PROGRAMME IS ALWAYS REQUIRED IN ADVANCE !!
REGULATIONS
See http://students.tudelft.nl/tnw (or Blackboard) for the official regulations of the programme:
- Teaching and Examination Regulations 2013-2014 ("OER")
- Implementation Regulations 2013-2014 ("UR")
- Rules and Guidelines of the Board of Examiners 2013-2014 ("RRvE")
Program Structure 2 Select the year 2010-2011 (upper left corner) for the old core programme.
TRANSITION RULES
Page 8 of 346
- The current programme (with 9EC WI4243AP) is compulsory for students enrolled after 1 July 2011 for the first time in the AP
master programme.
- Students who started before July 2011 can choose between the old programme (with a longer G-list, a choice of at least 6EC
from WI3150TU & WI4150TU, WI4014TU and WI4143TN, and 3EC of S-list modules) and the current programme.
- Students who started before July 2011 can select AP3011, AP3061, AP3081 and AP3091 as G-list modules even if they choose
the current programme, provided that they completed those modules with good result before 1 September 2012.
Fail or Pass Regulation The student meets the requirements for the degree audit once the following have been met:
a. a result has been earned for all required modules: a mark, a pass (v) or an exemption (vr);
b. none of the marks may be lower than 6.0.
With Honours Regulation The designation with distinction for Masters degree audits.
1. A student can receive the designation with distinction for the Masters degree audit if the Board of Examiners decides to grant
this distinction and the following requirements have been met:
a. the weighted average of the results of the courses not including the MSc final project is at least 8.0; passes (v) and exemptions
(vr) will not be taken into consideration;
b. the number of credits for the courses for which a pass (v) has been earned or for which an exemption (vr) has been granted
may not exceed 30 credits in total;
c. The result for the MSc final project is at least 9.0;
d. None of the marks may be lower than 7.0;
e. The students degree programme has not taken longer than two years, calculated from the date of the first examination, taking
into account any study delay that falls under the Graduation Support Scheme.
2. In special cases the Board of Examiners may decide to grant the designation with distinction to a student who does not meet
the requirements referred to in subsection 1 if the student in question has shown exceptional skills in the degree programme.
Page 9 of 346
Year 2013/2014
Core Program AP2013(90EC)

ECTS Program 90
Program Structure 1 The AP-2011 core programme comprises 90 EC and has the same structure for all tracks and students:
- 12 EC of compulsory math (WI4243AP, 9EC) and ethics (WM0320TU, 3 EC) modules.

- 12 EC of G-list (General) modules: choose two (out of four) advanced physics courses.
- 12 EC of D-list (Departmental) modules. At least one of those should be chosen from the department/track where you do your
thesis project.
- 48 EC master thesis work (Master End Project, AP3901), to be carried out in one of the departments within the faculty of
Applied Sciences or in an affiliated group in the faculty of mechanical engineering (3ME).
- 6 EC thesis related elective(s) from either the G-, D-, R- or M-lists. R stands for Research, M for Math. The thesis supervisor
should confirm the choice as valuable for the completion of that project.
The master thesis project is done in a research section of in a research section of one of the physics departments or affiliated
groups:
BN track Bionanoscience department;
IST track Imaging Science and Technology department, or Centre for Systems and Control (3mE);
QN track Quantum Nanoscience department, or the Opto-electronic Materials section (ChemE);
R3 track Radiation, Radionuclides & Reactors department;
TPFF track Chemical Engineering department, Fluid Mechanics section (3mE), or Clouds and Climate group (CiTG).
The prior approval of the Board of Examiners should be obtained if (more than 3 months of) the thesis work is performed outside
the mentioned departments or affiliated groups. The Board of Examiners may then appoint a supervisor from one of the physics
departments.
As a rule, a student should have passed all bridging modules or other obligations from the bachelor programme and at least 30EC
from the set of obligatory, G-List, and D-list modules before embarking upon the master thesis work.
Students that have passed the Partial Differential Equation modules WI3150TU and WI4150TU (or WI2607) in their bachelor
programme, e.g. as part of their minor, have two options with respect to WI4243AP:
1: Complete the three parts of WI4243AP, including the PDE part. The course material of the PDE part of WI4243AP overlaps
with WI3150TU/WI4150TU, so its less challenging but certainly not forbidden.
2: Voluntary skip the PDE part of WI4243AP and choose a different course module of at least 3EC (either an AP GDRM-list
course, a math course, a bridging course, or another course). A commonly chosen option is to combine Complex Analysis
(WI4244AP, 3ec) with an extended version of Final Elements (WI4014TU, 6ec).
Students that have passed the Complex Analysis module WI2602 in their bachelor programme, have two options with respect to
WI4243AP:
1: Complete the three parts of WI4243AP, including the Complex Analysis part.
2: Voluntary skip the Complex Analysis part of WI4243AP and choose a different course module of at least 3EC (either an AP
GDRM-list course, a math course, a bridging course, or another course).
Contact the Applied Physics programme coordinator - preferably in advance - for the administrative paperwork required for
customizing your programme.
It is not possible to get an exemption in the master programme based on courses passed in a bachelor programme without doing
an alternative master course module (Teaching and Examination Regulations, article 8).
Program Structure 2 The pre-2011 90EC AP core programme comprised:
- 18EC of G-list (General) modules: 1 (out of 3) math module and 2 (out of 8) physics modules.
- 12EC of D-list (Departmental) modules. Same as above.
- 3EC compulsory ethics module. Same as above.
- 3EC of S-list (Society-related) courses.
- 48EC master thesis work. Same as above.
- 6EC thesis related elective(s) from either the G-, D-, R- or M-lists. Same as above.
Select the year 2010-2011 (upper left corner) for the old AP programme.
TRANSITION RULES
- The new AP-2011 core programme (with 9EC WI4243AP) is compulsory for students who enrolled for the first time in the AP
master programme after 1 July 2011.
- Students who started before 1 July 2011 can choose between the old programme (with a choice of at least 6EC from
WI3150TU & WI4150TU, WI4014TU and WI4143TN, and 3EC of S-list modules) and the new programme.
- Students who started before 1 July 2011 can select AP3011, AP3061, AP3081 and AP3091 as G-list modules even if they
choose the new programme, provided they have passed those modules with good result before 1 September 2012.
Page 10 of 346
AP3901 Master Thesis Applied Physics 48
Responsible Instructor Dr. J.M. Thijssen
Project Coordinator L. van der Elst
Contact Hours / Week Different
x/x/x/x
Education Period None (Self Study)
Start Education 1
Exam Period Exam by appointment
Course Language English
Course Contents a. Literature study, problem formulation and planning.
b. Practical and theoretical work in one of the research groups including interpretation and evaluation of the results.
c. Oral and written presentation of the work.

Study Goals At the end of the project, should be able to
- read and understand the international research literature
- work independently on an academic level in a R&D environment
- plan a substantial research project and meet deadlines
- work in a (possibly interdisciplinary) and multicultural team of experts and supporting technicians
- present his or her results in English by means of a presentation to an expert audience and a scientific report
Education Method Individual Project carried out within a Research Group
Literature and Study Differs per project
Materials
Prerequisites You may enroll for your Master Thesis Project if you:
· have passed all bridging modules or other obligations from the bachelor programme, and
· have passed at least 30 EC of obligatory, G-List, and D-list modules.
Assessment The final assessment consists of one mark, based on:
- Theoretical knowledge and understanding

- Method and scientific approach
- Competence in doing research work
- Report
- Presentation and defense
- Competences
A committee will be appointed for the supervision and assessment of the Master Thesis project. The committee consists of at
least three examiners, all members of the scientific staff of research groups that contribute to the Master's degree programme.
The members of the assessment committee come from at least two different sections of the degree programme, and at least one
of them is a full professor.
Thesis projects carried out outside the Faculty of Applied Sciences - e.g. Centre for Systems and Control or Fluid Mechanics
section (3mE), or Clouds and Climate group (CiTG) - shall be assessed by a committee including at least one examiner from the
Faculty of Applied Sciences.
Remarks Certain steps need to be taken when carrying out a Thesis Project.
Please, consult blackboard (Thesis Project Administration) for detailed information and additional forms. Enroll to this
blackboard by Organizations >> Education >> Applied Sciences >> Eindprojecten Administratie TNW.
The procedure of a Thesis Project consists of the following steps:

1. Orientation, including careful consideration of different research sections
2. Handing in the application form and a list of the achieved courses
3. Providing the Thesis Project Administration with the names of the review committee
4. Presentation
5. Assessment and calculation of the examination mark
!! Pay attention !! The final mark will only be registered after the Thesis Project Administration has received a digital copy of the
thesis report. A digital survey will be sent to the student shortly hereafter.
For questions & handing in the digital version of the report, contact eindprojecten-tnw@tudelft.nl
Page 11 of 346
WI4243AP-11 Mathematical Methods for Physics 9
Responsible Instructor Dr. H.M. Schuttelaars
Responsible Instructor Dr. K.P. Hart
Responsible Instructor Dr.ir. F.J. Vermolen
Contact Hours / Week 6/6/0/0
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
Expected prior knowledge Basic Analysis and basic knowledge of complex numbers.
Separation of Variables, Sturm-Liouville eigenvalue problems, Eigenfunction Expansion, Fourier Series

Course Contents This course comprises three subjects: Complex Function Theory,
Partial Differential Equations, and Numerical Methods.
Complex Function Theory covers the basics of this discipline:

mapping behaviour of analytic functions, harmonic functions as related to analytic functions, many-valued functions and
branches thereof, complex integration, the theorems of Cauchy their applications, such as the Maximum modulus principle,
series representations of analytic functions, and evaluation of (real) integrals using residue calculus. There are also some
applications to Fourier and (inverse) Laplace transforms.
Partial Differential Equations covers the analysis of PDE's in

finite and infinite domains using various techniques. The concepts that will
be discussed in this course are: delta functions, Green's function, heat
equation, wave and Laplace equations, Fourier and Laplace transforms, Waves in
R^2 and R^3, d'Alemberts formula, Shockwaves.
Numerical Methods covers the use of finite-element strategies to approximate

the solution to partial differential equations (PDEs). Mathematical concepts
are: Minimization problems, Euler-Lagrange equations, Ritz method, Weak
formulation, Galerkin's finite-element method. We will treat the application
of the finite-element method to both linear and nonlinear PDEs. In this
course, we will limit ourselves to the application of linear triangular
elements for two spatial dimensions.
Study Goals The aim of the course is to acquaint the student with the results and methods
of the three disciplines mentioned above and to show how these are used
in Mathematical Physics.
Education Method Lectures and practical work.
Literature and Study Y. K. Kwok,
Materials Applied Complex Variables for scientists and engineers, second edition.
Cambridge University Press 2010
ISBN 978-0-521-70138-9.
R. Haberman,
Applied Partial Differential Equations (with Fourier series and boundary value problems), Pearson Prentice Hall, 4th edition,
New Jersey 2004
ISBN 0-13-065243-1.
J. van Kan, A. Segal, F. Vermolen.

Numerical Methods in Scientific Computing.
VSSD, 2005 (improved 2008).
Assessment Complex Function Theory: written exam.
Partial Differential Equations/Numerical Methods: During the lecture period two take-home excercises will be put on
Blackboard. These take-home excercises must be handed in before the end of the 4th quarter. Furthermore, the students have to
finish a computer assignment. A short, individual review is held with the student, within two weeks of the assignment deadline.
The final grade will be the average of the grades of the three subjects with the proviso that each partial grade will have to be 5 or
higher.
Page 12 of 346
WM0320TU Ethics and Engineering 3
Module Manager Dr. D.R. Koepsell
x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period 1
3
Course Contents This code of this course used to be WM0320TN.
This course is identical to the initial part of the course wm0329tu.
You will explore the ethical and social aspects and problems related to technology and to your future work as professional or
manager in the design, development, management or control of technology. You will be introduced to and make exercises with a
range of relevant aspects and concepts, including professional codes, collective reasoning, philosophical ethics, collective
decision making (public choice), ethical aspects of technological risks, responsibility within organisations, responsible conduct
of companies and the role of law, and game theory as a tool for analyzing ethical problems and solutions. You will analyse legal,
political and organisational backgrounds to existing and emerging ethical and social problems of technology, and you will
explore possibilities for resolving, diminishing or preventing these problems.
Study Goals After having completed the course you:
can better recognise and analyse ethical and social aspects and problems inherent in technology and in the work of professionals
and managers active in the design, development, management and control of technology.
have insight into how these ethical and social aspects and problems are related to legal, political and organisational
backgrounds.
are able to explore and assess possibilities for solving or diminishing existing and emerging ethical and social problems that
attach to technology and the work of professionals and managers.
are better prepared to perform your future work as a professional or manager in the design, development, production and control
of technology in an ethical and socially responsible way.
Education Method A series of 7 lectures and work sessions (including role playing sessions) concluded with a written test.
Literature and Study Reader and exercise book Ethics and Engineering, available at Nextprint and as PDF files on Blackboard; Powerpoint lecture
Materials notes.
Assessment Written exam.
Enrolment / Application Enrolment via Blackboard is required for this course. This is needed in order to plan the number of workgroups. For participation
in the first period you must enroll not later than August 23 2013 and for participation in the third period not later than January 17
2014 via Blackboard.
Remarks The course is run twice each year in the first and third quarter. The course is identical to the initial part of the course wm0329tu
(6 ects).
Category MSc niveau
Page 13 of 346
Year 2013/2014

Introduction 1 G-list, general advanced, modules aim at breadth as well as depth in general physics knowledge, following up on the bachelors
programme.
Page 14 of 346
Responsible Instructor Prof.dr. Y.V. Nazarov
Instructor Dr. J.M. Thijssen
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Expected prior knowledge Bachelor (applied) physics or equivalent.
Course Contents This module presents an introduction to advanced statistical mechanics are covered. It starts with a review of the probabilistic
and quantum bases of this discipline, treats a set of standard topics related to ideal gas. Further we concentrate on interacting
systems (classical and quantum), and end up with modern theory of phase transitions. Strong emphasis on problem solving.
Study Goals A student should acquire a working knowledge of statistical mechanics on the intermediate level. The course topics are:
ensemble theory, non-interacting particles (quantum and classical), interacting particles (quantum and classical), phase
transitions including scaling analysis.
At the end of the course, a student has a broad overview of the theory and is able to solve problems pertaining to the topics
covered in this course.
Essential goal concerns the development of presentation skill: Students should also be able to present their solutions to their
fellow students in a clear way.
This course contributes to the following end goals of the Master of Applied Physics:
1. Mastery of Applied Physics at an advanced academic level.
2. Capable of understanding a wide variety of different problems and being able to formulate these at an abstract level.
3. Capable of working in a (possibly interdisciplinary) team of experts.
4. Capable of making English language presentations of research activities.
Education Method Regular lectures and problem-solving sessions where instructions and student presentations of problems are given. Students
should be active in solving problems.
Literature and Study The two textbooks for this course are:
Materials
M. Kardar:
Statistical Mechanics of Particles || Cambridge University Press, 2007
Statistical Mechanics of Fields || Cambridge University Press, 2007
There is a set of lecture slides available. This concentrates on the topics of the course and provides few details not explained in
the books.
Assessment The course puts strong emphasis on problem solving skills. Each week a student is requested to solve at least one problem from
the homework set. Each student should demonstrate his/her problem-solving and resentation skills by making a presentation in
the class. The final written examination is assesible to everybody who has done so.
Students who wish to pass the course without making a presentation are assessed separately in course of a more elaborated exam.
This is not recommended.
Permitted Materials during
Tests
Page 15 of 346
Responsible Instructor Prof.dr. D.J.E.M. Roekaerts
Instructor Dr.ing. S. Kenjeres
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Expected prior knowledge
Course Contents The continuum description of the mechanics of solids and liquids is discussed in a unified approach using tensor analysis.
Deformations of a body are studied and the concept of the strain tensor and the rate-of-deformation tensor are introduced. This is
followed by a discussion of the stress tensor, and the equations of motion of a body are derived based on the balances of linear
and angular momentum. For linear elastic solids the following topics are discussed: constitutive equation, Navier equations,
energy principles. For Newtonian fluids we discuss the stress tensor, Navier-Stokes equations, and the first and second law of
thermodynamics. The lecture series is then continued with a number of special topics a.o. multicomponent reacting flow
(combustion), thermal convection and magneto-hydrodynamics (MHD).
Study Goals Being able to formulate and apply conservation laws (mass, momentum, energy) and constitutive equations (stress-strain
relations, equations of state, ) for linear elastic solids and Newtonian fluids.
Being able to apply tensor algebra and tensor calculus in the formulation and analysis of laws describing continuum mechanical
systems.
Having knowledge of the relevant phenomena in multiphysics continuum mechanical systems (reacting flows, thermal
convection, magnetohydrodynamics).
Being able to solve simple problems in continuum mechanics (kinematics, kinetics, linear elasticity, Newtonian fluid mechanics,
special topics covered in the course).
Being able to identify some relevant aspects of physics of continuous media in practical situations (relevant phenomena,
dimensionless numbers, regimes, simple estimates).
Education Method Theory presented in lectures. Practice sessions to make exercises. Assignments to be made at home.
Literature and Study The general part of the course is based on the following books:
Materials - T.J. Chung, General Continuum Mechanics, Cambridge University Press, 2007, ISBN-10:0521-87406-8 (pbk.) and ISBN-
13:978-0-521-87406-9
(hardback)
B. Lautrup, Physics of continuous matter: Exotic and Everyday Phenomena in the Macroscopic World (Paperback), Routledge,
978-0-7503-0752-9
Second edition (2011)
ISBN: 9781420077001
ISBN 10: 1420077007
Assessment Written exam at end of second period. Final mark partially based on the performance in the assignments.
Tests
Page 16 of 346
Instructor Dr. M.T. Wimmer
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Expected prior knowledge Quantum mechanics at bachelor (applied) physics level or equivalent.
Course Contents Variational Calculus, WKB approximation, Scattering theory, The density matrix, Harmonic oscillators: phonons and photons,
Second quantization and the electron gas, Open Quantum Systems, Relativistic Quantum Mechanics with application to
Graphene.
Study Goals To master key concepts of advanced quantum mechanics, in particular the concept of second quantization. In particular,
1. Knowledge of the topics covered, all within the theory of advanced quantum mechanics
2. Being able to solve elementary problems addressing standard procedures of the theory mentioned in (1)
3. Being able to solve more advanced problems addressing the theory mentioned in (1), combining mathematical skills and
physical insight
4. Relate the theory mentioned in (1) to experiments
The course contributes in particular to the following study goals, mentioned in the ìmplementation regulations' of the degree
course:
1. Mastery of Applied Physics at an advanced academic level. This means mastery of advanced general physics subjects (such as
Quantum Mechanics, Solid State Physics, Fluid Dynamics, Quantum Electronics and Electrodynamics) and the necessary
mathematics, in addition to a choice of advanced technical subjects (such as Linear System Theory, Computer Science, Materials
Science, Electronics, Data Analysis, Process Management and Control), as well as skills in the field of experimental techniques,
theoretical analysis, simulation and modelling. This knowledge and these skills should be mastered at a level that is considered at
least equal to that of other comparable Master's degrees at international, top-quality, educational institutions.
3. Thorough experience of research in (Applied) Physics and complete awareness of the applicability of research in technological
developments.
Education Method Lectures and exercise classes. The students are expected to solve problems during these classes. There is homework to be handed
in every two weeks.
Literature and Study Lecture Notes by Jos Thijssen
Materials Lecture Notes by Yuli Nazarov
Recommended books:
Advanced Quantum Mechanics, F. Schwabl, Springer 2008
Quantum Mechanics with Basic Field Theory, B. Desai, Cambridge 2010.
Quantum Measurement and Control, H. M. Wiseman and G. J. Milburn, Cambridge 2009, Ch. 1
Modern Quantum Mechanics, Addison Wesley Publishing Company, J.J. Sakurai, 1967, Ch. 1, 2.
Dissipative Quantum Systems, 2nd edition, World Scientific, U. Weiss, 1999, Ch. 1,2, 4.
The Theory of Open Quantum Systems, Breuer and Petroccione, Oxford, 2007
Relativistic Quantum Mechanics, P. Strange, Cambridge 1998
Assessment Assessment is done through a written midterm and final exam. Sufficient homework performance adds a bonus in case of doubt
in passing.
Both exams are compulsory for getting a final mark!
The student's final mark will be calculated as the weighted average: 0.4*midterm + 0.6*final exam marks.
The retake exam will cover all material. However students having a grade >= 6 for the midterm will take a different retake which
focuses on the second half of the course.
Permitted Materials during Pocket calculator
Tests
Page 17 of 346
Responsible Instructor Dr. S.W.H. Eijt
Instructor Dr. A.J.L. Adam
Instructor Dr. N. Bhattacharya
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Expected prior knowledge Electromagnetism at the level of the book Introduction to Electrodynamics by D.J. Griffiths (BSc physics course TN2053,
Elektromagnetisme)
Course Contents Maxwell equations. Time dependent charge and current distributions. Multipole expansion. Potentials and Gauges. Conservation
Laws. Electromagnetic radiation. Electromagnetic waves in media. Diffraction Theory. Electrodynamics and relativity. Liénard-
Wiechert potentials and fields. Synchrotron radiation with important applications in physics, chemistry and materials research.
Classical and relativistic motion of charged particles in electromagnetic fields.
Study Goals The student who passes this course should have a working knowledge in electrodynamics at a graduate level. The student will be
able to solve modern problems in classical electrodynamics using its covariant foundation, with topics ranging from
electrostatics to radiation by relativistic particles.
At the end of the course, the student will have a broad view of the theory and modern applications of electrodynamics, and he or
she is able to solve problems pertaining to the topics covered in the course.
Education Method Lectures and homework exercises. Students are expected to be active in problem solving. Methods for solving the exercises are
subsequently discussed in the instruction class sessions.
Literature and Study We highly recommend the use of one of the following textbooks as study material for the course (a list of the relevant chapters
Materials directly related to the lectures will be available on blackboard):
C.A. Brau, Modern Problems in Classical Electrodynamics, Oxford University Press, Oxford, UK (2004).
modern exposition of advanced electrodynamics with emphasis on the relativistic framework and radiation phenomena
A. Zangwill, Modern Electrodynamics, Cambridge University Press, Cambridge, UK (2013).

new textbook on advanced electrodynamics which combines the necessary mathematics with a clear attention to the physics
Further useful books are:
J.D. Jackson, Classical Electrodynamics, 3rd Edition, John Wiley & Sons, New York, (1999).
classical standard textbook for advanced electrodynamics
D.J. Griffiths, Introduction to Electrodynamics, 3rd edition, Prentice Hall, Upper Saddle River, NJ (1999).
excellent and thorough introduction to electrodynamics
George B. Rybicki, Alan P. Lightman, Radiative Processes in Astrophysics, John Wiley & Sons, (1985).
clear exposition of radiation processes in electrodynamics including relativistic particles, examples from astrophysics
Handouts of the material covered in the lectures will be available via Blackboard.
Assessment Assessment is based on a midterm exam (30% of the grade) and a final written exam (70% of the grade) in the 2nd examination
period. A retake exam (100% of the grade) is scheduled in the 3rd examination period. Exercises are an important part of the
course.
By handing in solved exercises and further by presenting their solutions in the instruction class meetings, students can earn part
of their examination grade (valid both for the exam and for the retake of the exam).
Tests
Page 18 of 346
Year 2013/2014

Introduction 1 D-list (department/track) modules are more specialised than G-list modules. They are in most cases representative for the
research areas of one of the physics departments, although some D-list modules combine research areas of more than one
department. The latter are denoted Interdepartmental. The student must choose at least one module that belongs to the
department/track where he or she will do the thesis project.
Page 19 of 346
Year 2013/2014
Page 20 of 346
Responsible Instructor Prof. H.J.J. Jonker
Instructor Ir. J. Schalkwijk
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Course Contents Non-linear differential equations, ill-posed problems, attractors, repellors, limit-cycles, bifurcations, chaos in deterministic
systems, strange attractors, Poincare sections, Lyapunov exponents, chaos in discrete maps, routes to chaos, fractal geometries,
pattern formation. Many examples from physics, mechanics, chemistry, and biology.
Study Goals You will learn:
* that simple equations can give rise to very complex behaviour.

* to recognize the basic conditions for a process to be chaotic.
* the potentially sensitive dependence on initial conditions.
* about prediction horizons.
* about attractors, limit-cycles
* about strange attractors
* to quantify chaotic processes by means of Lyapunov exponents.
* what different chaotic processes have in common, i.e. the universality (or `the hidden order') of chaotic processes.
* how one can exploit chaos theory (prediction horizons, early warning, mixing enhancement).
* about bifurcations and `the routes to chaos'.
* about non-Eucledian (fractal) geometries, pattern formation.
* about numerous applications (examples from Physics, Mechanics, Chemistry, Biology, Physiology).
Education Method The nature of the material is such that it is very suitable for self-exploration, which is why the course is set up according to the
learning-by-doing concept. The first part (hr 1-2) of a lecture comprises an introduction into the theory and background, and in
the second part (hr 3-4) you can explore the topic with the mathematical software package Maple and work on exercises
(assisted).
Literature and Study This year handouts will be provided during the lectures.
Materials
Recommended as background literature:
Steven H. Strogatz, Nonlinear Dynamics and Chaos: With Applications to Physics, Biology, Chemistry and Engineering.
Westview Press, 1994. ISBN 0-7382-0453-6
Assessment The final grade for the course will be determined on the basis of:
1. a free assignment on discrete chaotic systems, to be handed in near the end of period 3.
2. a free assignment on continuous chaotic systems, to be handed in near the end of period 4.
3. exercises (partly assisted, partly homework) to be handed in weekly.
4. depending on the group performance: a small (computer) exam at the end of period 4.
The exam is of the fail/pass type. It does not influence your grade if you pass.
The free assignments can be made individually or by a couple (max 2 persons).
Page 21 of 346
Instructor Dr. R. Hermsen
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none
Course Contents Several computer projects are be executed by Delft students in collaboration with students from Michigan State University (US).
There will be exchange visits, collaborative projects and video linked discussion meetings.
Projects are on molecular dynamics, (quantum) Monte-Carlo calculations, lattice Boltzmann simulations and quantum dynamics.
There will be several projects to choose from in the last week, covering various topics such as finite elements for mechanical
deformation, parallel computing, electronic structure, percolation etc. The course projects are close to the research level.
Study Goals Students completing this course have knowledge about computational schemes for physics problems. In particular, the student is
well aware of the theory and implementation of molecular dynamics and Monte Carlo simulation, as well as lattice or grid-based
computational applications. He or she has experience with setting up simulation codes for scientific problems in physics. The
student is able to collaborate in the field of computational physics in an international setting. Students can present the results of
their projects in a clear and interesting manner.
In particular, the study goals of the applied physics degree course addressed in this course are:
3. Thorough experience with research in (applied) physics and complete awareness of the applicability of research in
technological developments.
4. Capable of understanding a wide variety of different problems and being able to formulate these at an abstract level. To see,
from the abstract level, the relation between diverse problems and to contribute creatively to their solution focused on practical
applications.
5. Capable of creating innovative technical designs, taking account of feasibility issues.
6. Capable of working in a (possibly interdisciplinary) team of experts performing the aforementioned activities and
communicating easily in both written and oral English.
8. Capable of making English language presentations of one's own research activities to diverse audiences. Being able to adapt to
the background and interest of the audience.
Education Method This course does not contain any formal teaching, but is completely project-based. The student learns all the necessary
theoretical knowledge directly from literature and from contact with the lecturers. Videoconferencing and e-mail are the tools
used to facilitate the international collaboration.
Literature and Study Use will be made of the textbook Computational Physics by J.M. Thijssen (2nd edition, Cambridge University Press).
Materials In addition, papers from modern research literature are used.
Assessment Assessment is based in the project results: Paper and oral reports.
Most important are the reports produced for the first three projects. These are judged with emphasis on
1. Presentation
2. Contents (understanding of the physics/algorithms and results).
3. Structure and correctness of computer codes produced.
4. Contribution to the discussions, independence and learning abilities are judged by the instructors and also contribute to the
final mark.
Enrolment / Application Limited number of participants.

Studyload/Week The first week in Michigan and the last week in Delft are expected to be filled entirely with this course. The remaining 80 hours
work load are more or less evenly divided over the three months in between, i.e about 7 hours/week.

Responsible Instructor Prof.dr.ir. H. van der Graaf
Instructor Dr. N. Tuning
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Expected prior knowledge special relativity and quantum mechanics
Course Contents Introduction to theory and experiments in particle physics
Study Goals To master the basis of the Standard Model of Elementary Particles
Education Method Class room lectures and experimental demonstrations
Literature and Study lecture notes available via blackboard
Materials
Assessment homework exercises and written exam
Permitted Materials during Open exam: all doc permitted
Tests
Page 22 of 346
Responsible Instructor Prof.dr.ir. C.R. Kleijn
Instructor Dr.ir. M. Rohde
Instructor Dr.ir. D.J. Verschuur
Instructor Dr. S.R. de Roode
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Required for Applied Physics special track Sustainability in Technology
Expected prior knowledge Physics at BSc level, including basic Transport Phenomena and Fluid Dynamics, thermodynamics, calculus and differential
equations, wave propagation; use of Matlab and/or Maple
Course Contents Fundamentals of the environmental physics, world climate and the greenhouse-model, durable energy-resources (solar-, wind-,
wave-, biomass-energy, nuclear energy, transport of pollution in ecosystems, Environmental noise (basics of acoustics,
perception of noise, outdoor noise propagation, traffic and aircraft noise)
Study Goals To provide physicists with the knowledge and tools so that they can contribute to a more sustainable society from their own
specific field of expertise:
1. Acquiring advanced knowledge of the basic physics underlying environmental issues such as: the earth energy budget; air-,
water- and ground pollution; solar, wind, tidal, wave, biomass and nuclear energy technologies; environmental noise.
2. Being able to translate problems in the above areas into appropriate physical models and their relevant equations.
3. Being able to translate physical models and model equations into (e.g. Matlab) computer models.
4. Being able to find (quantitative) solutions to model equations, using either theoretical analytical methods, or numerical
methods.
5. Being able to quantitatively and physically evaluate, analyse and critically acclaim proposed solutions and strategies for
environmental issues.
6. Being able to contribute to solutions and strategies for environmental issues.
Education Method lectures (mandatory attendance) and mandatory homework
Computer Use Homework requires computer programming in Matlab and/or Maple (or programming languages such as C, C++, Fortran)
Literature and Study Egbert Boeker and Rienk van Grondelle, Environmental Physics, 2nd edition, Wiley, 1995, ISBN 0 471 997803
Materials + lecture notes and handouts
Assessment mandatory lecture attendance, mandatory homework (50%) and written examination (50%)
Permitted Materials during Book, handouts and lecture notes
Tests
Studyload/Week 2 lecture hours per week (14 weeks), 5 series of homework of 20 hours each, 40 hours of exam preparation

Contact Hours / Week Prof.dr. A. Achúcarro (achucar@lorentz.leidenuniv.nl)
x/x/x/x
schedule: http://www.strw.leidenuniv.nl/education/2013/R13_MSc.pdf
Education Period 1
2
Start Education 1
Exam Period Different, to be announced
Course Contents This course is an introduction to the modern theory of classical gravity.
Generalizing from special relativity, we show the need for and develop the formalism of differential geometry. This allows us to
study the motion of particles and fields in a gravitational field as motion through a curved spacetime. It also leads to the
introduction of the Einstein field equations for the dynamics of the spacetime itself. Using these insights, we give an introduction
to a variety of important physical consequences and applications such as relativistic corrections to the Newtonian gravity,
relativistic stars, gravitational waves, black holes and spacetime singularities, and relativistic Big Bang cosmology, concluding
with an outlook towards a quantum theory of gravity.
Study Goals https://studiegids.leidenuniv.nl/courses/show/34823/theory-of-general-relativity
Education Method https://studiegids.leidenuniv.nl/courses/show/34823/theory-of-general-relativity
Assessment https://studiegids.leidenuniv.nl/courses/show/34823/theory-of-general-relativity
Page 23 of 346
Year 2013/2014
Page 24 of 346
Responsible Instructor Dr. F. Bociort
Responsible Instructor Dr. K.W.A. van Dongen
Contact Hours / Week 4/4/0/0 (only the first half of the second quarter)
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents Introduction to elasticity theory; acoustic waves in fluids; elastic waves in solids; electromagnetic waves;wave propagation in
inhomogeneous media; Fraunhofer diffraction; Fresnel diffraction.
Study Goals To describe a variety of wave phenomena, notably acoustic waves, elastic waves and electro-magnetic waves, by the same
mathematical concept: the wave equation.
To obtain insight in phenomena like refraction, diffraction and polarisation, that play a role in imaging systems based on wave
propagation.
To understand the relationship between observed wave phenomena and the relevant properties of the medium in which the waves
are propagating. Once the forward problem is understood, quantitative inversion of recorded wave-fields, to obtain the media
properties, can be undertaken.
To understand the motivation for approximate descriptions of wave propagation such as the WKB method and the Fraunhofer
and Fresnel approximations.
Education Method Oral lectures

Literature and Study The course is based on the books:
Materials 'Physics of Waves', Elmore and Heald, Dover 0-486-64926-1.
'Electromagnetic Waves and Antennas', S. J. Orfanidis, 2010
Recommended reading:
'Applied seismic wave theory', A.J. Berkhout, Elsevier 1987
'Thin-film Optical Filters', H. A. Macleod,2001
Assessment Oral examination

Responsible Instructor Dr.ir. S.F. Pereira
Contact Hours / Week 0/0/4/4 (in 2013-2014: 0/0/1/2)
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
Expected prior knowledge Basic quantum mechanics
Course Contents Quantization of the electromagnetic field, propagation of optical beams in homogeneous media, optical resonators, laser
oscillation, interaction of radiation and atomic systems. The second part is devoted to presnetations involving various types of
lasers
Study Goals At the end of this course, the student will have a in depth knowledge of the basic theory of lasers and will have worked out one
specific laser system in detail.
Education Method First half of the course: One 2-hour lecture and one 2-hour excercise class per week plus assignments, one midterm exam
Second half of the course: each group of two students works out one specific laser system and presents to the class. Final
assignment is a written project on their specific laser system. Only students that have got a sufficient in the midterm exam may
participate in the project on the second half of the course. Students that have got insufficient in the midterm exam should do a
final exam at the end of the second half of the course.
Literature and Study textbook will be announced in blackboard a couple of months before the begin of period 3.
Materials
Assessment Middterm exam and end project with oral and written parts. Final exam only for those who did not get a sufficient for the
midterm exam.
Tests
Page 25 of 346
Responsible Instructor S. Stallinga
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Expected prior knowledge Undergraduate level mathematics and optics. linear algebra, analysis and systems and signals.
Course Contents We will explain the basic properties of optical imaging systems within the framework of Fourier optics. We start with the linear
systems notions of impulse response and transfer functions and apply these concepts to wave propagation, phase transformation
of lenses, modulation by apertures and objects. This will culminate into a full spatial frequency domain analysis of coherent,
incoherent, and partially coherent optical systems. The first part of the course is restricted to scalar optics, the second part of the
course extends this to the vectorial domain (effects of high NA and polarization) and will highlight some examples of
contemporary optical imaging systems, amongst others wavefront modulation (diffractive elements, phase and amplitude
modulation of light) and adaptive optics, and the topic of optical nanoscopy.
Study Goals By the end of the course the student is able to work out in depth a complete imaging system in terms of Fourier optics analysis.
Education Method Weekly 2-hour lectures and assignments, both conventional theory and numerical computation with Matlab.
Literature and Study Introduction to Fourier Optics, J. Goodman, 3rd edition, Roberts & Company. Slides from all the lectures.
Materials
Assessment Midterm and final exam.
Tests
Page 26 of 346
Responsible Instructor Dr. F.M. Vos
Instructor Prof.dr. W.J. Niessen
Instructor Dr. K.W.A. van Dongen
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Contents Abstract of Course Content
In this course, the most important medical imaging modalities will be covered. The course will treat the physical principles
underlying signal generation, scanner hardware, and (3D) image generation and reconstruction. Both anatomical and functional
imaging using conventional X-ray, CT, ultrasound, MRI, SPECT and PET will be discussed. The increasing role of medical
imaging in biomedical research, diagnosis, treatment, and minimally invasive (image-guided) interventions is explained using
state-of-the-art examples.
Course Content
Introduction (2 hrs):
-History of medical imaging
-Importance of medical imaging in modern medicine and biomedical research
-Principles of energy-matter interaction (overall view of all imaging modalities that will be treated in the course)
The basics (2 hrs): Conventional X-ray imaging
-Principle of X-ray tube
-Characteristics of X-rays
-Interaction of X-rays with matter
-Applications: Radiography, DSA, Fluorescence imaging
CT Imaging (3 hrs)
-Historical development
-CT reconstruction principle
-Electron Beam/ multislice CT
-Applications (trauma, cardiac, vascular)
Nuclear Imaging (3 hrs)
-Refresher course on radioactive decay
-Principles of PET and SPECT imaging
-Frequently used radionuclides and their application (brain studies, cardiac studies, metabolism)
Ultrasound: (4 hrs)
-Piezoelectric effect
-Acoustic impedance, reflection and refraction
-Ultrasound probe characteristics
-Image quality and interpretation
-Doppler imaging
-3D Ultrasound
-Contrast agents (bubbles)
-Applications (Cardiac, vascular)
MRI: Basics (2 hrs)
-Spin, Larmor frequency
-MR imaging hardware
MRI: Image formation (6 hrs)
-Basic mathematical principles revisited (sampling, Fourier analysis)
-Slice selection, frequency and phase encoding
-K-space. Basics and advanced sampling strategies
-Free induction decay, T1, T2, T2* relaxation
-Gradient echo, spin echo
-More advanced MR scan sequences
MRI: Techniques (2 hrs)
-Angiography
-Functional MRI
-MR spectroscopy
-Diffusion/perfusion MRI
MRI: Applications (2 hrs)
-Neuro
-Cardiovascular
-Abdominal
-Interventional
-Musculoskeletal
New developments: molecular imaging (2 hrs)
-show how various imaging modalities can visualize processes at the molecular and cellular level
Image guided interventions (2 hrs)
-Image guided surgery
-Interventional radiology and cardiology
Visit to Radiology and Nuclear Medicine Department, Erasmus MC (one morning, 2 hrs)
Study Goals Understand the principles, possibilities and limitations of the various diagnostic imaging modalities in medicine, based on
emission, transmission, reflection and resonance of waves and particles: Various modalities of optical and electron microscopy,
X-ray, Computed Tomography, Magnetic Resonance Imaging, ultrasound imaging, isotope imaging (PET, SPECT, etc.).
Understand and employ methods from digital signal and image analysis.
Attainment levels:
1. be capable of being analytical in their work, on the basis of a broad and deep scientific knowledge: 15%
2. be able to synthesise knowledge and solve problems in a creative way when dealing with complex issues: 20%
6. have an awareness of possible ethical, social, environmental, aesthetic and econmic implications of their work and the insight
to act accordingly: 20%
7. have an awareness of the need to update their knowledge and skills: 5%
11. advanced knowledge of specific area: 20%
Page 27 of 346
13. awareness of connections with other disciplines and ability to engag in interdisciplinary work: 20%
Education Method Lectures, assignments; following several lecture, assignments will be handed out, that should be made as they aid in
understanding the material.
In the middle of the course an assignment should be made, in which a number of non-trivial questions should be answered in-
depth, e.g. related to the (intrinsic) limitations of a medical imaging modality, the comparison of different imaging modalities for
different tasks, etc. All assignment will be graded and will be part of the final grade (25%).
Literature and Study Book: Medical Imaging Signals & Systems, Jerry L. Prince, Jonathan Links. Upper Saddle River NJ: Prentice Hall, 2005, 496
Materials pp. ISBN: 0-13-065353-5
Additional handouts wherever necessary
Assessment Assignments and written exam;
Durin the course home work will be handed out, and in the middle of the course an assignment should be made, in which a
number of non-trivial questions should be answered in-depth, e.g. related to the (intrinsic) limitations of a medical imaging
modality, the comparison of different imaging modalities for different tasks, etc. The assignment is obligatory, and will be part
of the final grade (25%).
The course will be concluded with a written exam.
Tests

Responsible Instructor Dr. J. Caro
Responsible Instructor Prof.dr. H.P. Urbach
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Course Contents Maxwell equations, electromagnetism in dielectric media, waveguiding in planar slab, various types of wave guides, dispersion
in wave guides, graded index, attentuation, coupled mode theory, symmetries in solid-state electromagnetism, photonic crystals
in 1D, 2D and 3D, photonic crystal slabs, cavities, photonic crystal fibers, optical functions, applications
Study Goals Knowledge and understanding of wave guiding and photonic crystals as ingredients of present and future nanophotonics
Education Method Mixture of teaching by the instructors, student activities and guest lectures, also depending on the number of students in the
class.
Literature and Study Material posted on Blackboard
Materials
Books Joannopoulos et al., Photonic Crystals, 2nd edition (Princeton University Press), also available as e-book (http://ab-
initio.mit.edu/book/photonic-crystals-book.pdf)book on wave guiding
Page 28 of 346
Year 2013/2014
Page 29 of 346
Responsible Instructor Dr.ing. S. Kenjeres
Instructor Dr.ir. M.J. Tummers
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Expected prior knowledge Fundamental Physical Transport Phenomena
Course Contents Analytical/Numerical/Modelling Aspects of Advanced Physical Transport Phenomena (Fluid Flow, Heat Transfer and
Turbulence):
1.Basic Equations of Transport Phenomena - Field Description;
2.Mathematical Methods for Solving Transport Equations (PDE, separation of variables, eigenfunctions and eigenvalues, Bessel
functions, Laplace transformation, Error-Gamma functions, integral methods)
3.Transport in Stagnant Media
(diffusion, moving front problems, diffusion with source terms)
4.Momentum Transport (potential flows, creeping flows, boundary layers)
5.Transport in Flowing Media (stationary transport in flows with uniform velocity, heat transfer in laminar pipe flow, natural
convection)
6.Numerical Heat and Fluid Flow (discretization methods for heat conduction, convection and diffusion; differencing schemes,
numerical diffusion; steady and time-dependent convection and diffusion; calculation of flow field/velocity-pressure coupling,
SIMPLE algorithm)
7.Turbulence: Some Features and Rationale for Modelling (some generic types of turbulent flows and convective processes, wall
-bounded turbulent flows: velocity and temperature distributions/wall functions, Reynolds decomposition, RANS)
8.Turbulence Modelling (closure problem, eddy viscosity/diffusivity models, k-e model, other two-equation eddy-viscosity
models)
Study Goals 1. to be able to identify and to mathematically define particular physical mechanisms of the complex transport phenomena
2. to be able to specify and to analytically solve characteristic PDEs describing simplified transport phenomena
3. to be able to discretise the system of governing transport equations by using a finite volume method by performing term-by-
term analysis (time-dependent, diffusive, convective, source/sink terms) for one-, two- and three-dimensional generic cases
4. to be able to understand basic mechnisms of turbulence and to derive the transport equations for fluctuating field variables
(Reynolds-decomposition)
5. to learn characteristic classes of the turbulence-models (zero-, one-, two-equations, full-stress models)
6. to be able to computationaly perform some basic generic cases of flow, heat and mass transfer (CFD) (channel flow, back-step
flow, differentilly heated enclosure, in both laminar- and turbulent-regimes)
Education Method Combination of Lectures (4 Lectures per week) (covering theoretical aspects) and practical exercises (both analytical and
computational/computer exercises, 3 Hours per week)
Computer Use Computational exercises covering step-by-step solving some of basic generic cases of flow, heat and mass transfer on Linux
computers (mesh-definition, specification of the boundary and initial conditions, solving, postprocessing, analysis and critical
assessment of results)
Literature and Study 1. Book: "Analysis and Modelling of Physical Transport Phenomena", Hanjalic K.,Kenjeres S.,Tummers M.J.,Jonker H.J.J.,
Materials VSSD Book, ISBN-13 978-90-6526-165-8, Second Edition, December 2009.
2. Book: "Transport Phenomena", Bird R.B.,Stewart W.E.,Lighfoot E.N.,2nd edition,Wiley (2002)
3. Book: "Fysische Transportverschijnselen II", Hoogendoorn C.J. and van der Meer, Th.H., Delftse Uitgevers Maatschappij
(1991)
3. Handouts: For computational/computer exercises a reference manual and quick start manuals will be provided.
Assessment Writen Exam (2 times per year)
Tests

Responsible Instructor Dr. L. Portela
Instructor Prof.dr. R.F. Mudde
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Contents The course on Multiphase Flow will cover the basic parameters for design and operation of process equipment, flow regime
dependent modelling, two-phase pressure gradients and phase hold-ups in pipes for stratified, annular, slug and dispersed bubble
gas/liquid flows. It furthermore provides an introduction to dispersed gas/liquid and solid/fluid flows and addresses the two-
phase heat transfer aspects of boiling liquids.
Study Goals To learn about modern flow-pattern dependent calculation methods for two-phase flows in pipes and equipment
Education Method Lectures and exercises
Literature and Study Lecture notes: Applied Multiphase Flows
Materials
Assessment Open book examination
Tests
Page 30 of 346
Responsible Instructor Prof.dr.ir. C. Poelma
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Required for wb1424ATU, 1424BTU
Course Contents In this course the fundamental and mathematical principles of fluid mechanics are treated. Point of departure is the conservation
equations for mass and momentum. Based on these equations the equations of motion for a incompressible flow are derived. In
order to close the equation of conservation of momentum a relationship must be prescribed between the stress tensor and the
deformation-rate tensor leading to the constitutive equation for a Newtonian fluid. The result is known as the Navier-Stokes
equations. First these equations are simplified for the case of an inviscid fluid which are known as the Euler equations. The
solution of these equations for the case of a irrotational flow leads to a treatment of potential flow theory and the law of
Bernoulli. This theory and law are applied to the flow around a sphere and around a cylinder. The flow around a cylinder is two
dimensional and it is shown that in this case potential flow theory can be described in terms of complex function theory. This
theory is applied to the flow around a cylinder in combination with a line vortex and by means of conformal transformations a
relationship is derived with the lift force on a airfoil. In the remaining of the course the full Navier-Stokes equations, i.e.
including the viscosity terms, are considered and the Reynolds number is defined. The effect of viscosity is coupled to
dissipation of energy and diffusion of vorticity. As example of a very viscous flow, we discuss the Stokes flow in particular the
flow around a sphere. For large Reynolds numbers the boundary-layer theory is derived and the Blasius solution for the
boundary layer over a flat plate is discussed.
NOTE:
Knowledge of vector analysis is essential for this course. Students not familiar with vector analysis should follow wi3105me in
the first quarter.
Study Goals The student is able to describe the basic fundamentals of classical, incompressible fluid mechanics and to apply the fundamental
and mathematical principles of fluid mechanics.
More specifically, the student must be able to:

1. formulate the conservation equations for mass and momentum
2. derive the equations of motion for an incompressible flow, based on the conservation equations for mass and momentum
3. derive the constitutive equation for a Newtonian fluid (the Navier-Stokes equations)
4. simplify the Navier-Stokes equations for the case of an in viscid fluid (the Euler equations)
5. solve the Euler equations for the case of an irrotational flow, leading to a treatment of potential flow theory and the law of
Bernoulli
6. apply the potential flow theory and the law of Bernoulli to the flow around a sphere and around a cylinder
7. derive that in the case of a flow around a cylinder, the flow is two dimensional, and the potential flow theory can be described
in terms of complex function theory
8. derive a relation with the lift force on a airfoil by applying the complex function theory to the flow around a cylinder in
combination with a line vortex and by means of conformal transformations
9. consider the full Navier-Stokes equations, i.e. including the viscosity terms, and to define the Reynolds number
10. couple the effect of viscosity to dissipation of energy and diffusion of vorticity
11. discuss the Stokes flow, in particular the flow around a sphere, as example of a very viscous flow
12. drive the boundary-layer theory for large Reynolds numbers and discuss the Blasius solution for the boundary layer over a
flat plate
Education Method Lectures (2 hours per week), computer demonstration
Computer Use Computers are used for demonstrations of the lecture material during the course on the basis of home-made software and on the
basis of the symbolic manipulation program Maple.
Literature and Study Course material:
Materials Book: Fluid Mechanics (4th Ed. )by Kundu & Cohen, Elsevier Academic Press
Assessment Written exam
Design Content This is a fundamental subject which has only indirect relationship with design.
Department 3mE Department Process & Energy
Page 31 of 346
Responsible Instructor Dr.ir. W.P. Breugem
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Required for wb1424B
Course Contents In this course an introduction is given to the theory of turbulence. The course starts with the treatment of the properties of
turbulence and the distinction between laminar and turbulent flows. This is followed by the treatment of linear stability theory
applied to Kelvin-Helmholtz instability, the inflection criterion of Rayleigh and the Orr-Sommerfeld equation. Next follows a
phenomenological treatment of turbulence, a discussion of Richardson's energy cascade and the Kolmogorov 1941 theory on the
micro and macrostructure of turbulence. The statistical treament of stochastic processes is discussed and the Reynolds-Averaged
Navier-Stokes (RANS) equations are derived. This leads to a discussion of the closure problem for the Reynolds stress and the
introduction of the gradient-diffusion hypothesis and K-theory for the turbulent viscosity. The RANS equations are then applied
to boundary-free shear flows such as jets and wakes. For jets and wakes an analytical expression for the mean velocity profile
can be derived based on an order-of-magnitude analysis and the assumption of self-similarity. Next the RANS equations are
applied to wall-bounded shear flows such as channel and pipe flows. Approximate analytical expressions are derived for the
mean velocity in the inner and the outer layer. The logarithmic law is derived for the mean velocity in the overlap region. The
influence of wall roughness and a streamwise pressure gradient on wall-bounded turbulence is discussed. The transport equations
are derived for the mean and the turbulent kinetic energy and related to Richardson's energy cascade. The effect of buoyancy is
explained by means of the flux Richardson number and the Oboukhov length. Several popular models are discussed for the
turbulent viscosity such as the k-epsilon model. The strengths and weaknesses of these models are demonstrated by means of
simulations with a commercial Computational Fluid Dynamics (CFD) package. The concept of Direct Numerical Simulation
(DNS) and Large Eddy Simulation (LES) is explained. Finally, an introduction is given to energy spectra and correlations of
turbulent flows. The -5/3 law for the spectrum of turbulence in the inertial subrange is derived.
Study Goals At the end of this course the student is able to:
1. describe the characteristic differences between laminar and turbulent flows.
2. determine the stability of simple basic flows by means of a linear stability analysis.
3. explain the concept of Richardson's energy cascade and the Kolmogorov 1941 theory on the micro and macrostructure of
turbulence.
4. explain the role of vortex stretching in turbulence.
5. derive the RANS equations by means of Reynolds-decomposition and Reynolds-averaging of the Navier-Stokes equations.
6. explain the gradient-diffusion hypothesis for the Reynolds-shear stress and the limitations of K-theory for the turbulent
viscosity.
7. determine the mean velocity field of some simple turbulent boundary-free shear flows (such as jets and wakes) by means of an
order-of-magnitude analysis of the RANS equations and the assumption of self-similarity.
8. determine the mean velocity field of some simple turbulent wall-bounded shear flows (such as channel and pipe flows) by
means of an analysis of the RANS equations in the inner and the outer layer of the flow and appropriate closure models for the
Reynolds-shear stress in each layer.
9. describe the influence of wall roughness on wall-bounded turbulent shear flows.
10. interpret the transport equations for the mean and the turbulent kinetic energy and the relationship with the concept of
Richardson's energy cascade.
11. explain the influence of buoyancy on turbulence by means of the flux Richardson number and the Oboukhov length.
12. describe the strengths and weaknesses of several models for the turbulent viscosity among which the k-epsilon model.
13. explain the concept of DNS and LES.
14. describe the behavior of energy spectra and correlations of turbulent flows.
Education Method Lecture 0/0/2/2
Plenary discussion of homework assignments 0/0/2/2
Computer Use During one lecture a commercial Computational Fluid Dynamic (CFD) package is used to demonstrate the performance of some
popular turbulence models.
Literature and Study Course material: S.B. Pope, Turbulent Flows, Cambridge University Press, ISBN 0 521 59886 9.
Materials
Optional literature:
1. F.T.M. Nieuwstadt, Turbulentie, Epsilon-Uitgaven, ISBN 978 90 5041 028 1. (in Dutch)
2. H. Tennekes and J.L. Lumley, A First Course in Turbulence, The MIT Press, ISBN 0 262 20019 19 8.
3. P.A Davidson, Turbulence: An Introduction for Scientists and Engineers, Oxford University Press, ISBN 978 0 19 852949 1.
4. P.G. Drazin, Introduction to Hydrodynamic Stability, Cambridge University Press, ISBN 0 521 00965 0.
Prerequisites wb1422A or similar course
Assessment Written exam. The student can earn bonus points by making homework assignments. The final grade is the sum of the grade for
the written exam and the bonus points from the homework.
Design Content In this course turbulence models are treated which are used in various design procedures.
Page 32 of 346
Year 2013/2014
Page 33 of 346
Responsible Instructor Dr. E.P.A.M. Bakkers
Instructor Prof.dr. J.T.M. de Boeck
x/x/x/x
Education Period 4
Start Education 4
Course Contents Low dimensional structures are the key to advanced optoelectronic and nano-electronic device structures. Starting by covering
basic semiconductor physics, this course treats the aspects of the realisation of low dimensional structures, their physical
properties and their incorporation into devices. These structures are often exactly made to measure in order to provide the desired
device functionality. Learn how quantum mechanical principles bring components to live, understand how to engineer their
operation and performance and discover how nanotechnology meets the fabrication challenges. The course can provide a
benchmark for the engineer/device physicist who intends to wander further in the exiting area of low dimensional structures of
either classical or exploratory nature.
A topical list includes; Schottky-effect, p-n junction and bipolar transistor, epitaxial heterostructures, transport in
heterostructures (e.g. MOSFET, HEMT), resonant tunnelling devices, optoelectronic devices from LED to Quantum Cascade
Laser, all with a perspective to the nanotechnology road-map.
Study Goals Insight in semiconductor physics and its application to lowdimensional devices
Education Method Lectures, home assignments, student presentations, excursion to IMEC
Literature and Study 'Low-Dimensional semiconductor structures' by Barn & Vvedensky, Cambridge University Press
Materials
Assessment Oral exam

Responsible Instructor Prof.dr. Y.M. Blanter
Instructor Dr. A. Caviglia
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
Expected prior knowledge We operate in presumption that a student has followed the basic obligatory course of quantum mechanics, and has got an
acquaintance with elementary concepts of math, electromagnetism and solid state. The following notions are most important for
the course.
1. Math (all courses). Vector and matrix operations.
2. Quantum Mechanics. Notion of the wave function. Quantum-mechanical basis. Eigenfunctions and energy levels. Second
order perturbation theory.
It is recommended that the students recall this material before starting with the course.
Summary 1. Electrons in a periodic potential. Scattering
2. Transport in metals. Kinetic equation
3. Fermi liquid and ARPES
4. Magnetism. Free elecrtons and interactions.
5. Landau theory of phase transitions.
6. Macroscopic theory of superconductivity.
6. Microscopic theory of superconductivity.
8. Ginzburg-Landau theory. Critical fields. Vortices.
9. Strongly correlated systems: Wigner crystal, quantum Hall effect, Kondo effect
10. Strongly correlated systems: Hubbard model, Mott insulator
Course Contents The course of Advanced Solid State Physics is a part of the Applied Physics master programme at TU Delft.
Study Goals The goal of the course is twofold: to present modern concepts of the electronic properties of the materials, and to develop the
ability to read (and understand) scientific papers.
Education Method The first goal will be achieved through a series of lectures and sets of exercises. A considerable attention is devoted to
superconductivity, not only because superconductors are a part of the research interest of to a number of groups of the former
Applied Physics department, but mostly because they illustrate a number of important concepts in the solid state physics. For the
second goal, we will organize students' presentations of selected scientific papers.
Literature and Study N.W. Aschcroft and N.D. Mermin, 'Solid State Physics'. Lecture handouts will be added in the "Course documents" after each
Materials lecture.
Reading scheme:
Lecture 1: corresponds to Ch. 16, 17;

Lecture 2: Ch. 12 (pp. 214-217), 13 (244-256);
Lecture 4: Ch. 31, 32 (674-684), 33 (698-718);
Lectures 6, 7, 8: Ch. 34
Lectures 6 and 10 are not covered by Aschcroft and Mermin, see Lecture Notes in the "Course documents" folder.
Assessment The course is given in September - December, two classes per week. We will start with the lectures (two per week), and the
precise disposition of the presentations and number of the presentations will be determined after it becomes clear how many
students are interested in following the course. This will also determine the form of the examination.
Page 34 of 346
Responsible Instructor Dr. P.F.A. Alkemade
Instructor Dr. G.A. Steele
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Contents The synthesis and study of objects with nanometer-size functional elements require dedicated fabrication methods.
This course will provide the technological and scientific background needed to master the methods of nanofabrication.
Subjects include: material properties and growth methods; pattern definition and transfer; self-assembly; molecular
manipulation; methods of inspection, analysis and characterization.
The subjects will be taught with a focus on applications, methods, and practical models.
Study Goals The student can evaluate the merits of the fabrication technologies for nanotechnological applications.
The student can design the processing steps for a nanotechnological application.
The student can find, understand and apply the relevant scientific literature.
The student can evaluate, model and understand the functioning of nano-objects.
Education Method Lectures, expert lectures, student presentation & discussion sessions, and lab work.
Literature and Study 1. Fundamentals of Microfabrication and Nanotechnology, volume II
Materials Author: Marc J. Madou
Publisher: CRC Press
2. Introduction to Nanoscience
Author: S.M. Lindsay
Publisher: Oxford University Press
3. Copies of the lectures
4. Scientific papers for the student presentations and discussions
5. Lab-work manual
Assessment Written exam (40%), home work (20%), student presentation (20%), and lab work (20%).
The score for each component in the assessment should be at least 4.5 .
Tests

Responsible Instructor Prof.dr.ir. H.S.J. van der Zant
Instructor Prof.dr.ir. L.M.K. Vandersypen
x/x/x/x
Education Period 1
2
Start Education 1
Expected prior knowledge Knowledge of Solid state physics (electrons in metals, Pauli/Bose statistics, energy bands, scattering, conductance); Quantum
mechanics (wavefunctions, eigenstates, transmission); Electrodynamics; Elementary Statistical Physics and Thermodynamics.
Course Contents Mesoscopic physics is the area of Solid State physics that covers the transition regime between macroscopic objects and the
microscopic, atomic world. It concentrates on questions related to the roles of classical and quantum mechanics in these
intermediate-sized systems. The main goal of the course is to introduce the physical concepts underlying the phenomena in this
field.This is facilitated by the introduction and use of transparent physical models. These models are extensively complemented
by (usually very recent) experimental results, highlighting the main aspects contained in the model, but at the same time,
stressing the limitations by identifying deviations found in such experiments. While thoroughly discussing the formalisms
essential for understanding the subject, it avoids lengthy and highly technical
theoretical derivations. Where possible, suggestions for further reading are given, providing convenient paths for an in-depth
study.
Study Goals Reach understanding of electronic properties of meso-size conductors, appreciate/recognize the role of classical and quantum
processes, being able to explain electronic transport phenomena using simple physical concepts.
Education Method Weekly lectures, discussion of concepts and experimental results.
Literature and Study Syllabus. Review papers.
Materials
Assessment Oral exam.
Page 35 of 346
Instructor Dr. A.R. Akhmerov
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Course Contents Scattering, quantum circuit theory, Coulomb blockade, quantum interference, qubits, interaction and environment.
Study Goals To learn the fundamental concepts of quantum transport.
Education Method Lectures and problem-solving sessions.
Assessment Written examination by default. Oral examination by appointment.
Page 36 of 346
Year 2013/2014
Page 37 of 346
Responsible Instructor Dr. C.J.A. Danelon
Instructor Dr.ir. S.J. Tans
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Contents In recent years there has been tremendous progress in revealing the fascinating internal dynamics of cells. The driving promise is
to understand living systems bottom-up, by combining existing knowledge of individual proteins and reactions, novel techniques
to follow single cells and molecules in time, and simple mathematical models to explain the organisation and dynamics. In this
course we will focus on the key innovative concepts that have been discovered using model systems.
The course will consist of two parts.
Part 1: A series of lectures introducing the students to the following concepts:

signalling pathways - gene regulation - network motifs - synthetic gene networks - temporal and spatial dynamics - oscillations -
signalling between cells - stochasticity and noise - optimality and evolution - genotype to function relations - cooperation
between cells.
Part 2: A series of interactive seminars giving the students the opportunity to present and discuss results of cutting edge research,
where novel experimental or theoretical approaches are used to investigate central questions in biology. Topic-blocks include
stochasticity at the molecular level, noise in gene expression, dynamics of the NF-kB signalling pathway, fluctuations in p53 and
Mdm2 levels, calcium and chemotaxis signalling, oscillations in developmental biology and circadian clocks, Min oscillation in
bacteria, synthetic gene networks, optimality in gene expression, fitness landscapes.
Study Goals - To have knowledge about the following key concepts: gene networks and regulation, cellular signalling pathways, stochasticity
and noise in cell biology, engineering/synthetic biology, optimality and evolution, temporal and spatial organization of cellular
processes.
- To be able to design an experiment to address a question related to the theory mentioned above.
- To understand international research literature related to the theory mentioned above.
- To be able to write a summary of the studied article(s) as well as a critical discussion and possible follow-up research.
- To present a research paper from the recent literature in a clear and interesting manner, meeting the requirements of scientific
communication.
- To answer questions and provide detailed argumentation about the article(s) presented.
Education Method Lectures, student presentation and discussion sessions.
Literature and Study - Recommended textbooks:
Materials An introduction to systems biology: Design principles of biological circuits, by Uri Alon, 2006;
Systems Biology: A textbook, by Edda Klipp, 2009.
- The scientific articles to be read for the seminars will be provided at the end of Period 3.
Assessment The final grade for the course will be determined as follows: written exam (60%), article presentation and written report (40%)
Tests
Remarks - The duration of Part 2 and the number of students per group for the seminars will be adapted to the total number of students
inscribed.
- A tutorial of about 30 min will be organized between the students and instructors to discuss the articles and define the most
important points that should be covered. When a topic covers several seminars the students should collaborate to present a
coherent series of seminars, where each seminar is a logic continuation of the preceding one.
- Each student should deliver a couple of days in advance a report containing a summary of the outline of the seminar and
additional information on the subject that were not covered in the presentation.
- Each seminar will be followed by a discussion and complementary information will be provided by the instructors. To
encourage active discussion during the seminar session we highly recommend each student to read the reports beforehand.
- The written examination will be based on the content of both the lecture and seminar sessions.
Page 38 of 346
Responsible Instructor Dr. S.M. Depken
Instructor Dr. T. Idema
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Expected prior knowledge Knowledge of mechanics, thermodynamics and electromagnetism at the 2nd year undergraduate physics level.
Course Contents This course explores cell functioning through the use of fundamental physical principles from e.g. statistical mechanics,
hydrodynamics, and electrostatics. We cover biological phenomena on the scales of individual molecules, cells, and organisms.
The focus will be on theoretical concepts, but modern experimental techniques are also discussed.
Study Goals To provide the participants with a firm foundation in the fundamentals of molecular biophysics and an overview of the areas of
current active research.
Education Method Lectures
Reading of pre-selected scientific articles
Homework
Literature and Study The textbook Physical Biology of the Cell. Rob Phillips, Jane Kondev, Julie Theriot.
Materials
Assessment Written examination (70%), Homework (30%).

Responsible Instructor Dr. H.J.E. Beaumont
Responsible Instructor Dr. A.S. Meyer
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Expected prior knowledge This course is intended for students from physics, engineering, and life science programs. No prior knowledge of mathematics or
biology will be required.
Course Contents Even the simplest organism is more complex than the most sophisticated man-made device. How did biological evolution build
such intricate machines, and could we do this ourselves? In this course, we will explore the mechanisms behind evolution, and
examine how the same principles can be used to engineer the properties of organisms. Through lectures and interactive
discussion of recent research articles, we will develop an integrated view of biological evolution and the state-of-the-art of bio-
engineering. We will consider relevant processes and applications at all levels of biological organizationfrom DNA to
ecosystems.
The lectures will start with an overview of basic biology: the organizing principles underlying the structure and function of
organisms. Next, we will explore the mechanisms that make evolution by random mutation and natural selection possible, and
examine how we can use these to engineer the properties of organisms by modifying their molecular building blocks. The final
lectures will study basic tools and advanced synthetic-biology approaches that can be used to engineer biological solutions for
real-world problems. A background in biology, physics, or a related field will be appropriate preparation for participating
students.
Throughout the course you will get the opportunity to study, present, and discuss recent articles from the scientific literature on
cutting-edge discoveries and techniques, as well as develop a brief proposal describing a synthetic biology project. Specific
topics include: real-time experimental evolution, modularity, evolvability, the evolution of complexity, the biological genotype-
phenotype map, the modern genetic toolbox, control theory and logic gates, design properties and construction principles of
synthetic biology circuits and networks, and the debugging and optimization of engineered networks.
Study Goals By the end of the course, students will be able to:
-Summarize how living systems work in terms of structural and functional concepts at multiple levels of biological organization.
-Analyze the process of biological evolution in terms of the Modern Darwinian Synthesis and recent mechanistic extensions of
this theory.
-Identify why living systems are evolvable and how this property makes them engineerable.
-Formulate novel experimental approaches to study evolution in real time.
-Apply design principles to create new biological functions.
-Improve and debug the results of genetic engineering by utilizing specific genetic and evolutionary principles.
-Critically evaluate literature papers in the fields of evolution and genetic engineering.
-Assess the social and safety implications of genetic engineering and directed evolution projects.
-Engage in constructive scientific discussions
Education Method The course will be conducted using a combination of styles to promote student involvement and interaction with the material.
Lectures describing and explaining the topics of study will be supplemented with readings from textbook chapters and ground-
breaking journal articles. Students will present and lead discussions about research articles.
Assessment Final grades will be based on weighted average grades for the following course components:
(i) Oral presentation of one journal article
(ii) Participation in class discussions
(iii) Short proposal for a synthetic biology project
(iv) Final concept-based written examination.
Page 39 of 346
Year 2013/2014
Page 40 of 346
AP3311 D Neutrons, X-Rays and Positrons for Studying Microscopic 6
Structures and Dynamics
Responsible Instructor Dr.ir. A.A. van Well
Instructor Dr. H. Schut
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Course Contents The microscopic structure and dynamics of condensed matter in physics, chemistry and biology is obtained by a wide variety of
scattering techniques. Structures are determined on length scales ranging from 10-11 to 10-5 m, dynamics on time scales from 10
-14 to 10-6 s. In this course we discuss the different neutron, X-ray and positron techniques, illustrated by a broad range of
scientific and technological applications.
After a general introduction an overview is given of the scattering theory, both for neutrons and X-rays. Then the different
techniques will discussed in more detail. Diffraction (either by X-rays or neutrons) yields information about the structure of
single crystals, powders, and liquids. Small-angle scattering (SAXS and SANS) reveals the shape and arrangement of colloidal
systems, micelles or polymers in a solvent. Reflectometry is used to find the composition of layered structures like proteins
adsorbed at surfaces or magnetic layers in recording materials. Polarized neutrons are used in two different ways. First, for
determining magnetic structures and dynamics. Second, as a special technique (spin-echo) to study the larger length scales and
time scales (polymer dynamics). Inelastic scattering measures phonons in crystals, diffusion in liquids and the vibrational
spectrum of molecules. Neutron sources (fission and spallation), X-ray sources (from X-ray tube, via synchrotron to XFEL) and
instrumentation will be an integral part of this course.
An introduction to positron annihilation (PA) will be given. Positron annihilation lifetime, Doppler Broadening techniques are
particularly suited for the detection and characterisation of (open volume) defects such as vacancies, vacancy clusters and voids
in e.g. metals, alloys, semiconductors and polymers. The main application of the Angular Correlation of Annihilation Radiation
(ACAR) technique is the study of the electronic structure of solids, and that of defects, precipitates and nanocrystals.
A visit to the neutron and positron experimental facilities at the Reactor Institute Delft will be part of the course.
Study Goals Obtaining general knowledge of the theoretical
background of neutron and X-ray scattering and
positron annihilation techniques,
Obtaining general knowledge of the applications

of these techniques,
Being able to perform basic calculations

and interpretations of the techniques,
More detailed knowledge of one of the nine

chapters to be chosen by the candidate.
Education Method The course consists of 14 times 2 hours lectures on the following chapters:
I.Theoretical background neutron and X-ray scattering
II.Neutron experimental techniques
III.X-ray experimental techniques
IV.Diffraction from crystalline materials, theoretical,
experimental, application
V.Diffraction from amorphous materials and liquids,
theoretical , experimental, application
VI.Small-angle scattering, theoretical , experimental,
application
VII.Reflectometry, theoretical , experimental, application
VIII.Polarized neutrons, theoretical , experimental,
application
IX.Positron annihilation, theoretical , experimental,
application
Each 2-hours-lecture is accompanied by a set of assignments. This has to be completed before the next lecture.
Those students who have attended at least 12 of the 14 lectures and sent in at least 12 of the 14 assignments are allowed to enter
the oral exam.
Literature and Study lecture notes
Materials
Assessment assignments (A) and oral examination, 1st part (O1), 2nd part (O2) weighted as follows:
Study goals:
Obtaining general knowledge
of the theoretical
background of neutron and
X-ray scattering and positron
annihilation techniques [1,2]: A: 0%; O1: 20%; O2: 0%

of the applications of
these techniques [1,2,3,4]: A: 0%; O1: 20%; O2: 0%
Being able to perform basic

calculations and interpretations
of the techniques [1,2,3,4,5]: A: 10%; O1: 5%; O2: 10%
More detailed knowledge of

one of the nine chapters to be
chosen by the candidate [1,3,5]: A: 0%; O1: 0%; O2: 35%
1. Physics knowledge, 2. In-depth knowledge, 3. Research experience, 4. From abstraction to solution, 5. Design,
6.Collaboration/communication, 7. Working independently, 8. Presentation skills, 9. Societal awareness.
Page 41 of 346
Responsible Instructor Prof.dr.ir. J.L. Kloosterman
Instructor Dr.ir. D. Lathouwers
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents This course will give you an overview of the fundamental physical processes taking place in a nuclear reactor. After having
followed this course you will know about and be able to work with the following topics:
1.Nuclear reactions
* various types of reactions
* probability of reactions, nuclear cross sections
* energy release in fission
* data files
2.Fission chain reaction

* criticality, multiplication of neutrons
* classification of various nuclear reactors
3.Transport of neutrons
* general description of relevant variables
* diffusion theory description and its assumptions
* homogeneous and reflected geometries
* numerical solution
4.Energy distribution of neutrons

* neutron slowing down by moderation
* description of various energy ranges
* multigroup diffusion theory
* resonance absorption of neutrons, temperature dependence
5.Time dependent behavior of reactors

* delayed neutron emission and implication for time dependence
* exact description
* point kinetics equations simplification
* feedback mechanisms
* reactor stability, safety
6.Fuel burnup
* fuel composition and depletion with usage
* measure of fuel burnup
* fuel cycle overview and nuclear waste
* breeding of fuel in special reactors
* recycling of fuel
7.Nuclear power reactors

* existing types, principle of operation
* next generation reactors
Please note that this list is only meant to give you an impression about the course.
Study Goals After following this course you will be able to:
* Have a well-informed discussion with other people about nuclear reactors

* Know about the fundamental physics taking place inside a nuclear reactor core and understand the implications for reactor
design and operation
* Perform analyses of simple reactor systems including their static and transient operation
Education Method Lectures in combination with homework exercises.

Literature and Study This year's lectures will be based on the book Nuclear Reactor Analysis by James J. Duderstadt and Louis J. Hamilton (Wiley).
Materials The price of the paperback edition is estimated to be around 60 euros.
Assessment Homework problems and oral exam.
Page 42 of 346
Responsible Instructor Dr. A.J.J. Bos
Responsible Instructor M. Schouwenburg
Contact Hours / Week 0/0/1dg/1dg (friday)
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents - Radiation, radioactivity, decay.
- Radiation sources.
- Interaction of radiation with matter.
- Methods of radiation detection.
- Radiation dosimetry.
- Radiation shielding.
- Biological effects of radiation.
- Internal dosimetry.
- Natural and man-made sources.
- Radiation protection philosophy.
- Rules and regulations.
- Safety measures.
- Radiation protection of open sources.
- Practical experiments (these are mandatory).
Passing the examination gives right on the expert level 3 diploma (acknowledged by the Dutch government).
To obtain this diploma students has to pay 260.
In 2013/2014 the course will be given in the second semester, period 3 and 4 on Friday and will start in the first half of January
2014.
The examination is scheduled on Monday May 12, 2014.
This course is a topic of choice for Applied Physics, Chemical Engineering and SET students in Q3.
Note that the course starts earlier and ends later than Q3.
Study Goals How to handle safely with ionizing radiation
Education Method classes, tutorials/instructions, labs
Literature and Study J.E. Turner, Atoms, Radiation, and Radiation Protection, John Wiley, New York, 3rd completely revised edition.
Materials
Practical Guide The practical work book will be provided on the first day of the course.
Assessment two parts
part1: Multiple Choice (written closed book exam) (max 33 points)
Part2: 4 problems (written open book exam) > (max 67 points)
To pass the exam part1 > = 18 points AND part2 > = 37 points
Exam Hours May 12, 2014: 11:00 h - 12:00 h and 13:30 h -16:30 h
Permitted Materials during Part 1 (Multiple Choice part): non-programmable calculator and "clean" dictionary
Tests
Part 2 (Essay type questions): All course materials like the textbook, notes, hand outs, etc.
Studyload/Week 1 day/week classes + 0.5 day/week labs + 0.5 day/week preparation
Location Reactor Institute Delft
Mekelweg 15
NL - 2629 JB DELFT
Page 43 of 346
Responsible Instructor Dr.ir. M. Rohde
Instructor Dr.ir. A.G. Denkova
x/x/x/x
Education Period 2
Start Education 2
Summary This course is designed as an introduction for Chemical Engineering, Applied Physics and Sustainable Energy Technology
students to the broad range of topics that comprise nuclear science. These include; radioactive decay, radiation dosimetry,
neutron and positron beams, nuclear reactor physics and designs, nuclear waste disposal, radioactivity in health sciences, and
many more.
This Introductory course highlights the Nuclear Science and Engineering specialization; available as a separate certificate that
accompanies the University Diploma. For Chemical Engineering students who choose the Nuclear Science and Engineering
specialization, this course is compulsory.
The course centers on teaching the fundamental concepts that are necessary to move forward with a more in-depth exploration of
these topics. As such, this course draws on faculty and staff from all the sections within the Department of Radiation Science and
Technology (RST). Students should complete this course with a greater understanding and appreciation for the relevance of
nuclear science and technology in todays global society.
Course Contents Subjects include:
The history of radioactivity

Modes of decay / de-excitation
Interactions of radiation with matter
Radiation dosimetry
Applications of research reactors
Neutron beams
Neutron scattering techniques
Positron beams
Nuclear reactors
Nuclear waste disposal
Nuclear safety
Nuclear weapons
Proliferation / safeguards
Health application of nuclear science
Medical imaging
Radiotracers
Prospects for the future
Study Goals Sub-goal (total % for sub-goal) : Weekly exercises(25%)/Exam(50%)/Presentation(25%)
Has insight into the nature of radiation and radioactivity and its interaction with matter (37%) : 12%/25%/0%
Understands, in a broad sense, how nuclear science is/will be applied in fields of energy, health, medicine industry and others
(38%) : 13%/25%/0%
Is able to read, understand and present a scientific paper on a nuclear science subject (20%) : 0%/0%/20%
Is able to collaborate with another student, while preparing the presentation (5%) : 0%/0%/5%
Education Method Oral lectures, guided tours and an essay + presentation on a subject related to nuclear science.
Literature and Study J. Kenneth Shultis, Richard E. Faw: Fundamentals of Nuclear Science and Engineering Second Edition
Materials
Lecture slides
Assessment Written exam, essay + presentation
Page 44 of 346
Year 2013/2014
Thesis related elective (6EC)

Introduction 1 The core programme includes 6 EC chosen from courses within or outside the faculty, to be approved by the master thesis
supervisor.
Possible courses include those from the G-, D-, R- and M-lists. Courses on the R-list are specialised research topics. Courses on
the M-list are specialised mathematical topics, which may be of interest to different research groups.
If a student, on the advice of the thesis supervisor, wants to follow a course that is not on the G-, D-, R- or M-list, prior approval
of the Board of Examiners should be obtained.
Note: depending om the specialisation choosen, the total extend of courses that requires approval from the master thesis
supervisor is often 12 EC.
Page 45 of 346
Year 2013/2014
G, D, R of M-list
Introduction 1 6 EC chosen from courses within or outside the faculty, to be approved by the master thesis supervisor.
Page 46 of 346
Year 2013/2014

programme.
Page 47 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
M. Kardar:
the books.
Tests
Page 48 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
systems.
13:978-0-521-87406-9
(hardback)
978-0-7503-0752-9
ISBN: 9781420077001
ISBN 10: 1420077007
Tests
Page 49 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Graphene.
physical insight
course:
developments.
in every two weeks.
Recommended books:
in passing.
Tests
Page 50 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Elektromagnetisme)

course.
Tests
Page 51 of 346
Year 2013/2014

Page 52 of 346
Year 2013/2014
Page 53 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4

(assisted).
Materials
Page 54 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none
applications.
1. Presentation
final mark.


x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests
Page 55 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
methods.
Tests

x/x/x/x
Education Period 1
2
Start Education 1
Page 56 of 346
Year 2013/2014
Page 57 of 346
x/x/x/x
Education Period 1
2
Start Education 1
propagation.


x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
lasers
Materials
midterm exam.
Tests
Page 58 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Materials
Tests
Page 59 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Content
CT Imaging (3 hrs)
Ultrasound: (4 hrs)
-Doppler imaging
-3D Ultrasound
MRI: Basics (2 hrs)
-Angiography
-Functional MRI
-MR spectroscopy
-Neuro
-Cardiovascular
-Abdominal
-Interventional
-Musculoskeletal
Attainment levels:
Page 60 of 346
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
class.
Materials
Page 61 of 346
Year 2013/2014
Page 62 of 346
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Turbulence):
convection)
SIMPLE algorithm)
models)
(1991)
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests
Page 63 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
NOTE:
the first quarter.

Bernoulli
flat plate
Page 64 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
turbulence.
viscosity.
Materials
Page 65 of 346
Year 2013/2014
Page 66 of 346
x/x/x/x
Education Period 4
Start Education 4
Materials

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
the course.
Materials lecture.
Reading scheme:

Lecture 2: Ch. 12 (pp. 214-217), 13 (244-256);
Lecture 4: Ch. 31, 32 (674-684), 33 (698-718);
Page 67 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
5. Lab-work manual
Tests

x/x/x/x
Education Period 1
2
Start Education 1
study.
Materials
Page 68 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Page 69 of 346
Year 2013/2014
Page 70 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

between cells.
processes.
communication.
Tests
inscribed.
Page 71 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Homework
Materials

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
ecosystems.
students.
this theory.
Page 72 of 346
Year 2013/2014
Page 73 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4



application
application
application
the oral exam.
Materials
Study goals:
of the theoretical



Page 74 of 346
x/x/x/x
Education Period 1
2
Start Education 1
1.Nuclear reactions
* data files



* exact description
6.Fuel burnup
* recycling of fuel



Page 75 of 346
x/x/x/x
Education Period 3
4
Start Education 3
- Safety measures.
2014.
Materials
Tests
Mekelweg 15
NL - 2629 JB DELFT
Page 76 of 346
x/x/x/x
Education Period 2
Start Education 2
many more.

Radiation dosimetry
Neutron beams
Positron beams
Nuclear reactors
Nuclear safety
Nuclear weapons
Medical imaging
Radiotracers
(38%) : 13%/25%/0%
Materials
Lecture slides
Page 77 of 346
Year 2013/2014
R-List AP 2013
Introduction 1 R-list modules are highly specialised research topics.
Page 78 of 346
Year 2013/2014
Page 79 of 346
Instructor Dr. O. El Gawhary
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents Electromagnetic principles, light in anisotropic media, diffraction theory, paraxial approximation, inverse diffraction,
regularization and the resolution limit. Choice out of the following subjects (varies per year): coherence of light, imaging with
partial coherent light, optical beams, non-diffracting fields, rigorous diffraction theory, electromagnetic scattering problems,
plasmons, nonlinear optics, phase-conjugation, self-focusing, optical soliton, metamaterials, superlenses, optical cloaking.
Depending on the interests of the students attending the course, a selection out of these topics is made.
Study Goals To understand fundamental aspects of classical and modern optics.
Education Method oral lectures and/or self-study
Literature and Study There are lecture notes. We may also study (recent) papers published in the literature.
Materials

x/x/x/x
Education Period 4
Start Education 4
Course Contents Fundamentals of geometrical optics: geometrical optics as a limiting case of wave optics, the eikonal function, rays and wave
fronts, ray paths in inhomogeneous media. Ray tracing: Snells law in vector form, formalism for reflection, refraction and
transfer, ray failure, aspherical surfaces.
The paraxial approximation: paraxial and finite rays,matrix formalism, characteristics of ideal imaging, principal planes,
telescopic systems, aperture and field stops, pupils, vignetting, marginal and chief rays, Lagrange invariant, F number, telecentric
systems. Aberrations: transverse ray aberration, wave front aberration and the relationship between them, power series
expansions for optical systems with or without rotational symmetry, rotationally invariant
combinations of ray parameters, defocusing, Seidel aberrations. Experiments showing the effect of spherical aberration, coma,
astigmatism,field curvature and distortion on imaging quality of optical systems. Theoretical explanation of the observed effects.
Aberration balancing, caustic.
Chromatic aberrations: axial and lateral colour, Abbe number, achromatic doublets.
Design aspects: situations when some aberrations are more important than others, aplanatic surfaces, ideal placement of aspheric
surfaces. Thin-lens theory, sine condition, gradient-index optics. Optical design software, local and global optimization of optical
systems.
Study Goals Mastery of the concepts, theories and methods listed above at an advanced academic level. A complete 8-page list of Study
Goals is available both via Blackboard and via the link http://homepage.tudelft.nl/q1d90/FBweb/exam_preparation_guide.pdf
Literature and Study 1. J. Braat, Diktaat Geometrische Optica , TU Delft 1991 (in Dutch; English- speaking
Materials students should use Born and Wolf (Ref 5) instead)
2. J. Braat, Paraxial Optics Handout (on Blackboard)
3. W.T. Welford, Aberrations of Optical Systems, Adam Hilger, 1986 (or the earlier
version Aberrations of the Symmetrical Optical System,1974)
4. F. Bociort, Optimization of optical systems (can be found on Blackboard)
Supplementary reading
(not required for the exam, just if you want extra depth on some subject)
5. M. Born and E. Wolf, Principles of Optics
6. R.R. Shannon, The Art and Science of Optical Design, Cambridge University Press,
1997
7. D. Sinclair, Optical Design Software, Handbook of Optics, Chapter 34
Page 80 of 346
Responsible Instructor Prof.dr.ir. P. Kruit
Instructor Dr. C.W. Hagen
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Course Contents Electron and ion lenses, aberrations, deflectors, multipoles, spectrometers, simulation programmes, transmission and scanning
electron microscopes, lithography tools, electrical and magnetic fields in vacuum;
Laplace equation, Fourier analysis, numerical methods, series expansion, flux lines, equipotential planes, making sketches of
these;
geometrical optics: focal point, thick lens model,matrix description, phase space, Liouville, aberrations; calculation of
trajectories: paraxially in lenses, spherical and chromatic aberration constants, paraxially in multipoles, Lagrangians, manual
calculations, analytically, numerically far from the axis, adiabatic,wave character;
partical optical elements: magnetic lenses, electrostatic lenses, electron sources, multipoles, analyzers;
partical optical systems: transmission electron microscope, scanning electron microscope (probe calculations), electron beam
pattern generator, ion beam pattern generator.
Study Goals understand electron and ion beam instruments and be able to design basic optical components (lenses, quadrupoles)
Education Method Explanation of principles, self study of material, assignments, discussion.
Literature and Study course book and material on blackboard
Materials
Reader Reader to be obtained though TUDelft services or the secretary of the charged particle optics group
Assessment assignments
Studyload/Week 8 hours per week

Responsible Instructor Dr.ir. D.J. Verschuur
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents Review of the Kirchhoff integral for acoustic and elastic waves. Inverse wave field extrapolation. Inverse scattering theory.
Removal of multiple reflections. Imaging principle and overview of imaging techniques.
Applications in seismic imaging, medical imaging and non-destructive testing of construction materials.
Study Goals Thorough understanding of the principles underlying acoustical imaging.
Education Method Oral lectures.
Literature and Study - Handouts of lecture notes
Materials - Book: The Principles of Quantitative Acoustical Imaging
by A. Gisolf and D.J. Verschuur
(for sale at secretary office of section AWI, room D205)
Assessment Oral examination.
Page 81 of 346
Responsible Instructor Dr. J. Gao
Instructor Prof.dr. P.C.M. Planken
Instructor Prof.dr.ing. A. Neto
Contact Hours / Week 0/0/4/0, plus 3 days labwork in Q4
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Required for The course is mainly intended for MSc students from different disciplines, including those from Applied Physics and Electric
Engineering at TU Delft, but it is also open to interested PhD students.
Expected prior knowledge Electromagnetism, Introduction of Optics, and Introduction of solid-state Physics
Course Contents The submm and terahertz region of the electromagnetic spectrum, which spans from 100 GHz to 10 THz, has attracted a lot of
attention in recent years due to the developments in new detection and generation techniques and due to the applications for
astronomic observations in space and the potential applications as an imaging technique for security, environmental and
biomedical applications. The Submm&THz frequency range is rapidly emerging which allows unearthing new science and
technology. We wish to provide a course in which students can get an introduction and learn the basic physics, and will also be
updated with the latest developments.
The course will focus on the topics like Time-Domain Spectroscopy and Applications, Antenna, terahertz detectors and sources,
THz Space application. However, during the course, we will emphasize the basic principles.
Study Goals Understand submm & terahertz electromagnetic radiation and propagation fundamentals, and the basics of typical terahertz
detectors and sources.
Distinguish different teraheretz antennas with regard to their advantages and disadvantages for terahertz radiations.
Explain the working principle of THz Time-Domain Spectroscopy.
Build practical experience on a THz imaging setup and a heterodyne receiver system.
Highlight recent advances of THz research and development from the academic and astronomic sectors.
Summarize state-of-the-art THz applications, including space applications.
Education Method Lectures and lab practice
Assessment paper exams
Page 82 of 346
Responsible Instructor Dr. E.A. Hendriks
Instructor Prof.dr.ir. L.J. van Vliet
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
Expected prior knowledge signal processing (ET2560IN), image processing (TI2715-B), linear algebra (WI1530IN, WI1540IN), stochastic processes
(ET3502 or ET3260IN).
The course will start with a brief review of basic image processing principles as discussed in TI2715-B.
Course Contents Image restoration (inverse filtering, Wiener filtering, geometric transformation), advanced morphological image processing and
extension to grey-scale images, data-driven image segmentation (boundary detection, region-based segmentation, watersheds),
model-based image segmentation (Hough transform, template matching, deformable templates, active contours), representation
and description of image objects, image features (structure tensor, local shape), motion estimation (optical flow, feature-based
techniques)
Study Goals General learning outcomes:
The student has insight into state of the art algorithms for image processing including Multi-Resolution Image Processing,
Morphological Image Processing, Image Features Representation/Description, Motion Estimation and Optic Flow, Image
Restoration, Image Segmentation and 3D Computer Vision. The student is able to read, discuss, summarize and comment on
scientific journal and conference papers in this area.
Specific learning outcomes:

1.Multi-resolution Image Processing:
Gaussian scale space, windowed Fourier transform, Gabor filters, multi-resolution systems (pyramids, subband coding and Haar
transform), multi-resolution expansions (scaling functions and wavelet functions), wavelet Transforms (Wave series expansion,
Discrete Wavelet Transform (DWT), Continuous Wavelet Transform (CWT), Fast Wavelet Transform (FWT))
The student is able to motivate the use of space-frequency representations, analyze the behavior of space-frequency techniques,
explain the principles behind, classify and evaluate multi-resolution techniques.
.
2.Morpological Image Processing:
Definitions of gray-scale morphology: erosion, dilation, opening, closing; Application of gray-scale morphology: smoothing,
gradient, second derivatives (top hat), morphological sieves (granulometry).
The student is able to apply, recognize the priciples and analyze (a sequence of) morphological operations for noise suppression,
edge detection, and sharpening.
3.Image Feature Representation and Description:
Measurement principles: accuracy vs. precision ; Size measurements: area and length (perimeter); Shape descriptors of the object
outline: form factor, sphericity, eccentricity, curvature signature, bending energy, Fourier descriptors, convex hull, topology;
Shape descriptors of the gray-scale object: moments, PCA, intensity and density; Structure tensor in 2D and 3D: Harris Stephens
corner detector, isophote curvature.
The student is able to comprehend and explain the properties of measurements in digitized images, combine measurement
principles to solve a new problem, comprehend the structure tensor in various notations and apply it in measurement procedures.
4.Motion and optic flow:
Motion is strcuture in spatio-temporal images; Two frame registration: Taylor expansion method; Multi-frame registration: Optic
flow. Applications of image registration.
The student is able to explain the properties of image registration and optic flow and comprehend the aperture problem in optic
flow.
5.Image Restoration:
Noise filtering, Wiener filtering, Inverse filtering, Geometric transformation, Grey value interpolation
The student is able to discuss the use of linear and non-linear noise filters, explain the use of inverse filters and problems of
inverse filtering in the case of noise, describe (the use of) a Wiener filter and apply geometric transformations and bi-linear grey
value interpolation
6.Image Segmentation:
Thresholding, edge and contour detection, data-driven and model-driven image segmentation, edge tracking
The student is able to discuss isodata thresholding, optimal thresholding, multimodal thresholding and adaptive thresholding
techniques, apply Gaussian derivative filters and difference based filters for calculation of egde point candidates, explain the
trade off between localization and detection of edges, discuss split and merge techniques and edge tracking techniques. The
student has insight into model-based image segmentation (object detection) approaches like template matching, Hough
Transform, Deformable Template matching, Active Contours and Active Shape models and is able to formulate how shape
information and image intensity information can be incorporated into these approaches.
Education Method lectures
Computer Use Matlab and dipimage toolbox
Literature and Study Book 'Digital Image Processing', van R.C. Gonzalez en R.E. Woods, third edition, 2002, ISBN 9780131687288.
Materials (Online) Book 'Computer Vision, Algorithms and Applications', R. Szeliski, (http://szeliski.org/Book/). The online version is
available for free.
We have used the Book Introductory Techniques for 3-D Computer Vision, E. Trucco and A. Verri, ISBN 0-13-261108-2 in the
past.
Lecture notes Fundamentals of Image Processing
(http://www.ph.tn.tudelft.nl/Courses/FIP/noframes/fip.html)
PDF-files of the lecture slides (see blackboard)
Assessment written exam and assignment
Exam Hours There will be a written examination in the exam period after the first semester. The assessment of the assignment will take place
at the end of the first semester or in the exam period after the first semester.
Permitted Materials during Books, print-out of pdf files of the lecture slides and lecture notes are not permitted during the written examination
Tests
Page 83 of 346
Responsible Instructor Dr. D.M.J. Tax
Instructor M. Loog
x/x/x/x Pract.
Education Period 1
2
Start Education 1
Exam Period 2
3
Expected prior knowledge Linear algebra, multivariate statistics.
Course Contents Recapitulation of multi-dimensional statistics, data visualisation, density esimation, cluster analysis. Representation of real
world objects by features, prototypes and dissimilarities. Training pattern classifiers by examples. Feature extraction. Bayes' rule.
Classification by statistical discriminants, neural networks, decision trees or support vector machines. Statistical learning theory.
One-class classifiers. Combined appraoches. EM algorithm. Partially supervised learning.
Evaluation procedures, cross validation. Overtraining, regularisation.
Study Goals After succesfully completing this course, the student is able to: recognise pattern recognition problems and select algorithms to
solve them; read and comprehend recent articles in engineering-oriented pattern recognition journals, such as IEEE Tr. on PAMI;
construct a learning system to solve a given simple pattern recognition problem, using existing software.
Education Method Lectures, lab work
Literature and Study S.Theodoridis and K.Koutroumbas, Pattern Recognition (2nd ed.), Elsevier, 2009, ISBN-978-1-59749-272-0; Sheets; PRTools
Materials user manual; Pattern Recognition exercises with PRTools.
Assessment Homework, Computer laboratory assignment and written examination.
Remarks see also http://www.delftleiden.nl/BIO/index.php?id=curriculum

Responsible Instructor T. Keviczky
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents - State-space description of multivariable linear dynamic systems, interconnections, block diagrams
- Linearization, equilibria, stability, Lyapunov functions and the Lyapunov equation
- Dynamic response, relation to modes, the matrix exponential and the variation-of-constants formula
- Realization of transfer matrix models by state space descriptions, coordinate changes, normal forms
- Controllability, stabilizability, uncontrollable modes and pole-placement by state-feedback
- LQ regulator, robustness properties, algebraic Riccati equations
- Observability, detectability, unobservable modes, state-estimation observer design
- Output feedback synthesis (one- and two-degrees of freedom) and separation principle
- Disturbance and reference signal modeling, the internal model principle
Study Goals The student is able to apply the developed tools both to theoretical questions and to simulation-based controller design projects.
- Translate differential equation models into state-space and transfer matrix descriptions
- Linearize a system, determine equilibrium points and analyze local stability
- Describe the effect of pole locations to the dynamic system response in time- and frequency-domain
- Verify controllability, stabilizability, observability, detectability, minimality of realizations
- Sketch the relevance of normal forms and their role for controller design and model reduction
- Describe the procedure and purpose of pole-placement by state-feedback and apply it
- Apply LQ optimal state-feedback control and analyze the controlled system
- Reproduce how to solve Riccati equations and describe the solution properties
- Explain the relevance of state estimation and build converging observers
- Apply the separation principle for systematic 1dof and 2dof output-feedback controller design
- Build disturbance and reference models and apply the internal model principle
Education Method Lectures and Exercise Sessions

Computer Use The exercises will be partially based on Matlab in order to train the use of modern computational tools for model-based control
system design.
Literature and Study B. Friedland, Control System Design: An Introduction to State-space Methods. Dover Publications, 2005
Materials
K.J. Astrom, R.M. Murray, Feedback Systems: An Introduction for Scientists and Engineers, Princeton University Press,
Princeton and Oxford, 2009
http://www.cds.caltech.edu/~murray/amwiki/index.php?title=Main_Page
Assessment Written mid-term examination (15%) and written final examination (85%). For the resit examination (January 2014) there will
be a written examination (100%) for which the mid-term result will not count.
Design Content Simulation-based state-space approach to model-based control system design
Department 3mE Department Delft Center for Systems and Control
Page 84 of 346
Responsible Instructor Dr.ir. X.J.A. Bombois
x/x/x/x
Education Period 3
Start Education 3
Course Contents Experimental modelling of dynamic systems; methodology.
Discrete-time signal- and system-analysis. Identification of transferfunctions.
Representations of linear models; black-box models.
Identification of prediction-error-methods; least squares-method.
Approximation modelling; algorithms. Experiment design and
data-analysis. Identification in time- and frequency-domain;
closed-loop identification; model validation; Matlab toolbox;
laboratory assignment.
Study Goals General learning objectives
System identification deduces and subsequently validates mathematical models of real-life dynamical systems (industrial
processes, mechanical servo-systems, ) based on experimental data collected from those systems. This course can be considered
as a follow up of the course Sc4010 Filtering and Identification where different solutions to identify a model are presented (note
nevertheless that Sc4010 is in no way a prerequisite for this course). The course Sc4110 selects two widely-used linear
identification methodologies: Empirical Transfer Function Estimate (ETFE) and Prediction Error Identification (PEI) and
provides the students with engineering and theoretical skills to perform the identification in a suitable way. In particular, after
this course, the students are able to set up an experiment, identify a nominal model, assess the accuracy/precision of this model,
and make appropriate design choices to arrive at a validated model.
Detailed learning objectives:
1)Based on time-domain input-output data collected on the true system in open loop, the student is able to deduce a frequency-
domain model of a system using the ETFE identification method
2)The student is able to specify the bias and variance properties of models identified by the ETFE identification method.
3)For the ETFE identification method, the student is able to interpret the bias and variance properties of identified models, and
knows how these properties can be influenced by input signal design and by applying windowing techniques.
4)The student is able to specify different linear model structures, and to characterize their computational and statistical properties
in prediction error identification.
5)The student masters the statistical properties (bias, variance, consistency) of prediction error estimators both for the situation of
exact plant and noise model sets, and for the situation of exact plant model sets only.
6)The student is able to specify how experiment design and signal to noise ratio affect estimated models. This includes mastering
the concept of sufficiently exciting input signals, and the design of appropriate input signals.
7)The student is able to apply and interpret correlation-based model structure validation tests, and to draw conclusions on the
(in)validity of model structures, distinguishing between plant models and noise models.
8)For both ETFE and PE identification methods, the student is able to appropriately acquire digital data from a real-life system
(choice of sampling frequency, data processing).
Required level for the assignment
1)the student is able to explain in details the presented theory, to demonstrate important properties and to make links and
comparisons between the different parts of the course
2)the student is able to use the presented tools in practice on a laboratory setup and to interpret his/her result with a critical
attitude
Education Method Lectures and project 0/0/6/0

Assignment form: final project on a laboratory setup followed by an oral examination
Literature and Study lecture notes and slides
Materials
Prerequisites Basics in linear algebra and signal theory
Assessment Assignment form: final project on a laboratory setup followed by an oral or a written examination (the choice between oral and
written exam will depend on the number of students)
Remarks Course load: 14 theory courses, 3 exercise sessions and 2 computer sessions
Page 85 of 346
Year 2013/2014
Page 86 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents The course is based on the Learning by Doing approach. During the course, the students will write their own CFD code for
(turbulent dispersed) multiphase flow. In the lectures, several aspects of the numerics and physics of multiphase flows will be
introduced and incorporated into the CFD code, which will slowly expand during the course. Attention will be given to the
interaction and forces between the phases, as well as to the different types of models and approaches that can be used.

x/x/x/x
Education Period 3
Start Education 3
Course Contents Models for interaction between turbulent flow and chemical reaction.
Methods to obtain mean properties without having to solve the transport equations in full detail. Application to industrial
combustion
chambers, chemical reactors and atmospheric flows.
Transport equations, reaction kinetics, non-dimensional numbers and regime diagrams, fundamentals of a statistical description,
laminar flames.
Introduction to turbulent combustion (RANS, LES, flamelet model, probability density function method).
Study Goals Having knowledge of physical mechanisms determining flame structure in premixed and non-premixed reacting flows.
Being able to derive and discuss model equations to describe turbulent reacting flows (TRF) as covered in the course.
Being able to select an appropriate set of model equations for a specific TRF problem and to describe the solution procedures.
Being able to solve problems on topics covered in the course at the level of end-of-chapter exercises in the textbook Combustion
by Warnatz et al.
Being able to identify some relevant aspects and make estimates of turbulent reacting flow in practical situations (e.g. to
optimize industrial furnaces).
Literature and Study Course handbook:
Materials Thierry Poinsot and Denis Veynante, Theoretical and numerical combustion, Third Edition.
available from http://elearning.cerfacs.fr/combustion/onlinePoinsotBook/buythirdedition/index.php
Notes on special topics will be distributed.
Other recommended reading:

Jurgen Warnatz, Ulrich Maas, Robert W. Dibble, Combustion: Physical and Chemical Fundamentals, Modeling and Simulation,
Experiments, Pollutant Formation, 4th edn, Springer-Verlag, 2006
http://www.springer.com/engineering/mechanical+engineering/book/978-3-540-25992-3
S.B. Pope, Small scales, many species and the manifold challenges of turbulent combustion, Proc. Combust. Inst. (2012),
http://dx.doi.org/10.1016/j.proci.2012.09.009, only the first 16 pages
Assessment oral examination
Page 87 of 346
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents Fundamentals of thermal radiation. Relation with electromagneticwave theory. Radiative properties of surfaces. Radiative
exchange between gray, diffuse and specular surfaces. Equation of radiative transfer in participating media. Radiative properties
of molecular gases. Radiation combined with conduction and convection. Applications.
Study Goals
Having knowledge of fundamental and applied aspects of radiative properties and balance equations for radiative heat transfer,
as covered in the course.
Being able to solve problems on topics covered in the course at the level of end-of-chapter exercises in the main texbooks
(E.g. Modest, Siegel and Howell, Kaviany).
Being able to prepare a clear and interesting synthesis of a research article on radiative heat transfer technology.
Being able to present results of study work on articles and exercises in a clear and stimulation way.
Being able to identify some relevant aspects and make estimates of radiative heat transfer in practical situations (e.g. to optimize
a thermal solar plant or an industrial furnaces).
Education Method In the lectures the key concepts and methods are explained, following the book of Modest. Active use of the material learned is
made via assignments and by reading of a research article.
Materials Michael Modest, Radiative Heat Transfer, Second Edition, Academic Press, 2003,ISBN 0-12-50316307
Other recommended reading material:

Robert Siegel and John Howell, Thermal radiation heat transfer, 4th edition, Taylor and Francis, 2002
Assessment The final mark of the course is based on the solution of a set of exercises and on the way the solution of these exercises is
presented and discussed at the oral examination. Also, part of the final mark is based on the solution of the assignments during
the year.
Page 88 of 346
Responsible Instructor Prof.dr.ir. H.E.A. van den Akker
Responsible Instructor Prof.dr.ir. M.T. Kreutzer
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Expected prior knowledge Transport Phenomena (on BSc level), and Molecular Transport Phenomena.
Students should know and be able to formulate conservation laws, in differential microbalance and integral macrobalance form,
for energy, mass, components, entropy, charge, etc, for reacting and non-reacting systems.
BSc level math skills. In particular, students should be fluent in multivariable calculus and have a firm background in differential
equations. Most of the text is in tensor notation, and students should be able to use such notation. Students that need to brush up
their math skills are advised to refresh their knowledge, e.g. using ocw.mit.edu, course 18.02 (freshman math class), especially
lectures 15-31.
Course Contents In many processes in (bio)chemical industrial as well as in health and energy related applications, fluid flow, heat transfer and
mass transfer, and chemical reactions interact in a complex way. To reduce complexity, generic rules as to estimating
characteristic times, scales and regimes are dealt with. Several techniques are introduced for finding approximate solutions to
partial differential equations.
Balances - Deen Ch. 2 (recap of MTP)

Scaling - Deen Ch. 3.2, Fowler
Reductions in dimensionality - Deen Ch. 3.3
Unidirectional flow, Lubrication - Deen Ch 6, reader
Time scales - Deen Ch. 3.4
Similarity - Deen Ch. 3.5
Integral methods - reader, Deen 3.8
Perturbation methods - Deen Ch 3. 6
Forced convection heat/mass Transfer - Deen Ch. 9
Study Goals The students should be able to analyse and solve practical and more advanced chemical engineering problems. We avoid
memorizing correlations and encyclopedic knowledge, and rather focus on problem solving skills by teaching several generic
methods that can successfully be applied to transport problems.
At the end of this course, the student can:

- Solve typical transport problems approximately
- Quickly get an idea about the behavior of a system
- Gauge the effect of small secondary phenomena - can you ignore them or not?
- Reduce complex problems to simpler ones with one of several techniques
Education Method Lectures, supported by exercises and homework assignments.
We hand out Study Guides - step by step guides for how to work through the text and exercises. No worked out solutions are
handed out - we have extremely poor experience with learning with the solution at hand. The homework, or rather, the work that
is to be done outside class hours, is to work through the Study Guides. On the evening before class, before 9 PM, questions
relating to the topic at hand may be posed on Blackboard in the discussion forum. These questions will be discussed in class. It is
therefore important that the students keep up with the material and study guides.
Additionally, a TA available one morning per week for face-to-face advise and questions on the course material.
Computer Use No computer is required, although some of the material can be studied faster using mathematica or maple.
Literature and Study Deen, analysis of transport phenomena. second edition. Selected additional reading material will be made available.
Materials
Reader A syllabus is available on Blackboard. Most of the classes will use the old-fashioned blackboard. Classes from 2011 on
collegerama.
Assessment Written exam. Typically, a small portion or the exam tests if you can reproduce (variations of) problems discussed in class.
As the main teaching goals is to apply methods to new problems, a significant portion of the exam tests if you can apply the
methods learned to new problems that you have never seen before.
Individual work on the study guides is not graded.
Page 89 of 346
Responsible Instructor Dr.ir. M.J.B.M. Pourquie
x/x/x/x
Education Period 3
Start Education 3
Expected prior knowledge wb1321/wb3550, wb1422atu, wi3097tu , some elementary programming skill (matlab or any other)
Course Contents Introduction, the finite difference method and the finite volume method for diffusion problems.
The finite difference method and the finite volume method for convection-diffusion problems
Stability of discretization schemes for the convection-diffusion equation.
Conservation laws for flowing media and boundary conditions.
Simulation of steady flows.
Methods for the solution of discretized equations.
Simulation of time-dependent flows.
The pressure correction method for mass conservation.
Turbulence and turbulence models.
Implementation of boundary conditions.
Grid generation.
Several lecture hours are used for practical exercises with matlab and Fluent.
Study Goals The student is able to use commercial computational fluid dynamics (CFD) packages properly. The basis is the commercial CFD
package Fluent, which is widely used at the TU-Delft. For some people there may be a possibility to use the open source
package OpenFOAM.

1.describe the two most popular methods in commercial CFD, finite differences and finite volumes
2.solve simple demonstrative problems in fluid flow and heat transfer by programming them in Matlab, using finite differences
and finite volumes
3.recognize the effects of numerical methods on the solution, such as numerical diffusion and numerical dispersion and to
explain how to make these effects smaller
4.recognize numerical instability, to list several ways to avoid it and to analyze stability of simple methods analytically
5.solve fluid flow and heat transfer problems with the commercial CFD package Fluent, which includes the following:
make the geometry in the preprocessor
choose appropriate boundary conditions
correctly apply wall boundaries, inflow boundaries, outflow boundaries, far field boundaries
adapt the geometry to properly include boundary conditions
make an appropriate grid, taking into account grid cell quality and grid point density
run the solver for the problem
choose appropriate flow related quantities to monitor convergence of the solver
visualize the results, obtain relevant quantities such as forces on objects and heat flux through surfaces
interpret the results and recognize where the geometry and the grid have to be improved
find out or argue whether grid-refinement is necessary
Education Method Lectures (2 hours per week), practical exercises

Computer Use Practical exercises with simple matlab examples demonstrating methods used
in a CFD program, practical exercises with the CFD package Fluent. For some people there may be a possibility to use the
opensource package OpenFOAM.
Materials Sheets/handouts
J.H. Ferziger and M. Peric, Computational methods for Fluid Dynamics, Springer Verlag.
References from literature:

C. Hirsch, Numerical computation of internal and external flows, Volume I Fundamentals of numerical discretization, Volume II
Computational methods for inviscid and viscous flows, Chicester, Wiley & Sons, 1988, 1990
C.A.J. Fletcher, Computational techniques for Fluid Dynamics, Volume I Fundamental and general techniques, Volume II
Specific techniques for different flow categories, Berlin, Springer, 2-nd ed. 1991.
H.K. Versteegh, W. Malalasekara, An introduction of computational fluid dynamics. The finite volume method. Second edition.
Pearson Education.
Assessment To be announced
Remarks Laboratory project(s):
Practical exercises with a commercial code (FLUENT).
Percentage of Design 25%
Design Content The design of a correct discretization/set-up of a model geometry for a flow calculation is part of the practical work.
Page 90 of 346
Year 2013/2014
Page 91 of 346
Responsible Instructor Prof.dr. H.W. Zandbergen
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents This course will treat the main aspects of the structure, properties and applications of new materials, especially nanomaterials
and biomaterials. Among the topics covered are forces in human body, degradation in the body, biomaterial interaction,
modelling in biomaterials, biomaterials applications, nanoscale materials, MEMS and NEMS, fabrication of nanoscale materials,
selforganisation, nanoscale (opto)electronics and magnetics, Fullerenes/C-materials.
Study Goals Basic knowledge of the effects of atomic arrangements of the properties of materials (surfaces, multilayers) and (bio)molecular
interactions (selfassembly, interactions in living cells). Knowledge on how these arrangements and interactions can be used to
make new materials (nanowires, nanotubes etc), including the fabrication processes (top-down and bottom up processes). In
particular attention will be paid to what can be learned from other research fields, like biomimetic materials and down-scaling of
fabrication processes.
Education Method Experts in the various research fields will give a talk, which is in strong interaction with the students. So, although the general
topic is fixed, the specific examples, problems and applications. Thus it is much more a exploration of the research field, guided
by the questions of the students, than a lecture.
Assessment Performance in class
The participation and the level of this in discussions in class determines in part (for 40%) the final mark. Thus presence in class
is required.
Exam
Small groups of 3 to 4 persons with one publication for each person. Every person presents/discusses his own publication in a
short presentation. Not important in this presentation is the quality of the presentation as such (so a beautiful smooth presentation
in itself is not important, but the contents is). Important is: what is the relevance of the paper for the research field; what is the
presentation line of the paper and your opinion about it; what are the weak and strong points of the paper (also in relation to
other papers on this subject; what is the relevance of this paper to other research fields; what is the relation (if existing) to the
other papers discussed during this exam)
During the presentation (it could be a powerpoint presentation, but you can also point to outlines in a copy of the paper in front
of us) the content is open for discussion by the whole group. The time for the presentation on its own without interruptions
should be about 10 minutes. The discussion per paper will be about 30-60 minutes.
Judgment during exam:
Not important: the style of presentation
Important aspects for my judgment are:
Participation in the discussion on the various papers
The clarity of the description of the important points in the paper
Good evaluation of the paper in relation to other papers
Possibilities to use the data given in the paper to other research subjects
Identification of the typical materials science problems and possible solutions.

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Expected prior knowledge Basic knowledge of quantum mechanics and solid state physics.
Course Contents Among the topics that will be covered :
- Electronic properties of molecules and polymers.
- Peierls transition and Jahn-Teller effect.
- Motion and quantum transitions of electrons coupled to vibrations: adiabatic approximation and Franck-Condon effect.
- Transport through molecular materials and organic devices.
- Organic single-crystal transistors and LEDs.
- Electrical conduction and optical properties of single molecules.
- Single molecules electronic devices: concepts and limitations.
Study Goals Introduction to the electronic properties of molecular organic conductors and semiconductors of interest in current research and
applications.
Literature and Study Chapters of selected articles from scientific literature and books.
Materials
Assessment written exam
Page 92 of 346
Responsible Instructor Dr. L. Di Carlo
Instructor Prof.dr.ir. R. Hanson
x/x/x/x
Education Period 3
4
Start Education 3
Expected prior knowledge Quantum mechanics, including Dirac notation. Matrix algebra.
Course Contents Quantum Information Processing aims at harnessing quantum physics to conceive and build devices that could dramatically
exceed the capabilities of today's "classical" computation and communciation systems. In this course, we will introduce the basic
concepts of this rapidly developing field.
Topics include
(1) Quantum states (pure, mixed)
(2) Quantum gates and circuits
(3) Quantum algorithms
(4) Quantum measurement
(5) Decoherence
(6) Quantum error correction
(7) Quantum communication and cryptography
(8) Implementations and experiments
Study Goals (1) To understand the operation, potential, and limitations of the main theoretical results (algorithms, error correction,
communication)
(2) To be able to use the formalism of quantum information (unitary matrices, Hermitian matrices, state vectors, density
matrices, etc)
(3) To obtain an overview of the experimental state of the art, and an appreciation of future prospects.
Education Method Weekly class meeting with a one-hour lecture on theory and formalism, and a 45 min presentation/discussion of a significant
experimental paper. The paper presentations will be given by the students (possibly in groups of two or three). Everyone is
expected to attend the lectures, read the weekly paper and make a short weekly homework.
Literature and Study (1) M.A. Nielsen and I.L. Chuang, Quantum Computation and Quantum Information, (Cambridge University Press, 2000).
Materials (2) About 10 scientific articles on important experiments.
Assessment Students will be evaluated based on class participation (5%), homeworks (30%), the presentation (15%) and a take-home final
exam (50%).
Remarks This course is scheduled only once every two years: spring 2012, 2014, 2016

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Expected prior knowledge Advanced quantum mechanics, AP3051G is a prerequisite. These courses can/should however be followed during the same
semester. There is no point in taking this course without AP3051!
Course Contents Green's functions in quantum mechanics, the path integral, BCS theory of superconductivity, the exact solution to the relativistic
hydrogen atom, spontaneous emission.
Study Goals Active knowledge of the special topics mentioned in "Course Contents". Being able to solve problems on these topics.
Thereby, the course contributes in particular to the following study goals, mentioned in the ìmplementation regulations' of the
degree course:
developments.
in every two weeks.
Course Relations As mentioned already in Èxpected Prior Knowledge', this course is an àdd-on' to the standard advanced quantum mechanics
course, AP3051G.
Assessment Assessment is done through a written final exam. The homework will yield a bonus according to the formula
Final mark = 0.25 Homework + (1 - 0.025 Homework) Exam_result
Tests
Page 93 of 346
Responsible Instructor Dr. V.G. Zwiller
Instructor Ing. R.N. Schouten
Contact Hours / Week Different, to be announced
x/x/x/x
Education Period Different, to be announced
Start Education 2
Course Contents Electronics: from basics to advanced measurement techniques
Study Goals understand and master electronics to be able to design and operate complex measurements
Education Method Lectures in the mornings, labs in the afternoons
Assessment Labs, active participation
Enrolment / Application Enrolment for this course only via email to the course manager (v.zwiller@tudelft.nl)!

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Course Contents Both theory and experiments in teh field of quantum entanglement are covered. The students perform themselves measurements
on entangled photon pairs.
Study Goals To understand the theory behind quantum entanglement and to be able to perform measurements demonstrating quantum
entanglement.
Education Method Experiments, lectures and article discussions.
Assessment A lab report is to be turned in by the students.
Remarks This course is scheduled once every two years: spring 2013, 2015, 2017, ...

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Course Contents Selected problems of theoretical physics illustrating power and beauty of the discipline.
Study Goals To learn the spirit of theoretical approach to physics. To be able to solve and formulate similar problems.
Education Method Twelve lectures by theory group members, each devoted to a certain problem. Students get a similar problem for homework.
Assessment Oral examination by appointment. In order to make an appointment, it is required to produce well-documented solutions of three
homework problems.
Page 94 of 346
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment

Responsible Instructor Prof.dr.ir. E.E.E. Charbon
Responsible for assignments Prof.dr.ir. E.E.E. Charbon
x/x/x/x
Education Period 2
3
Start Education 2
Exam Period 3
4
Course Contents The realization of a useful quantum computer requires a large-scale circuit that computes while simultaneously fixing its inherent
errors. Among fault-tolerant quantum error correcting schemes, the surface code is most promising, owing to its high error
tolerance and two-dimensional architecture requiring only nearest-neighbor interactions between quantum bits. The required
monitoring and control of quantum bits calls for fast classical logic. This joint EWI/TNW course focuses on the development of
hardware for the control of a surface-code prototype based on superconducting qubits.
Study Goals The course will be an introduction to quantum computing, covering error quantum correction, fault tolerance, and surface codes.
Labs will focus on the simulation, detection, and correction of errors using field-programmable-gate-arrays (FPGAs). Students
will get familiar with the concepts of quantum computing while practicing to interface to a quantum computer in real life.
Education Method The course will be taught over two quarters. The first quarter will be focused on the theory and concepts of quantum computing,
the second on electronics for quantum computing.
There will be weekly lectures & labs: 2-hour lecture on first day, 1-hour lecture + 1-hour exercises/lab on second day. The lab
will be available to students for completing assignments.
Assessment Written exam at the end of the first quarter. Project at the end of the second quarter.
Page 95 of 346
Year 2013/2014
Page 96 of 346
Responsible Instructor Dr.ir. D. Lathouwers
Instructor Prof.dr.ir. C.W.E. van Eijk
Instructor Dr.ir. M. Engelsman
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Course Contents 1 Introduction particle therapy
2 Proton therapy at other facilities
3 The Proton Accelerator
4 Beam transport - Fixed beam - Gantries
5 Scattered beam - Scanning beam - Nozzles
6 Clinical cases - Why particle therapy?
7 Organ motion - Immobilization - Gating
8 Radiobiology & particles
9 Treatment planning
10 Quality Assurance - Patient - Facility
11 In-vivo dosimetry - PET - prompt gamma
12 Radiation protection - Shielding
13 Holland Particle Therapy Centre - Where are we today?
Study Goals Main learning objectives
The student can describe the basic ideas of particle therapy in comparison with radiation therapy.
The student can describe the facilities that produce the above-mentioned particles.
The student can describe the main aspects of patient treatment.
The student can describe the main aspects of dosimetry and quality asuurance.
Specific learning objectives
The student can formulate the main differences in interaction with matter of on the one hand (heavy) charged particles and on the
other hand radiation (bremsstrahlung).
The student can describe the consequences for therapy.
The student can describe a number of specific medical cases for which particle therapy is relevant.
The student can describe the different methods of irradiation scattered beam & pencil beam scanning.
The student can describe the methods of beam delivery accelerator, beam line, gantry.
The student can describe treatment planning procedures and actual beam delivery.
The student can describe methods of patient immobilization, consequences of target motion and gating.
The student can describe methods of treatment verification and dosimetry.
The student can describe quality assurance procedures.
The student can describe ICT aspects of the complete system.
The student can describe the complete facility and patient flow in relation to diagnostics and participating hospitals.
The student has full understanding of radiation shielding problems.
Education Method lectures and assignments
Tests
Page 97 of 346
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge Preferably some knowledge on nuclear reactor physics or radiative heat transfer and numerical methods.
Course Contents Radiation transport which studies the detailed description of radiation plays a role in many fields of science and engineering such
as nuclear reactor analysis (neutron transport), radiative heat transfer (photon transport) and radio-therapy (mostly photons but
also ions).
In this class we will study fundamental approaches to radiation transport which is based on the so-called Boltzmann transport
model. In particular we will study ways to solve this model numerically where we take a practial approach and build the
numerical tools ourselves. Here, the focus is on state-of-the-art finite volume/element techniques.
During the lectures the necessary theory will be outlined and during homework sessions the theory and methodology is
implemented into working methods. After a few weeks, practical radiation problems can already be tackled. Finally, during the
practical examnination, a radiative transport problem needs to be solved by the student from nuclear reactor engineering or from
another discipline that is of interest to the student.
Some keywords:
- Radiation transport modeling
- Boltzmann equation
- Method of discrete ordinates
- Finite element/volume technique
Study Goals The student will:
1. gain insight into a fundamental description of radiation transport.
2. learn the essential differences and similarities between two main approaches: the Monte Carlo method and the so-called
deterministic method.
3. learn how to build a transport tool him/her-self using the method of discrete ordinates
4. know the effects of small changes in the model parameters through perturbations theory.
5. will be able to perform practical analyses of transport problems in nuclear reactor physics or other field of engineering
Education Method A combination of lectures and practical howmework exercises.
Computer Use You will need access to a laptop/computer with some programming language of your choice (e.g. matlab, C, or fortran)
Literature and Study Material will be provided by the lecturer.
Materials
Assessment Practical assignment to take home.
Page 98 of 346
Responsible Instructor Dr. J. Zoetelief
Instructor Dr.ir. M.C. Goorden
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Contents The course deals with various topics concerning medical imaging,such as
a) mammography (technical and dosimetric aspects, risk-benefit analysis of breast cancer screening);
b) computed tomography (technical and dosimetric aspects, basic principles of image reconstruction, medical aspects);
c) developments in digital radiology (e.g. flat panel detectors, storage phosphors);
d) image quality in radiology (contrast detail methods, transfer functions, ROC analysis);
e) interventional radiology (medical aspects, instrument development and dosimetric aspects);
f ) nuclear medicine imaging (basic and dosimetric aspects, instrument development for SPECT, medical aspects and positron
emission tomography).
The student can list the main medical imaging techniques, formulate the principles of the image formation of each of the main
imaging techniques and can identify the processes or structures that can be imaged.
The student can assess image quality by using various methods and can argue how image quality can be improved given a
specific type of examination.
The student can identify the most appropriate dosimetric procedure given a specific type of examination and can argue how
patient and staff dose can be reduced, if applicable.
Education Method Lectures plus questions for self study

Literature and Study Handouts of powerpoint presentations and questions.
Materials
Book: Physics for Diagnostic Radiology Third Edition by P.P. Dendy, B. Heaton with contributions by O.W.E. Morrish. S.J.
Yates, F.I. McKiddie, P.H. Jarritt, K.E. Goldstone, A.C. Fairhead, T.A. Whittingham, E.A. Moore, and G Cusick, CRC Press,
Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742, ISBN: 978-1-4200-8315-6
(Hardback), GBP 49.99 (not compulsory)
Assessment Written examination
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Contents The course deals with various topics concerning radiotherapeutic applications of ionising radiation, such as
a) radiotherapy using photons (calibration, treatment planning, inverse treatment planning, multi-leaf collimators, conformal
therapy, intensity modulated radiotherapy, margin calculation, EPIDs, quality control);
b) radiotherapy of nonmalignant diseases (Monte Carlo radiation transport calculations, types of treatment, risk assessment);
c) radiotherapy using neutrons and protons (dosimetry, treatment planning, comparison with conventional radiotherapy);
d) brachytherapy (sources, application and dosimetry).
The student can reproduce the requirements for dosimetry in radiotherapy, identify the main dosimetry methods, argue their
specific application and explain the principles of reference dosimetry.
The student can explain the function of a biophysical model in radiotherapy and apply these models for dealing with
modifications in the planned dose administration.
The student can explain treatment planning and dose administration for various modes of radiotherapy, identify possible
corrections and apply correction methods needed for high precision radiotherapy.

Literature and Study Handouts of powerpoint presentations and questions
Materials
Assessment Written examination, pocket calculator allowed
Page 99 of 346
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Expected prior knowledge Nuclear Reactor Physics AP3341D
Course Contents Delayed neutrons
Static Perturbation Theory
Point Kinetics Equations
Solution of the Basic Kinetics Problems
Micro-kinetics
Space-Energy Dependent Dynamics
Study Goals The student understands the physics phenomena underlying the time-dependent behavior of nuclear reactors
The student knows and understands the assumptions in each version of the point-kinetics equation
The student can apply first-order perturbation theory based on adjoint functions
The student can solve the point kinetics equations for various transients
Homework exercises
Books Ott&Neuhold, Introductory Nuclear Reactor Dynamics, American Nuclear Society, 1985

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Expected prior knowledge Basic knowledge on physical transport phenomena (momentum, energy and mass transport). Most students from Applied
Physics, Chemical Engineering and Sustainable Energy Technology have followed a basic course on this subject in their BSc
study, which is a good start.
Course Contents Transport equations for single-phase and two-phase flow, single-phase heat transfer, two-phase flow dynamics, two-phase heat
transfer, heated channel analysis. Implications of these phenomena to reactor operational conditions. Typical phenomena
occurring in a reactor such as the critical heat flux, deterioration of heat transfer etc.
Study Goals Sub-goal (total % for sub-goal) : Homework(50%)/Exam(33%)/Experiment(17%)
Understands the underlying physics with respect to thermal-hydraulics phenomena in nuclear reactors (30%) : 20%/10%/0%
Is able to apply the appropriate simplifications required to calculate reactor thermal-hydraulics (20%) : 10%/10%/0%
Is able to apply the knowledge to practical situations (especially BWR/PWRs) (33%) : 20%/13%/0%
Is able to apply the knowledge to a real-world experiment (17%) 0%/0%/17%
Education Method Oral + an experiment
Books Material will be handed over during the lecture.
Assessment Homework + experiment + written exam
Page 100 of 346

Responsible Instructor Prof.dr. R.J.M. Konings
Instructor Dr. D. Bykov
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Course Contents This optional course is designed to give Chemical Engineering, Applied Physics and Sustainable Energy Technology students a
more in-depth understanding into the behavior of materials inside a nuclear fission reactor. Ideally, students will have a basic
knowledge of reactor technology by taking Nuclear Science (CH3792) and of the nuclear fuel cycle by taking the Chemistry of
The Nuclear Fuel Cycle (CH3782).
The course addresses specific aspects of selected nuclear materials such as fuels, structural materials, and functional materials
that are employed in the current generation of nuclear fission reactors. We will also discuss the in-service (during operation)
function, properties, and behavior of these materials. The course will also explore advanced materials currently under
investigation for use in future generation nuclear reactors. Understanding the effects of radiation on materials (e.g. metals and
ceramics) is a central theme, as is the effect of corrosion by reactor coolants (e.g. water, molten salts, etc.).
This is a 3 ECTS course composed of 28 total lecture hours, 56 self-study hours (including the writing of a essay on a selected
topic), and a final examination. This course may also afford students the opportunity to travel to locations outside the TU Delft
and / or The Netherlands to visit sites of interest.
Study Goals 1. In-depth, practical knowledge of radiation effects in nuclear materials.
2. Practical knowledge on the in-pile behavior of nuclear reactor fuels and structural and functional materials.
3. A comprehensive understanding of the limiting factors for the deployment of materials in nuclear reactors.
Assessment Final examination and essay

Responsible Instructor Dr.ir. A.G. Denkova
Instructor Prof.dr. H.T. Wolterbeek
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents This course is designed for both Chemical Engineering and Applied Physics students who are interested in learning more about
nuclear chemistry and applied radiochemistry. This course will investigate nuclear and radiochemistry including subjects related
to; nuclear physics, nuclear engineering, radioactivity in health science, and technical applications of radiation and radionuclides.
Students should complete this course with an in depth, practical knowledge of nuclear and radiochemistry and a certificate of
completion for the NCSV (National Center for Radiation Protection) Level 5b course.
This course is obilgatory for chemistry students doing the Nuclear Science and Engineering track.
This is a 6 ECTS course composed of 48 lecture hours, 110 self-study hours, a midterm examination (level 5b practical plus level
5b examination) of 8 hours, and a final examination of 3 hours.
This class will meet twice per week for four hours each day. Times and dates to be announced.
The instruction presented in the beginning of the course is intended to provide students the necessary information to study for
and pass the NCSV Level 5b training course. The mid-term examination is composed of the Level 5b Practical Exam and the
Level 5b Written Exam. Successfully passing the mid-term examination (NCSV Level5b) is required in order to continue with
the course. Failure of the mid-term implies that students will have to repeat, and pass, the exam outside of normal class hours in
order to receive a grade for the course.
Study Goals 1.Identify the factors that affect nuclear stability and interaction with matter
2.Explain the different kinds of radioactive decay
3.Distinguish between different radiation production routes
4.Be able to calculate the specific activity of the produced radionuclides
5.Interpret a radioactive decay series
6.Distinguish between the different type of detectors and explain why for a particular decay a particular detector is be suitable
7.Calculate detector efficiency
8.Describe which properties of radionuclides that are important in radionuclide therapy and which in nuclear imaging and
explain why
9.Design a nano-carrier for radionuclide therapy and/or imaging
Education Method Oral lectures and practical exercises.
Assessment Homework assignments, a midterm examination (NCSV level 5b practical and written examination) and a written final
examination.
Page 101 of 346

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents This course is designed for both Chemical Engineering (obligatory for the Specialisation Nuclear Science and Engineering),
Applied Physics and Sustainable Energy Technology students that are interested in developing a working knowledge of the
nuclear fuel cycle. Ideally, students will have been introduced to these concepts by taking CH3792: Nuclear Science. This course
is about the role of chemistry in each component of the nuclear fuel cycle from the metallurgy of uranium to the disposition of
spent reactor fuel or high level waste. While the physics and engineering of controlled fission are central to the generation of
electricity by nuclear reactors, chemistry dominates all other aspects of nuclear fuel cycle. This course will not only give students
a comprehensive study of the traditional fuel cycle (the uranium once-through cycle), but it will also detail many of the proposed
nuclear fuel cycles that may very well carry nuclear power through the coming decades. As an outcome of the course, the
students will be able to compare and contrast existing and innovative fuel cycles, learning and discussing the pros and cons of
each.
This is a 3 ECTS course composed of 28 total lecture hours, 56 self-study hours, an essay and a final examination. This course
may also afford students the opportunity to travel to locations outside the TU Delft and / or The Netherlands to visit sites of
interest.
Study Goals 1. In-depth, practical knowledge involving all aspects of the traditional nuclear fuel cycle.
2. Working knowledge of all major proposed nuclear fuel cycles.
3. The ability to explain, discuss, compare, and contrast the traditional and proposed fuel cycles.
4. A comprehensive understanding of how chemistry influences almost all aspects of the fuel cycle.
Education Method Oral lectures and class excursions
Page 102 of 346

Responsible Instructor Prof.dr.ir. W. de Jong
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Expected prior knowledge Basic BSc. courses in Thermodynamics, e.g. Thermodynamics 1 and 2 (TU Delft).
Course Contents The objective of the lecture Thermal Power Engineering is to develop a thorough understanding of technical options to produce
heat and electricity in centralized and decentralized power plants. Boundary conditions which are taken into account are
sustainability, environmental impact and economical competitiveness. Possibilities to contribute to the development of highly
efficient, environmentally friendly and integrated processes for the production and utilization of heat, power and secondary fuels
like hydrogen will be discussed.
The lecture comprises:

1. Introduction, efficiency, Rankine cycle, reheats, temperature and pressure, material properties. Overview of existing power
plants, layout power.
2. Gasturbine in combination with steam generation CC, control.
3. Fuel conversion: fundamentals (stoichiometry, flame temperature, reaction equilibrium, reaction kinetics, reactor modeling),
combustion systems, emissions and emission control
4. Steam generation: fundamentals, boilers, design of a steam generator
5. Steam turbine layout, turbine calculations, HP, MP, LP. Dimensions.
6. Engines, diesel and gas engine. Gasturbines, layout, operation, efficiency
7. Nuclear power plants, fundamentals and systems
8. Boiler feedwater, cooling. Use of cooling tower, effect of cooling type on efficiency
9. Carbon Capture and Storage, processes, impact on efficiency, environmental aspects
10. Economic aspects of thermal power plants, load (duration) curve, investments, variable costs, net present value.
Study Goals The student is able to understand the technical options to produce heat and electricity in centralized and decentralized power
plants. Boundary conditions which have to be taken into account like sustainability, environmental impact and economical
competitiveness. Possibilities to contribute to the development of highly efficient, environmentally friendly and integrated
processes for the production and utilization of heat, power and secondary fuels like hydrogen.

1. describe current developments in the energy situation and trends, requirements for energy conversion systems, and the
thermodynamic basics
2. design a scheme of a steam power plant, a combined cycle power plant and a combined heat and power plant, draw their T-s
diagrams and based on that to calculate efficiency and basic process parameters
3. describe and perform calculations regarding the combustion process: its fundamentals (stoichiometry, chemical equilibrium,
reaction kinetics, model reactor evaluations), the design characteristics of different combustion systems for different fuels,
emissions and design systems emission control
4. explain the construction of steam generation equipment: fundamentals that determine the design of boilers, and to calculate the
main dimensions of a steam generator
5. describe the functioning of a steam turbine, and to calculate steam turbine characteristics as well as the power developed from
steam properties
6. list the different parts of a energy conversion systems, describe their role, construction and operation, and to calculate the main
dimensions for cooling system and feed water preparation
7. use thermodynamic knowledge to identify possibilities for efficiency improvement and to be aware of future developments
and the bottle necks to be overcome
8. describe the basic properties of different engine based cycles, gas turbines and combined cycles for natural gas, and to design
these systems
9. describe the system for combined cycles using solid fuels (Integrated gasification combined cycle, Pressurized fluidized bed
combustion, Pressurized pulverized coal combustion, Externally fired combined cycle), the different components of the systems
and their specific properties
10. have insight in the fundamentals of nuclear energy conversion and be able to evaluate the different nuclear power plant cycle
concepts
11. describe the basics of Carbon Capture and Storage systems and their differences
Education Method Lectures, workshop on thermodynamic system evaluation, excursion(s) to large-scale industrial power plants
Computer Use In the major assignment concerning process scheme calculation, carried out during this course, the computer programme Cycle
Tempo will be used to make the thermodynamic system evaluation calculations.
Materials
P.K. Nag, Power plant engineering (McGraw-Hill/TATA). The book is not aimed at the European market and is therefore only
available via the secretary of the ET section, Leeghwaterstraat 44.
Price around 35 Euro
Copies of the lecture slides available via Blackboard

. Spliethoff, H.: Power generation from solid fuels. Springer-Verlag, Berlin, 2010. ISBN 978-3-642-02855-7.
· Strauß, K.: Kraftwerkstechnik zur Nutzung fossiler, regenerativer und nuklearer Energiequellen. Springer-Verlag, Berlin, 1998.
ISBN 3-540-64750-3.
· Black&Vatch: Drbal, L-F., Boston, P-G: Power Plant Engineering. New York, Chapman & Hall, 1996. ISBN 0-412-06401-4.
· Stultz, S.C., Kitto, J.B.: Steam, it´s generation and use.Babcock Wilcox, Barberton, Ohio, USA, 1992. ISBN 0-9634570-0-4.
· Elliot, T.C., Chen, K., Swanekamp, R.C.: Standard Handbook of powerplant engineering. McGraw-Hill, New York, 1997.
ISBN 0-07-019435-1.
· Dolezal, R. Dampferzeugung, Springer Verlag, ISBN 3-540-13771-8 of ISBN 0-387-13771-8.
Assessment - Individual home work assignments (10%)
- Major assignment regarding cycle evaluation of a power plant using Cycle Tempo, performed in small groups (35%)
- Individual written examination (55%), open book (book of Nag)
Permitted Materials during Calculator,
Tests Book of P.K. Nag
Remarks · Linked to Thermal Power Plants is the calculation of a power plant cycle with the programme CYCLE TEMPO
· The participation in the lectures and in making exercises is strongly recommended for the examination.
Laboratory project(s):
The Process Scheme calculation during the course has to be completed
Page 103 of 346

Design Content The design of thermal power plants consisting of several kinds of components like: turbines, pumps, condensors, steam boilers,
reheaters, preheaters that are connected by pipes and for which thermodynamic optimization is very important.
Page 104 of 346

Year 2013/2014

ECTS Program LM3691 (iGEM) : a maximum of 12 EC of this module can be included in the AP Master programme; 6 EC must be done
outside the 120 EC programme.
If done, the module is part of the R&D specialisation together with an Industrial Internship (AP3911):
- 6 EC freely chosen from the G-,D-,R-,M- or S-lists.
- 6 EC chosen from courses within or outside the faculty under the condition that the thesis supervisor gives permission. Possible
courses include those from the G-, D-, R-and M-lists.
For the Bionanoscience track permission of the thesis supervisor for LM3691 is not required; its always implicitly given. For
other tracks permission of the thesis supervisor is required for the second 6 EC. Without permission only 6 EC can be done as
part of the AP master programme.
Page 105 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Expected prior knowledge Students should have followed a course in chemistry, biochemistry or biophysics.
Course Contents Part 1: Introduction
- Historical survey and the many definitions of Life
- Conceptual framework of research on the origin of Life
- Main scenarios
- Basics on the structure and organization of cells
Part2: From prebiotic chemistry to self-replication

- Early Earth, geochemistry
- Prebiotic synthesis of ribonucleotides and amino acids
- Self-organization
- Autocatalysis and self-replication
- Assembly of (bio)chemical reaction networks
Part3: Protocells and semi-synthetic minimal cells

- Chemistry and physics of primitive membranes
- Models of protocells (autopoiesis, chemoton)
- Assembly of artificial minimal cells
- Emergence and biological complexity
- Social and ethical issues of proto- and artificial cells
Study Goals To have knowledge about prebiotic processes, self-organization, autocatalysis, compartmentalization, as well as their mutual
interactions and possible implications in the transition to life.
To be able to formulate the pros and cons of the different existing scenarios for the emergence of complex biomolecules and
protocells.
To understand international research literature related to the theory covered.
To be able to write a summary of the studied article(s) as well as a critical discussion and possible follow-up research.
To present a research paper from the recent literature in a clear and interesting manner, meeting the requirements of scientific
communication.
To answer questions and provide detailed argumentation about the article(s) presented as indicated above.
Education Method Period 3: Lectures.
Period 4: Article discussion/presentation, small report writing, practical course on liposome preparation and characterization
(depending on the number of participants).
Literature and Study Recommended textbook: "The Emergence of Life: From Chemical Origins to Synthetic Biology" by Pier Luigi Luisi, 2006,
Materials Cambridge University Press.
Assessment final written exam (60%, end of the period 4) and oral presentation + written report (40%).
inscribed.
Page 106 of 346

Responsible Instructor S.A. Wahl
Contact Hours / Week 0/0/32/0; every two years
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents Systems biology is an integrated approach of experimental and mathematical methods that aims a comprehensive understanding
of how biological functions arise and how they are regulated. Transcription, signaling and metabolism in living cells influence
each other by various regulatory mechanisms. For the unraveling of the regulation of cellular metabolism different platforms
have been developed, named omics technologies e.g. metabolomics, transcriptomics, genomics and proteomics. To aid the
interpretation of the obtained omics data, numerous mathematical modelling approaches have been developed. The course
introduces the measurement technologies and mathematical approaches for the purpose of:
- Quantification of metabolic fluxes,
- Identification of enzyme kinetic properties under in-vivo conditions,
- Design of organisms with enhanced properties.
The course presents:

- Techniques to quantify intracellular fluxes, e.g:
- Metabolic flux analysis (MFA) and 13C labelling techniques,
- Flux balance analysis for genome scale models
- Calculation of elementary flux modes
- An overview of experimental perturbation techniques and their information content
- Techniques for global and targeted metabolome measurements
- Heatmaps for the interpretation of omics-data.
- Measurement techniques and data interpretation for protein and transcript levels
- Thermodynamic aspects of metabolism and gene regulation
- Principles/ Modelling of signal transduction
- System wide modelling techniques (Elementary mode analysis, linear programming, MCA)
- Parameter identification with their problems and solutions
Study Goals After this course the students should be able to:
- Translate the relevant properties of a biological system into a proper mathematical model and set up a simulation
- Parameterize this model by choosing proper experimental design, measurement techniques and mathematical procedures
- Apply the obtained model for (re)design of biological systems with the aim to alter and/or improve their properties (e.g.
product formation)
- Use mathematical models to create hypotheses on unknown molecular interactions (gene annotation, metabolite protein/
enzyme interactions, protein/ protein and protein DNA interactions
- Reconstruct models published in system biology journals and apply these to modified conditions.
Education Method Lectures and computer exercises
Assessment Case study on modeling (published model will be reconstructed and evaluated)
Page 107 of 346

LM3691 iGem 18
Responsible Instructor Ing. E. Yildirim
Contact Hours / Week Months 3 - 10 2011
x/x/x/x
Start Education 3
Exam Period 3
Course Contents iGEM, the international genetically engineered machines competition has been started in 2003 at MIT, Boston. The objective of
the competition is to design and build an engineered biological system using DNA technologies over the course of the summer.
The engineered systems (mostly E.coli) will be constructed from standard biological parts (plasmids), called BioBricks in the
iGEM community.
The team chooses their own project: It can be a very fundamental project, e.g. biological information processing or applied for
medical, environmental or manufacturing purposes.
During the course of the summer you will design your experiments, construct parts (plasmids) and validate the constructs using
(new) characterization assays. Besides the molecular work an important aspect of iGEM is modeling. Comparable to engineering
approaches, the parts function and interaction are modeled to predict their behavior and foster the understanding of relevant
characteristics. Thereby the modeling assist the design and construction of improved parts. Besides the scientific work you will
be cooperating with scientific and non-scientific communities to promote and communicate your project.
The team will be advised by several experienced graduate students. You will have the opportunity to compete against over 100
universities from all around the world and interact with them.
Study Goals After this course the students are able to
- Develop a relevant project idea.
- Plan and perform experimental work, esp. cloning (digestion, ligation, transformation).
- Develop assays for the characterization of gene functions (e.g. reporter genes, enzyme activities, growth phenotypes, etc.).
- Evaluate experimental observations using mathematical modeling
- Test hypothesis using experimental design.
- Document your project and progress (web, wiki, poster, presentations)
- Communicate the project and results to the scientific and non-scientific audience.
- Organize the work in a team.
- Raise funding from governmental organizations and industry.
Education Method Participation in the TU Delft iGEM team
Assessment Contribution to the project (Review criteria available on BlackBoard LM3691/Activities)
Enrolment / Application To apply as member of the iGEM team please write an application letter including:
- motivation to participate in an iGEM competition
- describe your favorite project idea
- which role in the team would suit you most?
Please also include a C.V. with a list of courses in the application.
It is recommended that you contact your study-advisor prior to applying.

Remarks The iGEM team is limited to 12 students.
For LST master students: The course grants 18 ECTS 12 ECTS can be included in the LST master study program (by
application to the board of examiners, e.g. to replace the design project). The remaining 6 EC are extracurricular.
Excellent students are encouraged to apply to the TU Delft honors program, please contact the director of education (Fred
Hagen).
For LST bachelor students: the course grants 18 ECTS - these can be included in the TU Delft minor program DREAM-team
(WB-Mi-121-12). They require the propedeuse diplom, have finished at least 30 ECTS second year courses including all
practical courses, achieved excellent grades and have e.g. gained additional experience as teaching assistant. Students will be
selected to enter the minor program. Contact your study advisor for approval and the supervisor of DREAM Team (Dr. ir. Wim
Thijs) to set up a complete minor program of 30 ECTS.
Applied Physics masters students: The course grants 18 ECTS 12 ECTS may be included in the Applied Physics masters study
program by application to the board of examiners to fulfill elective requirements. The remaining 6 ECTS are extracurricular.
Studyload/Week Full time during the summer
Schedule March & April: Brainstorming meeting, Fund raising
May October: Lab- & Modeling work
Mid Oct : regional finals (Europe)
Beginning Nov : iGEM world-finals (Boston, USA)

Location Delft, mainly in the BT building - Julianalaan 67
Page 108 of 346

Contact Hours / Week Prof.dr. A.M. Dogterom (dogterom@amolf.nl)
x/x/x/x
Schedule: http://www.strw.leidenuniv.nl/education/2013/R13_MSc.pdf
Education Period 1
2
Start Education 1
Expected prior knowledge Biophysics (AP3511 D)
Course Contents Topics covered include photo physics, protein folding, self organized systems and pattern formation, cell networks, molecular
motors, gene regulation, and bioinformatics.
Study Goals: An understanding of the physical principles underlying the many facets of modern biological physics, as well as an
appreciation of their biological context.
Study Goals https://studiegids.leidenuniv.nl/courses/show/37350/advanced-biophysics
Education Method https://studiegids.leidenuniv.nl/courses/show/37350/advanced-biophysics
Assessment https://studiegids.leidenuniv.nl/courses/show/37350/advanced-biophysics
Page 109 of 346

Year 2013/2014
M-list AP 2013
Introduction 1 M-list modules are specialised mathematical topics which may be of interest for certain research groups.
Page 110 of 346

Responsible Instructor H. Wang
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Course Contents This course introduces the basic tools/metrics to characterize properties of large networks, methods to analyze the dynamic
processes such as epidemic/information spread, percolation and opinion dynamics on networks. These tools are applied to
understand the effect of network on the function of a system, for example, (a) to evaluate the robustness of infrastructures such
as metro transportation networks against failures; (b) to estimate the epidemics/virus spread on social networks/Internet; (c) to
explore how properties of brain networks may predict brain functioning like IQ.
Study Goals After this course, students could represent/abstract a complex system such as a brain or a communication system as a complex
network, understand the basic methods to analyze properties of networks and dynamic processes on networks, and be able to
apply them to real-world complex systems. Students could obtain an overview of the Msc/Phd projects on the frontiers of
complex networks.
Education Method In total, there will be 7 lectures where lecture 7 is given by a guest lecturer on the applications to e.g. brain networks, economic
networks, social networks or man-made infrastructures such as communications networks.
Assessment Assessment is based on both homework assignments and close book written exam.
The homework requires basic programming (in e.g matlab or C)
WI4005 Wavelets 6
Responsible Instructor Dr.ir. W.G.M. Groenevelt
Contact Hours / Week 0/0/2/2 not in 2012 2013
x/x/x/x
Education Period 3
4
Start Education 3
Expected prior knowledge Some knowledge of Hilbert spaces and Fourier analysis.
Course Contents The course aims at giving a mathematically coherent introduction into the theory of wavelets and the connections with signal
analysis.
The following topics are included: Fourier series, Fourier transform (including Shannon's sampling theorem), Windowed Fourier
Transform, Continuous Wavelet Transform, Frames, Discrete Wavelet Transform, Multi Resolution Analysis, Orthonormal
wavelet bases, Construction of Wavelets.
Study Goals Global objectives.
After the course the student

can explain the basic aspects of the theory of wavelets
can explain the connection with signal analysis
is able to read the literature on the subject
Objectives per topic.
1.Fourier Theory
The student
knows the definition of Fourier series, the Fourier transform, the windowed Fourier transform
can state and use fundamental properties (transformation properties, Plancherel identity, uncertainty principle, Shannons
sampling theorem) of the above mentioned Fourier transforms
2.Continuous Wavelet Transform (CWT)

The student
knows the definition of the CWT
can state and derive several fundamental properties of the CWT (transformation properties, inversion formulas, Plancherel
identity, decay properties)
can apply the CWT
3.Frames
The students
knows the definition of a frame for a Hilbert space
can state and derive fundamental properties of frames
can state and derive properties of the corresponding wavelet transform (continuous or discrete)
4.Multiresolution Analysis (MRA)

The student
knows the definition of an MRA
can state and derive properties of an MRA
can construct an MRA from a scaling function
can explain and apply the fast wavelet transform corresponding to an MRA
knows the construction and properties of Daubechies wavelets
Education Method Lectures.
Literature and Study Christian Blatter, Wavelets: a primer, A.K. Peters, Nateck, USA, 1998; [ISBN 1-56881-4]
Materials
Assessment Take-home exercises and oral examination.
Remarks This course is not offered in 2014/2015
Page 111 of 346

Responsible Instructor Dr. R. Koekoek
x/x/x/x
Education Period 3
Start Education 3
Exam Period none
Expected prior knowledge Analyse I (WI1600), Analyse III (WI2601).
Course Contents The gamma and beta function
Hypergeometric functions
Bessel functions and confluent hypergeometric functions
Orthogonal polynomials
Introduction to q-series
Asymptotic expansions
Literature and Study G.E. Andrews, R. Askey & R. Roy, Special Functions. Encyclopedia of Mathematics and its Applications 71, Cambridge
Materials University Press, 2001, (ISBN 0-521-78988-5).
Assessment written examination
Remarks This course will not be taught during the academic year 2013-2014

Responsible Instructor Dr. P. Wilders
Instructor Dr. K. Dekker
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents Matrices and linear algebra (emphasis on sparse matrices). Functions, subfunctions, nested functions, recursive functions,
argument passing. Basic numerical methods, including optimization. Advanced graphics, plot editor, object properties,
animation. Debugging, profiling and optimizing performance. Advanced data types, structures and cells. Fourier analysis,
Simulation with differential equations.
Study Goals Programming and solving nontrivial engineering problems in Matlab. Presentation of graphical results.
Education Method Lectures, interactive lectures, training sessions and practical work, highly interactive course.
Literature and Study Lecture notes, to be distributed during the course. Useful background information is available in: D.J. Higham and N.N. Higham,
Materials Matlab Guide, second edition, SIAM, 2005, ISBN 0-89871-578-4 and in: D. Hanselman and B. Littlefield, Mastering Matlab 7,
Pearson, 2005, ISBN 0-13-185714-2.
Prerequisites Basic knowledge of Matlab and programming (knowledge at the level of a Bachelor in one of the engineering sciences). Basic
knowledge of differential equations both analytical and numerical.
Assessment Grading and completion based on reports practical work.

Responsible Instructor Prof.dr.ir. C. Vuik
Instructor Dr. D.J.P. Lahaye
x/x/x/x
Education Period 1
2
Start Education 1
Expected prior knowledge A basic knowledge on partial differential equations (PDEs), on numerical methods for solving ODEs/PDEs, and on linear
algebra.
Course Contents During the course, the important steps towards the solution of real-life
applications dealing with partial differential equations will be outlined. Based on a well-known basic partial differential
equation, which is representative for different application areas, we treat and discuss direct and iterative solution methods from
numerical linear algebra in great detail. The discretization of the equation will result in a large system of discrete equations,
which can be represented by a sparse matrix. After a discussion of direct solution methods, the iterative solution of such systems
of equations is an important step during numerical simulation. Emphasis is laid upon the so-called Krylov subspace methods,
like the Conjugate Gradient Methods. Finally, a concrete real life application will be presented.
Study Goals Student is able to solve linear systems by direct and iterative method, student should be able to analyse these method,
approximation methods of eigenvalues can be used.
Education Method Lectures/computer exercises
Literature and Study Lecture notes, for further reading the book Matrix Computations, G.H. Golub and C.F. van Loan, the Johns Hopkins University,
Materials Baltimore, 1996, can be used.
Assessment Home work/computer exercise project/oral exam
Page 112 of 346

Responsible Instructor Prof.dr. J.M.A.M. van Neerven
x/x/x/x
Education Period 3
4
Start Education 3
Expected prior knowledge Analysis, linear algebra, complex and functional analysis.
Course Contents The contents of this course will be announced on Blackboard
Education Method Lectures or Reading course
Literature and Study J.Jost: Riemannian Geometry and Geometric Analysis, 6th edition (the ebook version freely available via the Springer website)
Materials
Assessment Assignments and/or oral examination
Page 113 of 346

Year 2013/2014
Specialisations AP2013 (30EC)

Introduction 1 Combining the AP core programme with a 30 EC specialisation completes the master programme. The specialisations allow for a
broadening of knowledge or for additional depth. Eight different specialisations exist:
Research and Development (R&D)

Astronomy and Instrumentation (AI)
Nuclear Science and Engineering (NSE)
Technology in Sustainable Development (TiSD)
Education (Ed1/Ed2)
Management of Technology (MoT)
Annotation in Entrepreneurship (AE)
Casimir Special Programme (Cas)
Specialisations (except R&D), special programmes and programme additions should be submitted to the Board of Examiners
after approval by the respective coordinator.
Page 114 of 346

Year 2013/2014
Specialisation Research and Development (R&D) AP 2013

Program Coordinator Dr. J.M. Thijssen
ECTS Program 30
Introduction 1 The R&D specialisation consists of an internship outside TU Delft - often abroad and additional electives. It is the most popular
specialisation, and the only specialisation that allows for incorporating bridging/homologation courses in the programme.
In addition to the core programme, this specialisation consists of:
- 18 EC of internship in an R&D institution preferably in industry or a research institute outside TU Delft.

courses include those from the G-, D-, R-and M-lists. If a student, on the advice of the supervisor, wants to take a module that is
not on these lists, prior approval of the Board of Examiners should be obtained.
- 6 EC freely chosen from the G-,D-,R-,M- or S-lists. If a student wants to take a module that is not on these lists, prior approval
In summary, the supervisor of the thesis project has to approve 12EC of modules in total for this specialisation.
Note: an option for a Study Abroad semester is to complete the whole R&D specialisation at a foreign partner university. The 30
EC programme should consist of a combination of a 15-25 EC research project and one or more course modules.
Another option for Study Abroad is to do 30 EC of course modules that fit in the (core) programme.
A Study Abroad programme must always be approved by the board of examiners in advance.
Page 115 of 346

Course Coordinator A.E. van den Berg-Verweij
Course Coordinator Ir. R. The
x/x/x/x
Start Education 1
Exam Period none
Course Language Dutch
English
Course Contents You will be working in an Applied Physics related organization full-time for a period of 3 months. Your Master Applied Physics
knowledge is necessary for the project.
The industrial internship is guided by an internal (TU Delft) and an external (company) supervisor. The mark for the internship is
awarded by these two supervisors. The mark is based on a series of criteria, including an individual report of the student, in
which the experiences concerning the main goals, including the experience in the working environment are discussed.
During the industrial internship you are expected to get to know the organization. To do so, you need to start gathering
information about the organization of your choice prior to the start and make a list of questions you would like to have answered.
During the internship you need to make time to get acquainted with other departments within the organization and interview, for
example, a number of people in different parts of the organization.
Study Goals The goal of the internship is:
To become familiar with a professional working environment for a physicist
To use academic knowledge and skills, acquired in the degree course, to solve problems or be active in design related to
Applied Physics, in a professional working environment.
Skills should be acquired on the following topics:

1. Performance
Productivity
Independence
Practical skills
Theoretical knowledge
Creative thinking
Time management
2. Communication
Reporting
Presentation
Interpersonal
3. Competences
Motivation & enthusiasm
Critical attitude
Taking initiative
Education Method Practical training on the job, the company supervisor is responsible for day-to-day supervision.
During the internship period the student will also report to the TU Delft instructor 2-3 times about progress made on the project.
Literature and Study The Blackboard page http://blackboard.tudelft.nl > organizations > education > applied sciences > Stagebureau TNW/Internship
Materials Office Applied Sciences (enrol!) provides more information about the industrial internship. On this page you can find the step-by
-step guide explaining all procedures, forms, internship offers, experiences from other students and additional information e.g.
about grants and funding.
You can contact the Internship Office through: InternshipOffice-TNW@tudelft.nl

Assessment For the assessment you need to submit two reports to your TU Delft instructor and company supervisor :
A scientific report using the format and guidelines of the company
An evaluation report
Two weeks before the end of your internship, the Internship Office TNW will send your company supervisor and TU Delft
instructor the internship review form.
Your company supervisor needs to assess your internship at the end of your internship period and send his review form to the TU
Delft instructor. Your TU Delft instructor needs to assess your internship within two weeks after the end of your internship and
give a mark. The TU Delft instructor will then send the assessment form (including the company supervisor review form) to the
Internship Office TNW.
The Internship Grading Scheme will be used as a guideline to determine the mark. Please consult the Internship Office TNW
Blackboard for the detailed grading scheme.
Your mark will be processed as soon as the Internship Office TNW has received:
The review form with an original signature from both supervisors. Your supervisors can request the review form by
sending an email to InternshipOffice-TNW@tudelft.nl
A digital copy of both reports.
When the nature of the project requires so, it is possible to censor parts of the report. Details like numbers and names may be left
out of the report (or striked through), for example, as long as the report represents the achievements of the project and the TU
Delft instructor is able to assess the internship.
Enrolment / Application Prior to the start of the internship needs to be approved by the TU Delft instructor*. When the internship is approved.
When the TU Delft instructor has approved the internship, fill out the Internship application form (you can download from the
Internship Office TNW Blackboard) and make sure both the TU Delft instructor and company supervisor have read and signed
the form. The form should be submitted prior to the start of your internship.
*A TU Delft instructor is a member of faculty (tenured or appointed on a tenure track position), employed by the university
responsible for the degree programme..
Remarks It is desirable for the internship to have a Applied Physics content. However, in some cases it may be acceptable if this
component is lacking, provided that the work requires problem solving or design skills for a physicist
The criteria formulated above do not exclude activities in a startup company (maybe initiated by the student) to be accepted as
internships. The criterion is that there should be an internship supervisor with sufficiently strong involvement to be able to act as
such.
The internship is in principle intended as a way for students to broaden their awareness of working environments outside
Page 116 of 346

academia. For students with particular ambition and skill to pursue a career in science, an internship in an academic environment
(not a Dutch university or FOM institute) may however be acceptable.
The student is responsible for finding an internship position. The Internship Office TNW only has an assisting, coordinating and
administrative role.
We therefore advice students to start looking for an internship well in advance:
International students are advised to start the orientation process during the first year of their Master
Dutch students are advised to start the orientation process at least 6 months in advance if planning to stay in the
Netherlands, and at least 9 months if planning to go abroad.
Page 117 of 346

Year 2013/2014
G, D, R of M-list
Page 118 of 346

Year 2013/2014

programme.
Page 119 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
M. Kardar:
the books.
Tests
Page 120 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
systems.
13:978-0-521-87406-9
(hardback)
978-0-7503-0752-9
ISBN: 9781420077001
ISBN 10: 1420077007
Tests
Page 121 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Graphene.
physical insight
course:
developments.
in every two weeks.
Recommended books:
in passing.
Tests
Page 122 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Elektromagnetisme)

course.
Tests
Page 123 of 346

Year 2013/2014

Page 124 of 346

Year 2013/2014
Page 125 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4

(assisted).
Materials
Page 126 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none
applications.
1. Presentation
final mark.


x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests
Page 127 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
methods.
Tests

x/x/x/x
Education Period 1
2
Start Education 1
Page 128 of 346

Year 2013/2014
Page 129 of 346

x/x/x/x
Education Period 1
2
Start Education 1
propagation.


x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
lasers
Materials
midterm exam.
Tests
Page 130 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Materials
Tests
Page 131 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Content
CT Imaging (3 hrs)
Ultrasound: (4 hrs)
-Doppler imaging
-3D Ultrasound
MRI: Basics (2 hrs)
-Angiography
-Functional MRI
-MR spectroscopy
-Neuro
-Cardiovascular
-Abdominal
-Interventional
-Musculoskeletal
Attainment levels:
Page 132 of 346

Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
class.
Materials
Page 133 of 346

Year 2013/2014
Page 134 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Turbulence):
convection)
SIMPLE algorithm)
models)
(1991)
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests
Page 135 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
NOTE:
the first quarter.

Bernoulli
flat plate
Page 136 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
turbulence.
viscosity.
Materials
Page 137 of 346

Year 2013/2014
Page 138 of 346

x/x/x/x
Education Period 4
Start Education 4
Materials

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
the course.
Materials lecture.
Reading scheme:

Lecture 2: Ch. 12 (pp. 214-217), 13 (244-256);
Lecture 4: Ch. 31, 32 (674-684), 33 (698-718);
Page 139 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
5. Lab-work manual
Tests

x/x/x/x
Education Period 1
2
Start Education 1
study.
Materials
Page 140 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Page 141 of 346

Year 2013/2014
Page 142 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

between cells.
processes.
communication.
Tests
inscribed.
Page 143 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Homework
Materials

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
ecosystems.
students.
this theory.
Page 144 of 346

Year 2013/2014
Page 145 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4



application
application
application
the oral exam.
Materials
Study goals:
of the theoretical



Page 146 of 346

x/x/x/x
Education Period 1
2
Start Education 1
1.Nuclear reactions
* data files



* exact description
6.Fuel burnup
* recycling of fuel



Page 147 of 346

x/x/x/x
Education Period 3
4
Start Education 3
- Safety measures.
2014.
Materials
Tests
Mekelweg 15
NL - 2629 JB DELFT
Page 148 of 346

x/x/x/x
Education Period 2
Start Education 2
many more.

Radiation dosimetry
Neutron beams
Positron beams
Nuclear reactors
Nuclear safety
Nuclear weapons
Medical imaging
Radiotracers
(38%) : 13%/25%/0%
Materials
Lecture slides
Page 149 of 346

Year 2013/2014
R-List AP 2013
Page 150 of 346

Year 2013/2014
Page 151 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Materials

x/x/x/x
Education Period 4
Start Education 4
systems.
1997
Page 152 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
these;
Materials

x/x/x/x
Education Period 3
4
Start Education 3
Page 153 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Page 154 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
(ET3502 or ET3260IN).
techniques)

.
flow.
value interpolation
available for free.
past.
Tests
Page 155 of 346

Instructor M. Loog
x/x/x/x Pract.
Education Period 1
2
Start Education 1
Exam Period 2
3

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2

system design.
Materials
Page 156 of 346

x/x/x/x
Education Period 3
Start Education 3
attitude

Materials
Page 157 of 346

Year 2013/2014
Page 158 of 346

x/x/x/x
Education Period 1
2
Start Education 1

x/x/x/x
Education Period 3
Start Education 3
combustion
laminar flames.
by Warnatz et al.

Page 159 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Study Goals

the year.
Page 160 of 346

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
lectures 15-31.


Materials
collegerama.
Page 161 of 346

x/x/x/x
Education Period 3
Start Education 3
Grid generation.
package OpenFOAM.

and finite volumes


Pearson Education.
Page 162 of 346

Year 2013/2014
Page 163 of 346

x/x/x/x
Education Period 1
2
Start Education 1
is required.
Exam

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
applications.
Materials
Page 164 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Topics include
(5) Decoherence
communication)
matrices, etc)
exam (50%).

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
degree course:
developments.
in every two weeks.
course, AP3051G.
Tests
Page 165 of 346

x/x/x/x
Start Education 2

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
entanglement.

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
homework problems.
Page 166 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment

x/x/x/x
Education Period 2
3
Start Education 2
Exam Period 3
4
Page 167 of 346

Year 2013/2014
Page 168 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Tests
Page 169 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
also ions).
Some keywords:
Materials
Page 170 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

Materials
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

Materials
Page 171 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Micro-kinetics
Homework exercises

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Page 172 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
explain why
examination.
Page 173 of 346

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
each.
interest.
Page 174 of 346

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5


steam properties
these systems
concepts
Materials

ISBN 3-540-64750-3.
ISBN 0-07-019435-1.
Page 175 of 346

Page 176 of 346

Year 2013/2014

Page 177 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
- Main scenarios

- Self-organization

protocells.
communication.
inscribed.
Page 178 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

product formation)
Page 179 of 346

LM3691 iGem 18
x/x/x/x
Start Education 3
Exam Period 3
iGEM community.

Hagen).

Page 180 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Page 181 of 346

Year 2013/2014
M-list AP 2013
Page 182 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
complex networks.
WI4005 Wavelets 6
x/x/x/x
Education Period 3
4
Start Education 3
analysis.

1.Fourier Theory
The student

The student
can apply the CWT
3.Frames
The students

The student
Materials
Page 183 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Pearson, 2005, ISBN 0-13-185714-2.

x/x/x/x
Education Period 1
2
Start Education 1
algebra.
Page 184 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Materials
Page 185 of 346

Year 2013/2014
Free electives AP-R&D 2013

Introduction 1 6 EC, freely chosen from the G, D, R, M or S lists.
If a student wants to take a module that is not on these lists, prior approval of the Board of Examiners should be obtained!
The S (Society) list can be found at: http://studiegids.tudelft.nl/a101_displayProgram.do?program_tree_id=11222
The S-list isn't an obligatory part of the current master programme. Students starting their master programme in 2011-2012 or
later can choose S-list courses as a "free-elective" in the Research & Development specialisation. Only courses from the current
S-list marked as 'Category MSc level' are accepted.
Page 186 of 346

Year 2013/2014
Specialisation Astronomy and Instrumentation (AI) AP 2013

Program Coordinator Prof.dr. C.U. Keller
Program Coordinator Prof.dr.ir. T.M. Klapwijk
Program Employee Drs.ing. R.M.J. Janssen
In association with the Leiden
University of
ECTS Program 30
Introduction 1 This specialisation is the collaboration between the Applied Physics programme of TU Delft and Leiden Universitys Astronomy
Department (Leiden Observatory). It underlines that observational astronomy and atmospheric research uses and develops
leading edge technology in particular in the field of highly sensitive detection (such as at ESA/ESTEC in Noordwijk, at TNO
Science and Industry in Delft, at ASTRON in Dwingeloo and at SRON in Utrecht/Groningen).
Astronomy is about measuring faint signals and resolving better and better the complex world of stars, galaxies, planets, dark
matter and dark energy. The most famous Delft applied physicist, Simon van der Meer, who won the 1984 Nobel prize, was
active in high energy physics inventing the method, which led to the discovery of the field particles W and Z, communicators of
weak interaction.
Nowadays new technologies are available at TU Delft, which are ready to be used for new scientific instruments, provided young
scientists know what the urgent scientific questions are. The Astronomy and Instrumentation specialization offers the exceptional
opportunity to invent and develop the instruments to address the urgent astronomical and astrophysical questions, which put you
at the frontier of scientific exploration. See also: www.astroinstrumentation.nl
Program Structure 1 All students who opt for this specialisation should follow the usual Applied Physics core of 90 EC. As part of the 30EC
specialisation they choose:
- 10-14EC of astrophysics courses.
- 10-14EC of instrument-related astronomy courses.
- 6EC courses from the G-, D-, R- or M-lists which should be approved by the master thesis supervisor.
The master thesis project should be related to astronomical or some other form of space research.
Before starting this specialisation you should contact one of the coordinators:
Dr. B.R. Brandl (Bernard) of the Leiden Observatory, brandl@strw.leidenuniv.nl,
Prof. T.M. (Teun) Klapwijk from the Kavli Institute of Nanoscience (TU Delft, Applied Sciences), t.m.klapwijk@tudelft.nl, or
dr. L.L.A. (Bert) Vermeersen of Astrophysics and Satellitesystems (TU Delft, Aerospace Engineering),
l.l.a.vermeersen@tudelft.nl
The programme should be submitted to the Board of Examiners after approval by the AI coordinator, Prof. dr. ir. T.M. Klapwijk.
Cooperating Academic Chair Several research-groups at Delft collaborate with prominent Dutch astronomical and astrophysical institutes on major
international projects:
1. DESHIMA - Delft SRON High-redshift Mapper, MKID-cameras, and ALMA - Atacama Large Millimeter/submillimeter
Array (dr. A. Endo, dr. J.R. Gao, dr. J.J.A.Baselmans (SRON and TU Delft) and prof. Teun Klapwijk). Superconducting nano-
devices and on chip-spectrometer for the detection of very weak signals in the THz-frequency range that come from galaxies in
the early universe. In collaboration with the Dutch research school for Astronomy (NOVA) and the Netherlands Institute for
Space research (SRON).
2. Planetary science and exploration. (dr. L.L.A. Vermeersen and prof. I. de Pater, L&R and UC Berkeley).
Study of the atmosphere of planets in collaboration with the Netherlands Institute for Space research (SRON) in particular for the
European mission to Jupiter.
3. European Extremely Large Telescope (E-ELT) (dr.B.Brandl, prof. M.H.G. Verhaegen (3mE), and dr. N.Doelman (TNO)).
The optical telescope has an innovative five-mirror design that includes advanced adaptive optics to correct for the turbulent
atmosphere, giving exceptional image quality. The main mirror will be made up from almost 1000 hexagonal segments. In
collaboration with the Dutch research school for Astronomy (NOVA).
4. Astroparticle physics and high-energy physics (dr. H. van der Graaf, prof. J.W. van Holten and prof. P. de Jong, NIKHEF).
They teach courses at Delft in the Applied Physics curriculum, interested in MSc students and collaborative projects. Focus on
beyond the LHC at CERN-research. Related research at SRON on X-ray space observatory (prof. W. Hermsen, dr. J.W. de
Herder and dr. P.G. Jonker SRON).
Expected prior Knowledge Students who followed a minor in astronomy may enroll in this programme without any further preparation. Students who did
not follow a major or minor programme in astronomy in their BSc education should study the courses on Inleiding Sterrenkunde
(TN1751, dr. B.R. Brandl and dr. A.Endo) and Radiative Processes (UL44, E. Rossi) before starting this programme.
Page 187 of 346

Year 2013/2014
Required Bachelor Prerequisites AI 2013

Prerequisites Required bachelor prerequisites: students who followed a minor in astronomy may enroll in this specialisation without any
further preparation. Students who did not follow a major or minor programme in astronomy in their BSc education should study
the courses TN1751 and UL44 before starting this programme. Certain modules from the master programme require additional
bachelor prerequisites.
Page 188 of 346

TN2545 Systems and Signals 6
Responsible Instructor Dr. B. Rieger
Contact Hours / Week 0/0/10/10/0/0/0/0
x/x/x/x
Education Period 2A
2B
Start Education 2A
Exam Period 2A
2B
3B
Expected prior knowledge Complex numbers, elementary calculus: derivatives & integrals, geometric series, trigonometric & exponential functions.
Course Contents Systemen en signalen in continue en discrete tijd. Basis deterministische signalen. Convolutie en eigenschappen van LTI
systemen. Fourier reeks en Fourier transformatie met eigenschappen. Filters in theorie en praktijk: eerste en tweede orde DV,
Butterworth, Gaussische afgeleide filters. Het schatten van spectra in een tijdvenster en de bijbehorende onzekerheidsrelatie. De
DFT en FFT als practische gereedschappen. Introductie 2-D Fourier transformatie. Modulatie en demodulatie technieken,
analytic signal en Hilbert transform. Bemonstering (Nyquist-theorema), aliasing en reconstructie. Laplace- en Z-transformaties
met ROC en eigenschappen. Teruggekoppelde systemen en stabiliteitsbepaling.
Study Goals Het analyseren, ontwerpen en doorrekenen van Lineaire Tijd-Invariante (LTI) systemen in zowel de continue- als discrete-tijd.
Representatie van signalen in frequentiecomponenten met behulp van de Fourier transformatie (of Fourier reeks). Het kunnen
doorrekenen van LTI systemen door middel van convolutie of door gebruik te maken van de Fourier/Laplace/Z-transformatie en
zijn eigenschappen. Het kunnen filteren van signalen en een beschrijving hiervan kunnen geven in termen van impulsresponsie,
overdrachtsfunctie en differentiaal/differentie-vergelijking. Het kunnen relateren van corresponderende systemen in continue- en
discrete tijd. Het kunnen schatten van spectra in een willekeurig tijdvenster. Het kunnen toepassen van de discrete Fourier
transformatie (DFT). Het toepassen van amplitude modulatie (enkele- en dubbele-zijband, quadratuur). Het bemonsteren van
bandbreedte begrensde signalen volgens het Nyquist criterium en het reconstrueren van een continue signaal uit discrete
monsters. Het kunnen doorrekenen van lineaire teruggekoppelde systemen door gebruik te maken van Laplace and z-
transformatie en stabiliteitsanalyse.
Education Method Hoorcollege, werkgroep & huiswerk.
Literature and Study A.V. Oppenheim and A.S.Willsky, with S.H.Nawab, Signals and Systems,
Materials Prentice-Hall, 2nd edition, Ch. 1 t/m. 11 (verkrijgbaar bij de boekhandel).
Reader met aanvullende stof en collegesheets.
Assessment See blacboard for details. Combination of homework, small tests, mid-term and final exam. Homework of prior years is void.
UL43 Galaxies and Cosmology 5

Contact Hours / Week Prof.dr. M. Franx (franx@strw.leidenuniv.nl)
x/x/x/x
http://www.strw.leidenuniv.nl/education/2012/R2_A.pdf
Education Period 3
4
Start Education 3
Course Contents Dit college behandelt de eigenschappen van de belangrijkste bouwstenen van het heelal: melkwegstelsels. Aan bod komen hun
classificatie en beschrijving van hun componenten zoals gas, stof, sterren en donkere materie. In enig detail wordt ingegaan op
de bewegingen van de deeltjes in de gravitatie potentiaal van sterrenstelsels. Evenwichts modellen van sterrenstelsels worden
geconstrueerd. Uit vergelijking met waarnemingen wordt de massa verdeling van sterrenstelsels bepaald, en daaruit blijkt dat
sterrenstelsels gedomineerd worden door donkere materie, en supermassive zwarte gaten hebben in het centrum. Geruime tijd
wordt besteed aan de grote vraag: hoe vormden de melkwegstelsels zich? Verder wordt er aandacht geschonken aan
eigenschappen van het heelal op zeer grote schaal. Beschreven zal worden hoe het heelal mede onder invloed van donkere
materie en energie van het vacuum expandeert, en hoe sterrenstelsels daarin vormden.
Study Goals https://studiegids.leidenuniv.nl/courses/show/34788/sterrenstelsels-en-kosmologie
Education Method https://studiegids.leidenuniv.nl/courses/show/34788/sterrenstelsels-en-kosmologie
Assessment https://studiegids.leidenuniv.nl/courses/show/34788/sterrenstelsels-en-kosmologie
Page 189 of 346

UL44 Radiative Processes 5
Contact Hours / Week Dr. E.M. Rossi (emr@strw.leidenuniv.nl)
x/x/x/x
Schedule: http://www.strw.leidenuniv.nl/education/2012/R3_A.pdf
Education Period 1
2
Start Education 1
Required for UL31 Interstellar Medium; UL36 Radio astronomy; UL39 Star and Planet Formation
Course Contents Our knowledge of the universe is mainly indirect, mediated by the light we receive on earth from the objects in the sky.
Therefore, to understand how objects like planets, stars and galaxies work, we need a physical understanding of how their
observed light is produced. The goal of this course is twofold. First, to comprehend how light interacts with matter and how
matter can covert different kinds of energy into light. Second, to learn how to extract from observations physical information
about the emitter, like its size, temperature and composition. The course requires basic knowledge of thermodynamics,
electromagnetism and special relativity, although some of the concepts will be reviewed.
Study Goals https://studiegids.leidenuniv.nl/courses/show/34794/stralingsprocessen
Education Method https://studiegids.leidenuniv.nl/courses/show/34794/stralingsprocessen
Assessment https://studiegids.leidenuniv.nl/courses/show/34794/stralingsprocessen
UL45 Astronomical observing techniques 6

Contact Hours / Week Dr. B. Brandl (brandl@strw.leidenuniv.nl)
x/x/x/x
Schedule: http://www.strw.leidenuniv.nl/education/2012/R3_A.pdf
Education Period 1
2
Start Education 1
Required for UL41 Astronomy from Space
Course Contents Nowadays, astronomical observations are increasingly demanding in terms of sensitivity, image contrast, field of view, stability
and calibrations, pushing telescopes and instrumentation closer and closer to their limits. Meaningful results require a careful
understanding of the technologies and equipment that is being used. This course provides a general overview of most aspects that
are relevant to observational astronomy, covering both the underlying physical principles and the technical concepts. In addition,
the theoretical concepts of image signal processing are being discussed and practical exercises will be held.
Study Goals https://studiegids.leidenuniv.nl/courses/show/34793/astronomische-waarneemtechnieken
Education Method https://studiegids.leidenuniv.nl/courses/show/34793/astronomische-waarneemtechnieken
Assessment https://studiegids.leidenuniv.nl/courses/show/34793/astronomische-waarneemtechnieken
Page 190 of 346

Year 2013/2014
Courses in Astrophysics 10-14ec
Page 191 of 346

AE4890-11 Planetary Sciences I 4
Responsible Instructor Dr.ir. E.J.O. Schrama
Instructor I. de Pater
Instructor Prof.dr. L.L.A. Vermeersen
Instructor Dr.ir. W. van der Wal
Instructor Prof. I. de Pater
Instructor Dr. D.M. Stam
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Parts Planetary Sciences:
- Origin and evolution of our solar system

- Dynamics of the solar system
- Planetary surfaces and interiors
- Planetary Atmospheres
- Planetary Ring systems
- Asteroids and Comets
- Extrasolar planets
- Recent topics in Planetary Science
Current topics in planetary science with a focus on

a specific topic each time the course is offered, such
as Mars, Venus, Galilean satellites, comets, recent
discoveries, spacecraft observations, or other
developments.
Course Contents Planetary science is a major interdisciplinary
field, combining aspects of astrophysics with
geology, geophysics, meteorology, atmospheric
and space science. Planetary sciences, close
relationship to geophysics, atmospheric and space
sciences means that the study of the planets
offers the unique opportunity for comparison
available to Earth scientists. This course
teaches the concepts in the planetary physical
sciences and solar system properties. The learning
process is greatly enhanced by involving students
in solving related problems.
Study Goals After the course the student should be able to:
- Reproduce the primary physical properties and processes

with their facts and figures of our solar system and the
planets in particular
- Reproduce the theoretical backgrounds of physical

phenomena and processes inside and on planet surfaces
and the interaction with the interplanetary environment
- Put the theories to practice, i.e. apply and adapt modelling

techniques that are commonly used to describe the most
important physical processes in planetary science and
astrophysics
- Model physical processes and phenomena to assess

measurement concepts
- Give examples of past and future planetary science missions

and to explain mission objectives
- Discuss the scientific basis for the possible existence of

extraterrestrial life and present methods or measurement
techniques how this life could be detected
Education Method Classical lectures, group learning via student projects, self-learning via homework assignments.
Literature and Study Before participants start ordering books they should check what will be used:
Materials
Option 1: Imke de Pater and Jack Lissauer, Planetary Sciences, Cambridge
University Press, 2nd edition republished (2010) ISBN: 978-0-51-85371-2
Option 2: Jack J. Lissauer and Imke de Pater, Fundamental Planetary Science

Physics, Chemistry and Habitability, Cambridge University Press, ISBN: 9780521618557, available from June 2013.
Assessment The final grade for the planetary sciences course is determined from:
- mark of a written exam

- mark for mandatory homework assignments
The relative weights for both parts are typically 50% for each part.
Set-up Limited number of interactive classroom lectures and practical

applications
Page 192 of 346

UL-CA Computational Astrophysics 3
Contact Hours / Week Prof.dr. S.F. Portegies Zwart (spz@strw.leidenuniv.nl)
x/x/x/x
schedule: Will not be given in 2013-2014
Start Education 3
Course Contents You will learn how to use the computer for your scientific research in computational science and astrophysics. You will use the
most advanced computer hardware to simulate the Universe and to process the data resulting from your calculations. You will
learn how to program the computer, debug your source code and optimize it until the full potential of the computer is utilized.
During this course you will learn to use multiple languages, parallel computers and special-purpose hardware to solve
astrophysical problems. You will be part of a small research group consisting of computational scientists and astrophysicists,
together with whom you compete to write the most efficient simulation software.
Study Goals https://studiegids.leidenuniv.nl/courses/show/34826/computational-astrophysics-iac-2013
Education Method https://studiegids.leidenuniv.nl/courses/show/34826/computational-astrophysics-iac-2013
Assessment https://studiegids.leidenuniv.nl/courses/show/34826/computational-astrophysics-iac-2013
UL-LSSGF Large Scale Structure and Galaxy Formation 6

Contact Hours / Week Dr. J. Brinchmann (jarle@mail.strw.leidenuniv.nl)
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents How galaxies and the structure of the Universe forms is one of the most fundamental questions in extra-galactic astronomy. It is
also an area that has seen tremendous progress over the last 30 years, but at the same time it has constantly been challenged by
ever-improving observational data. This course will introduce you to this fascinating subject and introduce you to the physics of
the formation of the largest structures in the Universe. The course will cover the growth of structure in the Universe and how the
large-scale structure and galaxies form. Topics that will be covered include: the physics of linear growth and non-linear collapse,
clustering and biasing, angular momentum and its influence on galaxy formation, cooling, star formation and feedback
processes, the intergalactic medium and the formation of the first structures. The course will also present recent results and
controversies in the field. The course will start with a brief refresher on cosmology but it is expected that the student has had
exposure to cosmology. Problem classes will be given and considered an integral part of the course.
Study Goals https://studiegids.leidenuniv.nl/courses/show/36728/large-scale-structure-and-galaxy-formation
Education Method https://studiegids.leidenuniv.nl/courses/show/36728/large-scale-structure-and-galaxy-formation
Assessment https://studiegids.leidenuniv.nl/courses/show/36728/large-scale-structure-and-galaxy-formation
UL-OC Observational Cosmology 3

Contact Hours / Week Dr. R.J. Bouwens (bouwens@strw.leidenuniv.nl)
x/x/x/x
schedule: Will not be given in 2013-2014
Start Education 3
Course Contents The purpose of this course is to provide a general overview of the observational basis for our modern view of cosmology. This
course will include a significant discussion of the major tests used to establish the age of the universe; the Hubble constant; the
dark matter, dark energy, and baryonic content of the universe; the matter power spectrum; and the 'w' parameter. This course is
being designed to complement "Origin and Evolution of the Universe."
Study Goals https://studiegids.leidenuniv.nl/courses/show/34925/observational-cosmology
Education Method https://studiegids.leidenuniv.nl/courses/show/34925/observational-cosmology
Assessment https://studiegids.leidenuniv.nl/courses/show/34925/observational-cosmology
Page 193 of 346

UL-SD Stellar Dynamics 3
Contact Hours / Week Prof.dr. S.F. Portegies Zwart (spz@strw.leidenuniv.nl)
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents We will discuss stellar dynamics from a theoretical and computational perspective. The dynamics of systems of stars, or other
objects that interact gravitationally (dark matter, planets, etc.) are described by Newtons laws of gravity. Exact theoretical
analysis generally fails for systems with more than two objects, but for systems with a sufficiently large number of objects new
theoretical principles become available. The hardest systems to understand consist of any number of objects between two and
many. In this course we start with understanding two objects that orbit each other, to slowly increase the number of objects as we
go along. Eventually we focus on approximate approaches to understand the dynamics of stars. Topics include force calculation
techniques, integration of the equations of motion, potential theory; orbits in given potentials; the collisionless and the collisional
Boltzmann equation; self-gravitating systems; the Jeans equations; dynamical friction, and dynamics of few body systems.
Methods are applied to a wide range of astrophysical systems, such as the Solar system, triple stars, stellar clusters, galaxies, and
clusters of galaxies.
Study Goals https://studiegids.leidenuniv.nl/en/courses/show/38135/stellar-dynamics
Education Method https://studiegids.leidenuniv.nl/en/courses/show/38135/stellar-dynamics
Assessment https://studiegids.leidenuniv.nl/en/courses/show/38135/stellar-dynamics

x/x/x/x
Education Period 1
2
Start Education 1
UL30 Galactic Structure, Dynamics and Evolution 6

Contact Hours / Week Dr. R.J. Bouwens (bouwens@strw.leidenuniv.nl)
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents Galaxies are the basic building blocks of the universe, and we use them to trace the evolution of the universe. Fundamental
processes such as star formation, recycling and enrichment of gas, formation of planets etc. all take place in galaxies. The course
describes the structure of the galaxies, including dark matter, stars, and gas as well as the large scale structure in which galaxies
are embedded. It discusses ongoing surveys of the nearby and distant universe. A special focus will be on the evolution of
galaxies. The course builds on the bachelor lecture course Galaxies and Cosmology (Sterrenstelsels en Kosmologie), and
assumes that the material in this course is known to the student. A very brief recapitulation will be given of the most important
material.
Study Goals https://studiegids.leidenuniv.nl/en/courses/show/38136/Galaxies-structure-dynamics-and-evolution
Education Method https://studiegids.leidenuniv.nl/en/courses/show/38136/Galaxies-structure-dynamics-and-evolution
Prerequisites UL43, Galaxies and Cosmology
Assessment https://studiegids.leidenuniv.nl/en/courses/show/38136/Galaxies-structure-dynamics-and-evolution
Page 194 of 346

UL31 Interstellar Medium 6
Contact Hours / Week Prof.dr. P. van der Werf (pvdwerf@strw.leidenuniv.nl)
x/x/x/x
Schedule: Will not be given in 2013-2014
Start Education 1
Course Contents The space between the stars is filled with matter, magnetic fields, and radiation. This course describes this interstellar medium as
an an integral part of galactic ecosystems. It provides an overview of the known constituents of the ISM (ionized, atomic, and
molecular gas; dust; magnetic fields; cosmic rays; EM radiation), and the different environments in which these are encountered
(the 2- and 3-phase models of the ISM) along with the observational diagnostics (atomic and molecular spectroscopy; spectral
energy distributions). It discusses the physical processes that govern the interactions within the ISM and with stars (energy
balance; shocks). And it highlights the relationships between the ISM and stars and their host galaxies (birth and death of stars;
supernovae; nuclei of active galaxies).
Study Goals https://studiegids.leidenuniv.nl/courses/show/34818/interstellar-medium
Education Method https://studiegids.leidenuniv.nl/courses/show/34818/interstellar-medium
Prerequisites UL44 Radiative Processes
Assessment https://studiegids.leidenuniv.nl/courses/show/34818/interstellar-medium
UL39 Star Formation 6

Contact Hours / Week Prof. Dr. E.F. van Dishoeck (ewine@strw.leidenuniv.nl)
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents Review of recent observations and theories of star formation in molecular clouds. Discussion of the different stages and the
physical processes involved in the formation of stars and planets. Special attention will be paid to the formation and evolution of
circumstellar accretion disks, and the origin of giant and earth-like planets in those disks. Comparison of the composition of gas
and grains in molecular clouds and disks with primitive solar system objects, comets and meteorites will be made, including
recent results from the Deep Impact and Stardust missions.
Study Goals https://studiegids.leidenuniv.nl/courses/show/38139/star-formation
Education Method https://studiegids.leidenuniv.nl/courses/show/38139/star-formation
Prerequisites UL44 Radiative Processes
Assessment https://studiegids.leidenuniv.nl/courses/show/38139/star-formation
UL42 (STSTREVO) Stellar Structure and Evolution 6

Contact Hours / Week Prof.dr. A.G.G.M. Tielens (tielens@strw.leidenuniv.nl)
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents The course will start with a review of the basic physics needed to understand the internal structure and evolution of the stars: the
thermodynamics of classical and degenerate gases in both the non-relativistic and relativistic regimes, convection, sources of
stellar opacity, and nuclear energy generation. This will be followed by a detailed description and analysis of all the main phases
of stellar evolution. We will make use of simple models when possible, but we will also discuss the results of sophisticated
computer simulations. Topics include the pre-main sequence, main-sequence and giant phases, mass loss, the structure and
formation of white dwarfs, supernova explosions, synthesis of the elements and, time permitting, binary evolution.
Study Goals https://studiegids.leidenuniv.nl/courses/show/36731/stellar-structure-and-evolution
Education Method https://studiegids.leidenuniv.nl/courses/show/36731/stellar-structure-and-evolution
Assessment https://studiegids.leidenuniv.nl/courses/show/36731/stellar-structure-and-evolution
Page 195 of 346

UL46 Origin and Evolution of the Universe 6
Contact Hours / Week Dr. J. Brinchmann (jarle@mail.strw.leidenuniv.nl)
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents This course is an introduction to modern cosmology. It will cover the theory of relativistic cosmology (Friedman eqns, hot big
bang, nucleosynthesis, cosmic background radiation, dark matter and dark energy). Only the basics of structure formation will be
covered, these will be treated in detail in the course on Large Scale Structure & Galaxy Formation. Throughout, both the theory
and observational tests will be covered.
Study Goals https://studiegids.leidenuniv.nl/courses/show/36728/large-scale-structure-and-galaxy-formation
Education Method https://studiegids.leidenuniv.nl/courses/show/36728/large-scale-structure-and-galaxy-formation
Prerequisites UL 43 Galaxies and cosmology
Assessment https://studiegids.leidenuniv.nl/courses/show/36728/large-scale-structure-and-galaxy-formation
Page 196 of 346

Year 2013/2014
Courses in Instrumentation 10-14ec
Page 197 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Materials
Tests
Page 198 of 346

x/x/x/x
Education Period 4
Start Education 4
systems.
1997

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Page 199 of 346

ET4147 Signal Processing for Communications 4
Responsible Instructor Prof.dr.ir. G.J.T. Leus
Instructor Prof.dr.ir. A.J. van der Veen
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Expected prior knowledge Linear algebra, signal processing, Fourier transform, Introduction to Communications
Summary We discuss techniques for signal separation and parameter estimation, using arrays of sensors, and applied to wireless
communications. We start by deriving a signal processing model of the wireless channel. We then recall useful tools from linear
algebra: QR, SVD, eigenvalue decompositions, projections. This gives us tools to discuss some more elementary receivers: the
matched filter, the Wiener filter. Then we discuss important applications: estimation of angles and delays using ESPRIT,
adaptive space-time filters, the constant modulus algorithm. Finally, we look at OFDM and CDMA systems and see how the
above techniques can be applied to this.
Course Contents Signal processing model of the wireless channel, elementary beamforming concepts (spatial filtering), tools from linear algebra:
QR, SVD, eigenvalue decompositions, projections. Elementary beamformers/receivers: the matched filter, the Wiener filter.
Estimation of angles and delays using ESPRIT, adaptive space-time filters and the LMS algorithm, the Constant-Modulus
algorithm. Application to OFDM and CDMA systems.
Study Goals - To be able to explain some key problems regarding data models, estimation and detection that occur in wireless
communications.
- To be able to explain the major signal processing tools required to solve these problems.
- To be able to implement these signal processing techniques in Matlab.
- To be able to apply these techniques to new communications problems.
Education Method Lectures plus Matlab homeworks
Literature and Study Reader "Signal processing for communications". Refs from lit: see http://ens.ewi.tudelft.nl/Education/courses/et4147
Materials
Assessment Oral assessment with take-home Matlab assignment
Remarks Computer use: requires access to Matlab. Course requires 10 hours per week for a total studyload of 100 hours.
ET4235 Digital Signal Processing 4

Responsible Instructor Prof.dr.ir. G.J.T. Leus
Responsible Instructor Prof.dr.ir. A.J. van der Veen
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Expected prior knowledge Signals and Systems, eg, Laplace, Fourier and z-transforms; random processes; linear algebra; experience with Matlab
Summary This is a second course in discrete-time signal processing. It provides a comprehensive treatment of signal processing algorithms
for modeling discrete-time signals, designing optimum filters, estimation of the power spectrum of a random process, and
implementing adaptive filters. These are important topics that are frequently encountered in professional engineering, and major
applications such as digital communication, array processing, and multimedia (speech and audio processing, image processing).
The course provides a framework that connects signal models to filter structures, formulates filter design as an optimization
problem, solved in turn via linear algebra techniques applied to structured matrices. The connections between these topics are
strong, and provide insights that can also be used in other disciplines.
Course Contents The course treats: background in DSP, linear algebra and random processes; linear prediction, parametric methods such as Pade
approximation, Prony's method and ARMA models; the Yule-Walker equations, the Levinson algorithm, the Schur algorithm;
Wiener and Kalman filtering; spectrum estimation (nonparametric and parametric), frequency estimation (Pisarenko, MUSIC
algorithm); adaptive filtering (LMS, RLS).
Study Goals You will have acquired the fundamentals of advanced discrete-time signal processing, both from deterministic and stochastic
signal processing viewpoints. Specifically, you can model discrete-time signals in various ways (pole-zero, all-pole, FIR,
ARMA), you can estimate power spectra and frequency components in various ways (direct and via parametric models), you can
design optimum filters (Wiener and Kalman), and you have a basic understanding of adaptive filtering (LMS, RLS algorithm).
You can implement and test these algorithms in Matlab, and can indicate examples where these algorithms are used in
engineering practice.
Computer Use Matlab (take-home exercises)
Course Relations This course complements ET 4152 Estimation and Detection and ET 4147 Signal Processing for Communications
Literature and Study Monson H. Hayes, "Statistical digital signal processing and modeling", John Wiley and Sons, New York, 1996. ISBN: 0-471
Materials 59431-8
Assessment Written
Permitted Materials during The examen is open book: all study materials permitted
Tests
Page 200 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
(ET3502 or ET3260IN).
techniques)

.
flow.
value interpolation
available for free.
past.
Tests
Page 201 of 346

SC4120 Special Topics in Signals, Systems & Control 3
Responsible Instructor Prof.dr.ir. J. Hellendoorn
x/x/x/x
Education Period 4
Start Education 4
Course Contents The lecture has a changing content, directed towards the current developments in signal analysis, system identification and
control engineering. It either consists of contributions from different lecturers, and is sometimes organized in the form of a
seminar sequence with active participation of students.
Please notice that the course is not offered every year. Check Blackboard for details.
Study Goals Acquire competence to report on a particularly chosen scientific development within signal analysis, system identification or
control
Identify essentials in an advanced scientific article or book chapter about signals, systems or control
Compose a summary with a balanced exposition of generic aspects, details, examples
Orally report on results of investigation, including an educated evaluation of the subject
Defend presentation and evaluation in a scientific discussion with audience
Enter a scientific dispute about the particular topic of specialization of a fellow-student
Literature and Study Lecture notes or book to be announced
Materials
Assessment Appointment
UL-PSSI Physics of Scientific Space Instruments 4

Contact Hours / Week Prof.dr. M.W. Beijersbergen (m.beijersbergen@cosine.nl)
x/x/x/x
Education Period 1
2
Start Education 1
Course Contents The course will address the underlying physical principles and their relation to performance of current and future scientific
instruments used in earth observation, astronomy and fundamental physics in space.
The following subjects are addressed: Remote sensing and in-situ instrumentation, high-energy optics and detectors, space
interferometry, gravitational wave detection in space, space instrument design, mission design and programmatics.
Study Goals https://studiegids.leidenuniv.nl/courses/show/38999/physics-of-scientific-space-instruments-phy
Education Method https://studiegids.leidenuniv.nl/courses/show/38999/physics-of-scientific-space-instruments-phy
Assessment https://studiegids.leidenuniv.nl/courses/show/38999/physics-of-scientific-space-instruments-phy
Remarks This course is scheduled every two years.
UL-SA Space Astronomy 3

Contact Hours / Week Prof.dr. M. Fridlund (malcolm.fridlund@esa.int)
x/x/x/x
Schedule: Will not be given in 2013-2014
Start Education 3
Course Contents The course should provide a general overview so that the scientist can access available space astronomy assets, know what is and
will be available for scientific utilization, how the writing of proposal mechanism works w.r.t. space missions, and know about
the interaction with ground based instrumentation.
The course should also provide insight in how to participate in the discussion, preparation and then implementation of a space
project, give that you are part of the astronomical community (active participation in projects, preparation for proposing new
space missions, etc.).
Finally, the course also describes the development of a space mission. It provides insight on how to focus your career into the
field of space astronomy (including the agency side) from a scientific viewpoint.
The course uses the field of exoplanetology as the scientific model that the description of past, present and future missions is
based on. Particularly the topic of asteroseismology, which describes the physics of stellar interiors, and thus provides the stellar
phyisical parameters (e.g. mass, radius, age, etc.) with unprecedented precision is taught in detail. This is because it will only
come of age when a dedicated space mission is flown and it will have tremendous impact on essentially all aspects of
astrophysics but especially exoplanetology. Therefore this topic is taught in detail. Thereafter the relevant missions (e.g. CoRoT,
Kepler, PLATO, Darwin, Terrestrial planet Finder, TPF) are described in detail.
Study Goals https://studiegids.leidenuniv.nl/courses/show/34825/astronomy-from-space
Education Method https://studiegids.leidenuniv.nl/courses/show/34825/astronomy-from-space
Assessment https://studiegids.leidenuniv.nl/courses/show/34825/astronomy-from-space
Page 202 of 346

UL36 Radio Astronomy 3
Contact Hours / Week Prof.dr. M.A. Garrett (garrett@strw.leidenuniv.nl)
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents Radio astronomy has a special place in modern astrophysics. It yields an unobscured view of the structure of our own Milky
Way and other galaxies. It shows us a very diverse range of both thermal and non-thermal phenomena and objects. It uniquely
probes magnetic fields across interstellar and intergalactic space. It reveals the distribution of dark matter in galaxies via
observations of neutral hydrogen, the most abundant element in the Universe. Finally, it provides the only way to study the very
earliest epochs of the Universe, by measurements of the cosmic microwave background and by studying the large-scale
distribution of neutral hydrogen during the so-called dark ages and the epoch of reionisation, when stars began to shine for the
first time, and active galaxies were forming.
This course provides an introduction to the tools, techniques, and science of radio astronomy. The discussion includes:
fundamentals and early history of measuring cosmic radio signals, the basic properties of antennas and receivers, practical
aspects of radio interferometery (incl. calibration and imaging techniques), overview of existing facilities and next generation
radio telescopes (e.g. LOFAR), specific science topics inlcude sub-mm galaxies at high-z, the CMB and Epoch of Reionisation
studies and SETI (the search for extraterrestrial intelligence).
The course includes 1 practical session when students get a chance to make radio images from real interferometry data under
close supervision. The course concludes with a all-expenses paid field trip to ASTRON and the LOFAR and WSRT radio
telescopes located in Drenthe.
Study Goals https://studiegids.leidenuniv.nl/en/courses/show/36724/radio-astronomy
Education Method https://studiegids.leidenuniv.nl/en/courses/show/36724/radio-astronomy
Prerequisites UL44, Radiative Processes
Assessment https://studiegids.leidenuniv.nl/en/courses/show/36724/radio-astronomy
UL7 Detection of light 6

Contact Hours / Week Dr. M.A. Kenworthy (kenworthy@strw.leidenuniv.nl)
x/x/x/x
Education Period 3
4
Start Education 3
Course Contents Our knowledge of the planets, stars and galaxies we see in the sky have been transformed by the detectors we use for state of the
art research. This main goal of this course is to provide an overview of the various techniques we use to detect the
electromagnetic radiation, from the far ultra-violet through to the sub-millimetre. We will cover the basic underlying principles
of the detectors used in astronomy today, their strengths and weaknesses, and practical information on their use which will help
the observer, such as:
* Linearity
* Dynamic Range
* Spectral Response
* Bandwidth
* Quantum efficiency
* Noise
Study Goals https://studiegids.leidenuniv.nl/courses/show/36723/detection-of-light
Education Method https://studiegids.leidenuniv.nl/courses/show/36723/detection-of-light
Assessment https://studiegids.leidenuniv.nl/courses/show/36723/detection-of-light
Page 203 of 346

Year 2013/2014
G, D, R of M-list
Page 204 of 346

Year 2013/2014

programme.
Page 205 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
M. Kardar:
the books.
Tests
Page 206 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
systems.
13:978-0-521-87406-9
(hardback)
978-0-7503-0752-9
ISBN: 9781420077001
ISBN 10: 1420077007
Tests
Page 207 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Graphene.
physical insight
course:
developments.
in every two weeks.
Recommended books:
in passing.
Tests
Page 208 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Elektromagnetisme)

course.
Tests
Page 209 of 346

Year 2013/2014

Page 210 of 346

Year 2013/2014
Page 211 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4

(assisted).
Materials
Page 212 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period none
applications.
1. Presentation
final mark.


x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests
Page 213 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
methods.
Tests

x/x/x/x
Education Period 1
2
Start Education 1
Page 214 of 346

Year 2013/2014
Page 215 of 346

x/x/x/x
Education Period 1
2
Start Education 1
propagation.


x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
lasers
Materials
midterm exam.
Tests
Page 216 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 1
2
3
Materials
Tests
Page 217 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Content
CT Imaging (3 hrs)
Ultrasound: (4 hrs)
-Doppler imaging
-3D Ultrasound
MRI: Basics (2 hrs)
-Angiography
-Functional MRI
-MR spectroscopy
-Neuro
-Cardiovascular
-Abdominal
-Interventional
-Musculoskeletal
Attainment levels:
Page 218 of 346

Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
class.
Materials
Page 219 of 346

Year 2013/2014
Page 220 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Turbulence):
convection)
SIMPLE algorithm)
models)
(1991)
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Materials
Tests
Page 221 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
NOTE:
the first quarter.

Bernoulli
flat plate
Page 222 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
turbulence.
viscosity.
Materials
Page 223 of 346

Year 2013/2014
Page 224 of 346

x/x/x/x
Education Period 4
Start Education 4
Materials

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
the course.
Materials lecture.
Reading scheme:

Lecture 2: Ch. 12 (pp. 214-217), 13 (244-256);
Lecture 4: Ch. 31, 32 (674-684), 33 (698-718);
Page 225 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
5. Lab-work manual
Tests

x/x/x/x
Education Period 1
2
Start Education 1
study.
Materials
Page 226 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Page 227 of 346

Year 2013/2014
Page 228 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

between cells.
processes.
communication.
Tests
inscribed.
Page 229 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
Homework
Materials

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
ecosystems.
students.
this theory.
Page 230 of 346

Year 2013/2014
Page 231 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4



application
application
application
the oral exam.
Materials
Study goals:
of the theoretical



Page 232 of 346

x/x/x/x
Education Period 1
2
Start Education 1
1.Nuclear reactions
* data files



* exact description
6.Fuel burnup
* recycling of fuel



Page 233 of 346

x/x/x/x
Education Period 3
4
Start Education 3
- Safety measures.
2014.
Materials
Tests
Mekelweg 15
NL - 2629 JB DELFT
Page 234 of 346

x/x/x/x
Education Period 2
Start Education 2
many more.

Radiation dosimetry
Neutron beams
Positron beams
Nuclear reactors
Nuclear safety
Nuclear weapons
Medical imaging
Radiotracers
(38%) : 13%/25%/0%
Materials
Lecture slides
Page 235 of 346

Year 2013/2014
R-List AP 2013
Page 236 of 346

Year 2013/2014
Page 237 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Materials

x/x/x/x
Education Period 4
Start Education 4
systems.
1997
Page 238 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
these;
Materials

x/x/x/x
Education Period 3
4
Start Education 3
Page 239 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment
Page 240 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
(ET3502 or ET3260IN).
techniques)

.
flow.
value interpolation
available for free.
past.
Tests
Page 241 of 346

Instructor M. Loog
x/x/x/x Pract.
Education Period 1
2
Start Education 1
Exam Period 2
3

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2

system design.
Materials
Page 242 of 346

x/x/x/x
Education Period 3
Start Education 3
attitude

Materials
Page 243 of 346

Year 2013/2014
Page 244 of 346

x/x/x/x
Education Period 1
2
Start Education 1

x/x/x/x
Education Period 3
Start Education 3
combustion
laminar flames.
by Warnatz et al.

Page 245 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Study Goals

the year.
Page 246 of 346

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
lectures 15-31.


Materials
collegerama.
Page 247 of 346

x/x/x/x
Education Period 3
Start Education 3
Grid generation.
package OpenFOAM.

and finite volumes


Pearson Education.
Page 248 of 346

Year 2013/2014
Page 249 of 346

x/x/x/x
Education Period 1
2
Start Education 1
is required.
Exam

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
applications.
Materials
Page 250 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Topics include
(5) Decoherence
communication)
matrices, etc)
exam (50%).

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
degree course:
developments.
in every two weeks.
course, AP3051G.
Tests
Page 251 of 346

x/x/x/x
Start Education 2

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
entanglement.

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
homework problems.
Page 252 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
Exam by appointment

x/x/x/x
Education Period 2
3
Start Education 2
Exam Period 3
4
Page 253 of 346

Year 2013/2014
Page 254 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Tests
Page 255 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
also ions).
Some keywords:
Materials
Page 256 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

Materials
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

Materials
Page 257 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Micro-kinetics
Homework exercises

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Page 258 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
explain why
examination.
Page 259 of 346

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
each.
interest.
Page 260 of 346

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5


steam properties
these systems
concepts
Materials

ISBN 3-540-64750-3.
ISBN 0-07-019435-1.
Page 261 of 346

Page 262 of 346

Year 2013/2014

Page 263 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
- Main scenarios

- Self-organization

protocells.
communication.
inscribed.
Page 264 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

product formation)
Page 265 of 346

LM3691 iGem 18
x/x/x/x
Start Education 3
Exam Period 3
iGEM community.

Hagen).

Page 266 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Page 267 of 346

Year 2013/2014
M-list AP 2013
Page 268 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
complex networks.
WI4005 Wavelets 6
x/x/x/x
Education Period 3
4
Start Education 3
analysis.

1.Fourier Theory
The student

The student
can apply the CWT
3.Frames
The students

The student
Materials
Page 269 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none

x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Pearson, 2005, ISBN 0-13-185714-2.

x/x/x/x
Education Period 1
2
Start Education 1
algebra.
Page 270 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Materials
Page 271 of 346

Year 2013/2014

Program Coordinator M.A.F.M. Jacobs
ECTS Program 30
Introduction 1 The educational programmes are aimed at Dutch-speaking students only, because they are oriented towards the Dutch school
system and because it includes internships (Schoolpracticum) at Dutch schools. Consequently the educational specialisation
modules are taught in Dutch.
The programme consists of Basisdeel/Ed1 (30 EC) and Verdiepingsdeel/Ed2 (30 EC).
The minor Education (Basisdeel/Ed1) can be done during the bachelor programme and leads to certification as a tweedegraads
secondary school teacher with limited qualification (beperkte bevoegdheid). If a student has done the minor Education, only the
Verdiepingsdeel/Ed2 of 30 EC remains for the master programme specialisation. The combination of the minor Education and
Ed2 specialisation leads to certification as a fully-qualified eerstegraads (grade-one) secondary school teacher. The certificate
will be attached to the master diploma.
Students that did not take the minor Education can follow the Basisdeel/Ed1 specialisation as part of their master programme and
then do the Verdiepingsdeel/Ed2 as a post-master course in order to become fully qualified.
The programme should be submitted to the Board of Examiners after approval by the education programme coordinator
M.A.F.M. Jacobs. You should contact him before starting this specialisation.
Page 272 of 346

SL3031 Didactical Skills, only given in Dutch 3
Responsible Instructor Drs. M. Bruggink
x/x/x/x
Education Period 1
Start Education 1
Course Contents Didactische werkvormen zorgen voor afwisseling tijdens de lessen. Afhankelijk van leerdoelen en leerinhoud kiezen docenten
voor een bepaalde werkvorm. In dit vak maak je op een heel praktische manier kennis met het plannen, voorbereiden, verzorgen
en evalueren van een les. Je oefent drie werkvormen, waarbij je medestudenten als leerlingen optreden. Je reflecteert op je eigen
functioneren o.a. door een dvd opname. Je krijgt feedback van je docent en medestudenten.
Study Goals Je kunt met succes de volgende didactische werkvormen, in combinatie, toepassen:
-Doceerles.
-Onderwijsleergesprek.
-Zelfstandig werken.
Je hebt inzicht gekregen in de elementaire beginselen van leerdoelen, een lesplan maken, lesvoorbereiding, afwisseling in
werkvormen en evalueren.
Education Method Microteaching en werkcolleges
Literature and Study -Op Blackboard
Materials - Geerts, W. en Van Kralingen, R. Handboek voor leraren , Coutinho, 2011, 1e druk, ISBN: 9789046902509
Assessment Aan de hand van:
- ingeleverde lesvoorbereidingen,
- uitvoering microlessen,
- reflecties,
- samenwerking (zie ook: opmerkingen).
Remarks Aanwezigheid is verplicht!
Dit vak vereist een grote mate van discipline. De planning (die bij de eerste bijeenkomst wordt uitgereikt) geeft aan op welk
moment er iets van je verwacht wordt. Omdat je medestudenten van jouw activiteiten afhankelijk zijn en andersom, kan niet van
deze planning worden afgeweken. Te laat handelen en/of reageren wordt niet geaccepteerd.
SL3041 Orienterende stage 3

Responsible Instructor Drs. M. Bruggink
Responsible Instructor Dr. J.G. Spandaw
Responsible Instructor Drs. J. Schrik
Responsible Instructor Dr. W.T.M. Caspers
Responsible Instructor Ir. W. Sonneveld
Responsible Instructor Dr. F.A. Henze-Rietveld
Responsible Instructor Dr. P.J.J.M. Dekkers
Contact Hours / Week x/x/0/0 In overleg met de stageschool
x/x/x/x
Education Period 1
None (Self Study)
Start Education 1
Expected prior knowledge Didactische vaardigheden (kan ook parallel gevolgd worden)
Course Contents Opdrachten op een stageschool uitvoeren, waaronder: interviews houden met leraren en leerlingen, lessen observeren, assisteren
in de klas, lessen voorbereiden en onder begeleiding van de schoolpracticumdocent enkele losse (deel)lessen uitvoeren en
evalueren. Jouw gegeven lessen worden bekeken en geevalueerd. Bij succesvol doorlopen van deze stage is toegang verschaft tot
Schoolpracticum A.
Study Goals Zich oriënteren op de praktijk van het natuurkunde- / scheikunde- / wiskunde- / informatica-onderwijs voor havo en vwo.
Education Method Schoolpracticum
Literature and Study Handleiding Oriënterende Stage (Zie Handleiding Schoolpracticum)
Materials
Assessment Aan de hand van een schoolpracticumverslag.
Lever je verslag in uiterlijk voor week 7 van periode 1!
Remarks Aanwezigheid en actieve deelname verplicht. Planning en roostering gebeurt in overleg tussen student en
schoolpracticumdocent.
Location De havo/vwo-afdeling van een school voor voortgezet onderwijs.
Minor-studenten kunnen ook les geven aan klassen vmbo-t
Page 273 of 346

SL3111 Research Methods in Social Sciences 3
Responsible Instructor Dr.ir. S.M. Flipse
Course Coordinator Dr. M.C.A. van der Sanden
Course Coordinator M.A.F.M. Jacobs
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Expected prior knowledge -
Course Contents This course is an introduction into research methods in the social sciences with an emphasis on education or science
communication research. It is necessary to increase your knowledge of this domain because research methods in the social
sciences are not necessarily similar to methods in the natural sciences. During the course you will work on a realistic case and
prepare a research proposal.
-the language, philosophy, ethics and conceptualization of social research;
-how to set up systematic literature research and evaluate the quality of research articles;
-how to formulate a research question, based on the problem statement and purpose of the research;
-how to decide on an adequate research method to answer research questions, with respect for the differences of a qualitative or a
quantitative approach;
-how to design a research proposal with emphasis on relevance, ethics, validity, reliability and objectivity.
Education Method Seminars, presentations, group assignments.
Literature and Study Alan Bryman: Social Research Methods 4th edition
Materials
Assessment Grades will be based on:
-your research proposal on an education or science communication subject;
-exam.

x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
Expected prior knowledge Niet van toepassing
Course Contents Eerste kennismaking met vakdidactiek Natuurkunde
Study Goals Bekend zijn met en kunnen toepassen van PCK-elementen in de natuurkundeles:
- doelen
- beginsituatie
- didactische werkvormen
- evaluatie en toetsing
Education Method Colleges
Opdrachten
Assessment Aan de hand van de opdrachten
Enrolment / Application Via Blackboard
Page 274 of 346

SL3164 Field Orientation Physics A 9
Contact Hours / Week In overleg met de vakdidacticus en de stageschool wordt bepaald wanneer de stage plaatsvindt.
x/x/x/x
Start Education 1
2
Course Contents Tijdens dit schoolpracticum ga je over van observeren naar eerst onder begeleiding lesgeven en later zelfstandig lesgeven.
Tijdens het schoolpracticum komen de volgende activiteiten aan bod:
Het observeren van lessen.
Het individueel begeleiden van leerlingen.
Het onder begeleiding van de schoolpracticumdocent voorbereiden en geven van losse lessen.
Het geven van een lessenseries waarbij vakdidactische kennis en vaardigheden worden toegepast. Een lessenserie is een reeks op
elkaar aansluitende lessen waarin een samenhangend stuk stof wordt behandeld en wordt afrond met een toetsing.
Het zich oriënteren op (en zo mogelijk participeren in) begeleidings- en organisatietaken binnen de sectie en de school.
Het reflecteren op het eigen functioneren als docent in opleiding.
In overleg met de instituutsbegeleider en de schoolbegeleider wordt bepaald wat de verdeling tussen onderbouw en bovenbouw
is. Ongeveer 2/3 van de te geven uren wordt in de onderbouw gegeven en 1/3 in de bovenbouw.
Study Goals Het verwerven van vaardigheid in het voorbereiden, uitvoeren en evalueren van lessen in de onder- en bovenbouw van het
voortgezet onderwijs en het verwerven van inzicht in de eigen mogelijkheden en beperkingen met betrekking tot het uitoefenen
van het beroep van leraar.
Het ijkpunt voor de lerarenopleiding is de beschrijving van de bekwaamheidseisen voor een leraar, zoals die zijn vastgelegd door
de wetgever in de wet Beroepen in het Onderwijs (Wet BIO).
De bekwaamheidseisen zijn onderverdeeld in zeven competenties:

1. interpersoonlijke competentie;
2. pedagogische competentie;
3. vakinhoudelijke en didactische competentie;
4. organisatorische competentie;
5. competentie in het samenwerken met collegas;
6. competentie in het samenwerken met de omgeving;
7. competentie in reflectie en ontwikkeling.
Bij iedere competentie hoort een aantal indicatoren die de leraar in opleiding kan gebruiken om aan te tonen dat hij over die
competentie beschikt. De lerarenopleiding heeft deze competenties vertaald naar een beoordelingsinstrument met daarin een
aantal rubrics. Per competentie is daarin een aantal niveaus onderscheiden. Meer informatie hierover is te vinden in de
handleiding schoolpracticum.
Education Method Schoolpracticum met daarnaast ongeveer eenmaal per drie weken een begeleidingsbijeenkomst op de TU en (op afspraak)
individuele begeleiding van de instituutsbegeleider. Tevens zal de instituutsbegeleider één of meerdere lessen van de student
bijwonen.
Aanwezigheid en actieve deelname verplicht!
Prerequisites Orienterende stage moet met voldoende resultaat zijn afgerond. Is hieraan (nog) niet voldaan dan is toestemming van de docent
noodzakelijk.
Assessment De beoordeling wordt gedaan aan de hand van:
Het portfolio waarin de studenten gedurende het schoolpracticum bewijsstukken verzamelt.
Het beoordelingsinstrument (rubrics) dat wordt ingevuld door de schoolbegeleider(s).
Lesbezoeken door de instituutsbegeleider.
Eventueel zal de instituutsbegeleider de schoolbegeleider om aanvullende informatie vragen ten behoeve van de beoordeling.
Het portfolio, inclusief het ingevulde beoordelingsinstrument (rubrics) dient uiterlijk 13 januari 2014 te zijn ingeleverd. Meer
informatie over het portfolio en het beoordelingsinstrument (rubrics) is te vinden in de handleiding schoolpracticum.

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
Expected prior knowledge VD1, DiVa
Course Contents Verdieping van wat je in VD1 geleerd hebt.
Study Goals In staat zijn een activerende didactiek te ontwikkelen en te implementeren in de klas. Ontwerpen en uitvoeren van lessen en
lessenseries.
Education Method Colleges, werkcolleges, opdrachten.
Assessment Aan de hand van de opdrachten.
Page 275 of 346

SL3462 Educational Science 6
Responsible Instructor M.A.F.M. Jacobs
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
Required for De minor Educatie en voor de eerstegraads lerarenopleiding.
Course Contents Onderwijskunde legt de basis voor de onderwijspraktijk (in de stage). Aan de orde komen: de leerling, de leraar, het
onderwijsleerproces en de schoolorganisatie.
De leerling: leerprocessen, leertheorieën, metacognitie, hersenen en geheugen, motivatie, de ontwikkeling van de adolescent,
leerstijlen, leerproblemen, enz.
De leraar: motiveren, onderwijzen, klassenmanagement (orde), opvoeden, enz.
Het onderwijsleerproces: lessen ontwerpen, leerdoelen, werkvormen, toesting, enz.
De schoolorganisatie: het Nederlandse onderwijsstelsel, mentoraat, leerlingbegeleiding en leerlingenzorg.
Study Goals Als je het vak gevolgd hebt, kun je relevante theorieën selecteren en toepassen om de kwaliteit van je handelen als leraar te
verbeteren.
Education Method Colleges, zelfstudie, samenwerken, werkstukken maken.
Assessment Aan de hand van werkstukken.
Page 276 of 346

Year 2013/2014

Program Coordinator M.A.F.M. Jacobs
ECTS Program 30
Prerequisites minor Education
Introduction 2 The educational programmes are aimed at Dutch-speaking students only, because they are oriented towards the Dutch school
system and because it includes internships (Schoolpracticum) at Dutch schools. Consequently the educational specialisation
modules are taught in Dutch.
The programme consists of Basisdeel/Ed1 (30 EC) and Verdiepingsdeel/Ed2 (30 EC).
The minor Education (Basisdeel/Ed1) can be done during the bachelor programme and leads to certification as a tweedegraads
secondary school teacher with limited qualification (beperkte bevoegdheid). If a student has done the minor Education, only the
Verdiepingsdeel/Ed2 of 30 EC remains for the master programme specialisation. The combination of the minor Education and
Ed2 specialisation leads to certification as a fully-qualified eerstegraads (grade-one) secondary school teacher. The certificate
will be attached to the master diploma.
Students that did not take the minor Education can follow the Basisdeel/Ed1 specialisation as part of their master programme and
then do the Verdiepingsdeel/Ed2 as a post-master course in order to become fully qualified.
The programme should be submitted to the Board of Examiners after approval by the education programme coordinator
M.A.F.M. Jacobs. You should contact him before starting this specialisation.
Exam requirements If, due to changes in the programmes, SL3111 (Research Methodology in Social Sciences, 3EC) has not been done as part of the
minor or basisdeel, it has to be done additionally for the certification as a fully-qualified eerstegraads (grade-one) secondary
school teacher.
Page 277 of 346

SL3012 Professionalization in SC and SE 3
Responsible Instructor Dr. F.A. Henze-Rietveld
Responsible Instructor Drs. C. Wehrmann
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
Expected prior knowledge All theoretical SC or Ed courses
Course Contents In this course for all science education and science communication master-students we will focus on the similarities and
differences between education and communication. Students will explore and elaborate the statement that education is formal
communication and communication is informal education. Knowing, identifying and using similarities and differences will
enhance your own and specific education and communication practice and reasoning. Some examples: Teaching might be
strongly supported by communication strategies. The psychology of communication might enhance the learning processes in
groups and/or individuals. Communication professionals on their turn could benefit from the way educational researchers and
education professionals deal with the various basic attitudes of an audience towards new knowledge.
Through an integration assessment students learn from each other their specific theoretical knowledge. This course not only
focusses on new theories and the broadening of your theoretical scope, but moreover makes you familiar with the power of
professional feedback and getting used to learn from and questioning other domains. The latter is important for education and
communication which are multidisciplinary by nature.
Study Goals Students will be able to identify and explain similarities and differences between science communication and education.
Students will be able to compare and integrate theories from both domains and their application.
Student will be able to apply what they have learned in their professional activities.
Education Method Seminars
Literature and Study To be decided
Materials
Assessment Assessment will be based on:
- assignments (done individually or in small groups);
- presentations;
- a final course paper.
Page 278 of 346

SL3021 The designing of communication or education products and 6
processes Communication
Responsible Instructor Dr. M.C.A. van der Sanden
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
Course Contents How to create a series of lessons, design a strategic science communication process on a certain technological subject and its
according communication means? In the Bachelors stage you will have already become acquainted with designing. It will be that
experience in the field of technological design that will form the basis for this course on designing of communication and
education products and processes. The central themes of this course will be: how to design, realise, implement and evaluate
education and communication products and processes.
The issues dealt with will be problem analysis methods, systems theory, design methods and precisely how communication and
education theories can be applied to the design process. In case of the latter, also creativity, experience and intuition are
discussed and made explicit during lectures and assignments. These domains of knowledge are helpful in bridging the gap
between theory and practice. And of course ethical and philosophical issues connected to innovations in science and technology
will be taken into account of the design process.
The course's first period is considered a more theoretical part in which science education and science communication students
work together , whereas the second period you will start working on your own education of communication design.
The first period combines education and communication. In the second period you will deepen and broaden either an education
process and product or a communication process or product. An important aspect of this stage of the course will be the justifying
of your choices.
Study Goals By the end of this course you will have obtained:
- insight into the theories concerning the process of designing, planning and producing products designed for the purposes of
conveying scientific and technological knowledge;
- insight into the evaluation methods deployed in the areas of education and communication;
- skills in bridging the gap between education and communication theory and practice by design.
Education Method Lectures and seminars
Literature and Study Reader provided via blackboard. The additional literature for the first period will be posted on blackbord.
Materials
For science education students the literature concerning the second period see 'Literatuur en studiemateriaal'.
For science communication students the literature concerning the second period will be posted on blackbord as well.
Prerequisites None
Assessment The final products will comprise:
- education product and process or communication product and process accompanied by a detailed description of the strategic
design choices made;
- design processes needs to be evaluated;
- individual oral assessment during period 1 and 2;
- presentation to be given during the final lecture.
The final mark will be based on the final product of the first period and the one from the second period (1:1), moreover both
assignments should be graded 6 or more. The oral individual assessments in both period 1 and 2 can result in -1 or +1 difference
with your final group grade.
Lecture attendance is compulsory.

Remarks Students are expected to work on the final assignments in pairs of two or in groups of three.
The first part of this course will be taught in English. The language used in the second part depends: English for students in the
Science Communication track, Dutch for students in the Education track.
Page 279 of 346

SL3311 Research of Education 6
Contact Hours / Week Je stelt in overleg met de docent een planning op voor het onderzoek.
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
Expected prior knowledge SL3111 Methoden van onderzoek
Course Contents Systematisch onderzoeken van een onderwijskundig en/of vakdidactisch probleem, met als doel oplossingen voor het probleem
te verkennen.
Study Goals Zelfstandig een onderzoek kunnen opzetten en uitvoeren in een onderwijsomgeving en hierover rapporteren.
Education Method Individueel.
In overleg met de docent is het ook mogelijk het onderzoek in tweetallen of drietallen uit te voeren.
Literature and Study Richtlijnen.
Materials Dr. D.B. Baarda, dr. M.P.M. de Goede (2001) Basisboek Methoden en Technieken 3e dr (ISBN 90 207 3030 4) ( 37,50)
Assessment Aan de hand van de onderzoeksopzet en het onderzoeksverslag.
Remarks Voor de begeleiding worden op verzoek bijeenkomsten georganiseerd.
Verder vooral individuele begeleiding.
Studenten die de tweejarige lerarenopleiding volgen, passen dit vak in in hun vakdidactisch onderzoek.
SL3371 Didactics Physics 3 3

x/x/x/x
Education Period 3
4
Start Education 3
Expected prior knowledge Schoolpracticum A is met voldoende resultaat afgerond; integratie SC/SE, didactische vaardigheden en vakdidactiek
Natuurkunde 1 en 2 zijn voltooid. Is hieraan niet voldaan dan is voorafgaand aan deelname toestemming van de docent
noodzakelijk.
Course Contents - Preconcepten en misconcepten
- Samenhang en afstemming natuurkunde en beta-vakken tweede fase
- Vakdidactische inspiratiebronnen & literatuur
- Buitenschoolse activiteiten met een natuurkundig/technisch karakter
- (Inter)nationale ontwikkelingen op het gebied van beta- en natuurkundeonderwijs
- Leerfuncties en begeleidingsvaardigheden; profielwerkstuk
- Examenprogramma's en examens
- Professionele ontwikkeling; bijwonen van een vakdidactische conferentie en een examenbespreking vwo
- Ontwerpen en modelleren
Study Goals Het verwerven van kennis en vaardigheden in het toepassen van vakdidactische principes bij het voorbereiden, uitvoeren en
evalueren van natuurkundelessen.
Education Method Werkcolleges / practicum
Literature and Study Blackboard
Materials Hoogeveen en Winkels; Het didactische werkvormenboek, 8e of hogere druk; Van Gorcum, Assen.
Aanvullend materiaal
Assessment Mondeling tentamen aan de hand van het dossier vakdidactiek 3
Inleveren dossier uiterlijk in week 25, 2014.
Remarks Aanwezigheid en actieve deelname verplicht
SL3414 Schoolpracticum natuurkunde B 12

Contact Hours / Week In overleg met de vakdidacticus en de stageschool wordt bepaald wanneer de stage plaatsvindt.
x/x/x/x
Education Period 1
2
3
4
Start Education 1
Page 280 of 346

Year 2013/2014
Specialisation Sustainability in Technology (SiT) AP 2013

Program Coordinator Prof.dr.ir. C.R. Kleijn
Program Title Sustainability in Technology (Technology in Sustainable Development)
ECTS Program 30
Introduction 1 The specialisation 'Technology in Sustainable Development' covers both broader and deeper knowledge regarding Sustainable
Development (SD) and technology, and is being offered by TU Delft to all MSc curricula. The specialisation is open to all TU
Delft master students that *intend to integrate sustainable development into their graduation project*.
Program Structure 1 The programme consists of:
- A thesis project focussed on sustainable development or the development of knowledge and technology aimed at a more
sustainable future;
- 15 EC of internship, focussed at sustainable development, in an R&D institution preferably in industry, or a research institute
outside TU Delft;
- 5 EC colloquium Technology in Sustainable Development (WM0939TU);
- 6 EC Environmental Physics (AP3141 D);
- 4 EC chosen from two cluster lists of TiSD electives. The lists can be found at http://www.tudelft.nl/tisd
Cluster A: Design, analysis and tools;
Cluster B: Organisation and society.
At least 3 EC from the cluster B list are required.
Prior approval of the internship, prior approval of the thesis project, and approval of the TiSD electives are required by the
coordinator of the specialisation, Prof. Chris Kleijn. You should contact him before starting this specialisation.
Page 281 of 346

x/x/x/x
Education Period 1
2
Start Education 1
Exam Period 2
3
methods.
Tests
AP3922 Traineeship Sustainability 15

x/x/x/x
Start Education 1
Exam Period none
Required for Specialisation Sustainability in Technology
Course Contents see AP3911; work placement (internship)
Extra requirement: The project needs to be in the field of sustainability. The content of the project needs to be approved *in
advance* by prof.dr.ir. C. Kleijn
Study Goals see AP3911; work placement (internship)
Education Method Practical training on the job
Literature and Study For more detailed information, available projects, contacts, procedures and forms please visit:
Materials BLACKBOARD > organizations > education > applied sciences > stagebureau TNW (enroll!)
To get in contact by email please use the following address:

InternshipOffice-TNW@TUDelft.nl
Assessment see AP3911; work placement (internship)
Enrolment / Application Before deciding on an internship, the student should discuss its suitability for the SiT specialisation with the SiT coordinator,
prof. Chris Kleijn.
Please, hand in both the application and review form at the Internship Office.
Remarks The student is responsible finding an internship position.
The Internship Office only has an assisting, co-ordinating and network building role.
Approval needs to be given by the coordinator of the Sustainability in Technology specialisation, prof. Chris Kleijn, and by the
Internship Office 1 month before the start of the internship at the latest.
IMPORTANT NOTE:
- International MSc-students: please already start looking for a placement in your first year. Contact the Internship Office to help
you get started.
- Dutch students: please start orientating at least 6 months in advance. If you're thinking about going abroad start even earlier!!
Page 282 of 346

WM0939TU Engineering for sustainable development 5
Module Manager Ir. M.G.F. Overschie
Module Manager Dr.ir. B. Broekhans
Instructor Dr.ir. J.N. Quist
Instructor Dr.ir. U. Pesch
Contact Hours / Week x/0/x/0
x/x/x/x
Education Period 1
3
Start Education 1
3
Exam Period none
Required for Technology in Sustainable Development Annotation
Course Contents The specialization is open to all TU Delft students who completed their basic program before starting with their graduation
project. It is a compulsory course for students wishing to receive the Technology in Sustainable Development annotation to their
degree certificate.
Sustainable Development is a growing concern in many research projects and is becoming a more essential element of political
and organizational decision making. Technology plays an important role in the approaches to sustainability problems. This
course offers further reflection on the basic knowledge currently being taught at almost all faculties of the University. Socio-
technological scenarios and actual development around societal aspects and the role of technology are central issues during this
course.
Students work in interdisciplinary groups on typical sustainability issues and approaches and a backcasting assignment.
Backcasting is the creation of a future vision, bearing in mind what is necessary to achieve in the future and then working
towards that goal from this day forward.
For further information please look at our website www.tudelft.nl/tisd

Study Goals After the boat week the student will be able to:
- use critical thinking skills, problemsolving skills, and the ability to understand complicated issues, all skills seen as necessary
to work toward more effective solutions to sustainability problems;
- consider their own sustainable development educational objectives, which is likely to require introspection about students'
values, ethics and beliefs.
After the backcasting assignment the student will be able to:

- address sustainability solutions for a complex persistent long term problem;
- envisages a desirable future first, before analyzing how it could be achieved by looking back from this future;
- identify what steps need to be taken to bring about that future;
- work in a multidisciplinary project team, which allows the integration of his/her disciplinary knowledge into the fundamentals
of a sustainability project.
Education Method The first part of the course will take place on a boat, and is based on lectures, discussions, workshops, role-plays, movies, and
company visits. The group work before the boat week (making a short movie) will take 10-12h. The second part is spread over
about six weeks after the boat week which mainly consists of group work on a backcasting assignment, feedback sessions and
two presentations.
Assessment The final grade will be based on participation and on different final products: the short movie and the results of the backcasting
assignment (consisting of two presentations and a report). All products are made in interdisciplinary groups.
Enrolment / Application Send an e-mail with your personal information to bootweek@tudelft.nl to get on the temporary list of participation. You will
receive a registration form. An amount of 75,00 has to be paid by bank transfer. You will receive an invoice after returning the
registration form.
There is room for maximum 25 students. Sign up in time to be sure of participation.
For IE and SET students it is not possible to receive the annotation, since their Master track fully focusses on Sustainable
Development. They can join the boat week only in case of availability of places.
Special Information bootweek@tudelft.nl
Remarks The course will be offered twice a year (start in October and in March/April).
Targetgroup The student is planning to get the Technology in Sustainable Development annotation (see: www.tudelft.nl/tisd) and is a master
student.
Category MSc level
Page 283 of 346

Year 2013/2014
TiSD elective AP2013

Introduction 1 The cluster lists of TiSD electives can be found at http://www.tudelft.nl/tisd
Cluster A: Design, analysis and tools.

Cluster B: Organisation and society.
Page 284 of 346

Year 2013/2014
Specialisation Management of Technology (MoT) AP 2013

Program Coordinator Dr. R.M. Verburg
In association with the TBM
Faculty of
ECTS Program 30
Introduction 1 This specialisation is offered by the faculty of Technology, Policy and Management. The programme consists of either the first
semester or the second semester of the MSc Management of Technology. In general the second semester fits much better in the
schedule of the AP master programme.
A mixture of courses from both semesters is only permitted if it is a coherent set of modules that is approved by the MoT
programme coordinator Dr. R.M. Verburg in advance, and should be submitted to the Board of Examiners.
Page 285 of 346

Year 2013/2014
1st semester MOT Modules 2013
Page 286 of 346

MOT1001 Integration Moment I 4
Module Manager Prof.dr. W.M. de Jong
Instructor Dr. H.J.G. Warmelink
Contact Hours / Week 0/X/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Course Contents Many high-tech firms, large or small, operate in an international environment in which cultural differences will inevitably
appear. This course aims to familiarise students with issues of intercultural communication and management by means of four
lectures and four work group sessions in which they can absorb both theory and practice in dealing with these differences.
Study Goals By the end of this course, students will be able to (1) grasp how deep cultural differences can go, (2) indicate the various relevant
dimensions known to understand cultural differences and (3) demonstrate their growing practical skills to deploy their theoretical
knowledge by means of a social simulation.
Education Method Lectures, workgroups, role play and camera recordings.
Literature and Study Hofstede, Hofstede & Minkov (2010): Cultures and organizations; Software of the mind.
Materials Various materials to be distributed.
Assessment Presentation and group report
Targetgroup First year master students MoT
MOT1411 Technology Dynamics 4

Module Manager Dr.ir. U. Pesch
Contact Hours / Week x/0/0/0
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents This module contains theoretical and practical elements.
Concepts of technological change, and the drivers and barriers in the technological change process, such as economic-, social-,
legal-, or sustainability drivers will be the core of the course. Some more disciplinary issues, like organizational theory, patent
protection, research strategies, will be briefly introduced in relation to the R&D context.
The participants will visit two R&D organizations. The students will have an active role by class presentations of scientific
papers from the field of technology dynamics
Study Goals At the end of the course the student is able to analyse dynamic processes of technological change within industrial corporations.
The student is able to reflect on the societal implications of technological change and the challenges that society poses to
technology and industry. The student can identify barriers for technological change and relevant issues for the organization of an
industrial research function.
Education Method
The course is organized as a series of lectures in which groups of theories are introduced and presentation sessions in which
students themselves present the content of articles on technological changes in industry.
The students will visit 2 laboratories. Participation in these visits is obligatory and the material of the lectures during these visits
will be part of the assessment.
Assessment
The mark is determined by the results of a written assessment and a research paper made by the students. Students will have to
participate actively in order to be allowed to start writing this paper. By this paper a technology project is analysed in its societal
context taking internal and external dynamics in account. The research papers are dealt with during the course.
Page 287 of 346

MOT1420 Economic Foundations 6
Module Manager Dr. S.T.H. Storm
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Summary Economics is about how we work, what we produce, how we interact, cooperate and compete, and how we distribute and
ultimately use what we have produced. Because the economy is too important to be left to the economists, this course provides
an introduction to economics that explains how a market economy works, why it sometimes does not work as well as we would
like, how its performance can be improved by regulation and policy, and how over time it changes and develops. The course
does not assume that the student has any prior knowledge of economics. The course has two parts: (1) microeconomics, which
covers the standard topics of supply and demand, forms of market competition, imperfect competition, efficiency, labour markets
and technological progress by firms; and (2) macroeconomics, which examines aggregate demand, growth, welfare, inflation,
unemployment, structural change and globalization. In both parts, special attention is given to (economic factors explaining) the
extraordinary technological dynamism and productivity growth of market economies and to governments role in improving
micro- and macroeconomic performance.
Microeconomics (3 ECTS) focuses on markets, and takes both the firm as the government as principal actors. How are firms'
attempts to realize their objectives (in terms of profits, sales or market shares) influenced by demand, technology and market
structure? How can public regulation improve market performance which falls below norms considered acceptable? We identify
important market failures, due to which markets under-perform, and specifically investigate firm behaviour in (realistic)
oligopolistic markets. Special attention will be devoted to (measuring) technological progress and innovation, and to the
management of technology using a systems-of-innovation approach.
Macroeconomics (3 ECTS) deals with the workings of the economy as a whole, why the market system often underperforms,
and how macroeconomic performance can be improved by fiscal and/or monetary policy. Attention will be given to conflicts
between achieving different goals of macroeconomic policy at the same time, and to the ways in which globalization affects the
capacity of governments to regulate their economies. The origins and consequences of the current economic crisis will be
analyzed as well as ways to get the world economy out of recession.
Course Contents Microeconomics: demand and supply; consumer behavior; market competition; perfect competition; monopoly; oligopoly;
market failures; externalities; public goods; asymmetric information and moral hazard; regulation; efficiency; welfare;
production; profit maximization; choice of technique; technological progress; evolutionary theories of technological change;
labour markets; employment; worker-management relations.
Macroeconomics: aggregate demand and aggregate supply; circular flow of incomes; neoclassical economics; Keynesian
economics; business cycles; unemployment; fiscal policy; monetary policy; crowding out; stabilization policies; labour market
regulation; the NAIRU; trade policy; globalization; economic and financial crisis; technology policy; financial markets.
Study Goals At the end of this course, students will be able to:
1. analyze firm behavior in markets of perfect competition, monopoly, and oligopoly as well as the impact of firm behavior on
economic welfare.
2. identify and appraise the rationale, scope and limits of public market regulation (in situations of "imperfect markets" and/or
"market failures").
3. derive the impact of regulation on the static efficiency and dynamic efficiency of markets.
4.appreciate the importance of technological progress and hence the management of innovation.
5. analyze and weigh up the short-term and long-term impacts of macroeconomic policy on income, employment, productivity
and competitiveness.
6. appraise the structural factors underlying the current economic crisis as well as identify policies to get out of the recession.
7. assess and generalize why some economies have been growing very rapidly whereas other countries have continued to lag
behind.
Education Method Lectures. Students are expected to prepare for each class by reading the indicated literature.
Literature and Study
Materials S. Himmelweit, R. Simonetti and A. Trigg (2001), Microeconomics. Neoclassical and Institutionalist Perspectives on Economic
Behaviour, Cengage (indicated chapters).
A selection of articles/papers/reports on macroeconomic policy, the economic crisis, globalization, and the emerging economies.
These papers will be made available on blackboard.
All sheets/slides (available under course documents in blackboard)
Books See under literature and study materials.

Assessment The assessment is a combination of multiple-choice questions and an open-question ("essay"), closed-book written examination.
Page 288 of 346

MOT1441 Social and scientific values in MoT 4
Module Manager Prof.dr. S. Roeser
Instructor Dr. M.P.M. Franssen
Instructor S. Kaliarnta
Contact Hours / Week 0/x/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Required for MoT students
Expected prior knowledge There are no specific prerequisites, but acquaintance with the following issues will enhance the effectiveness of the course:
scientific methodology and philosophy of science, probabilistic reasoning, the working of private (corporate) and public
(governmental) organisations and the existing practices and procedures of decision making in organisations and politics.
Course Contents Part I: Scientific Values (Philosophy of Science and Decision Theory)
1. The role of values in science and technology: changing the world vs. describing and understanding the world. The contrast
between descriptive claims or arguments vs. normative claims or arguments.
2. The strength of arguments. The notion of (scientific) proof. The contrast between deductive vs. inductive or ampliative
reasoning.
3. The difference between natural and social science. How humans differ from natural things and what this means for the
scientific investigation of human behaviour. The contrast between explanatory vs. normative models of action and decision
making.
4. The notions of rationality and optimization in action. Different forms of uncertainty and related regimes of decision making.
Elementary managerial decision theory.
Part II: Social Values (Ethics)

1. Introduction and overview. Getting acquainted with the notions of responsibility and other ethical notions related to managing
technology and (individuals working in) the organisations that develop, produce and control technology. Basic meta-ethical
questions: is ethics relative and subjective or, alternatively, might there be moral truths or universal moral principles? What are
the implications of answers to these questions for management of technology?
2. Introduction into the most important normative ethical theories: utilitarianism, and deontology. Exploration how these theories
(should) play a role in criticial reflection about management of technology.
3. Virtues, Intuitions and Emotions: alternative ethical theories, related to virtue ethics and contextualism. What role do
intuitions and emotions play in our moral judgments? Are they subjective and unreliable? Or might they be sources of moral
knowledge? How should managers of technology deal with their own intuitions and emotions and those of others? How can we
argue about and based on conflicting intuitions and emotions?
4. Technological Risks. Risk, uncertainty and ignorance in technological and scientific knowledge. The gap between expert's and
laypeople's risk perceptions. Emotions and risky technologies. When are technological risks acceptable, how should decisions
about such issues be made, and by whom? What are the implications of this for responsible decision making and risk
management? How can we manage and design technologies that are morally responsible? (Value Sensitive Design and Corporate
Social Responsibility)
Study Goals This module explores scientific and moral values in the management of technology. The module presents and discusses science
and technology as practices involving a wide variety of judgements that are based on or express values. Values internal to
science and technology are discussed in relation to the rationality of belief (e.g. scientific evidence) and action (e.g. decision
making). Moral values are discussed through the notion of corporate social responsibility, by focusing on the ethical and social
aspects and problems of technology and of professionals and managers active in the development, production and control of
technology, and it explores possibilities for resolving, diminishing or preventing these problems.
Education Method The module is taught in the form of a mixture of lectures and tutorials. Methodology: philosophical reflection and discussion.
Literature and Study Ibo van de Poel and Lambèr Royakkers (2011), Ethics, Technology, and Engineering: An Introduction (Wiley Blackwell). Can
Materials be ordered online: http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1444330950,descCd-
description.html?filter=TEXTBOOK
Plus a workbook and additional texts through Blackboard.
Assessment An exam, individual assignments and a group-assignment which consists of a short paper and a presentation.
MOT1460 Corporate Finance 4

Module Manager Dr.ir. Z. Roosenboom-Kwee
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents The course introduces the most important finance issues the firm incurs: How to decide on investment proposals? How to raise
capital? How to judge on financial performance?
Study Goals How to apply techniques for analyzing investment projects;
How to interpret financial statements;
how to evaluate the financial performance of companies;
Understand how financial markets affect firm performance.
Books Jonathan Berk and Peter DeMarzo, Corporate Finance, Pearson Education, 2010. ISBN 978 0132 554268. Available at VSSD.nl
Assessment exam
Page 289 of 346

MOT1523 Leading and Managing People 4
Module Manager Dr. R.M. Verburg
Instructor Dr. L. Rook
Contact Hours / Week x/0/0/0
x/x/x/x
Education Period 1
Start Education 1
Exam Period 1
2
Course Contents Managing and leading human resources in the context of high technology firms is the key theme if this course. The core of
Human Resource Management (HRM) is the recognition of the value of employees for organizational success, which is often
defined in terms of creating and sustaining competitive advantage. Selection, development and performance management of
employees become core activities of personnel management. Such practices are no longer seen as tasks that are the responsibility
of a separate personnel department, but they become part of top managementâs personnel strategy. Line managers are
increasingly expected to play an active role in implementing HR policies and practices. Leadership appears to be a critical
determinant of organizational effectiveness whether we are discussing a football team, an army, a street gang or a multinational
corporation. Leadership is the subject of intense academic research and debate and journalistic commentary. In this course we
will highlight the critical roles of leadership on different levels for the success of companies.
Study Goals At the end of this course, students are expected to competently:
â¢analyze the nature of leadership and human resource management (HRM) within advance technology organizations
â¢provide arguments how leaders contributes to organizational performance
â¢recognize HRM practices and analyze the success of these within different organizations
â¢show the need for alignment between HR practices
â¢show the need for alignment between HRM and business strategy
â¢recognize best practices with regard to the selection and performance management of employees
â¢qualify scientific research in the area of Organizational Behavior
â¢recognize the current and future challenges of technology firms in leading and managing people
Education Method The course consists of weekly lectures. The lectures are dynamic and participative including:
- Theory presentations and interactive lectures by the staff
- Presentations by a guest speaker from practice
- Weekly presentations by students who work together in expertise groups
- Case write-ups
- Group exercise work at companies;
Assessment Students will be evaluated according to the following two components:
1.Individual final exam (75% of final grade)

2.Group exercise work and case write-ups (25% of final grade)
Ad.1
The final exam will be a closed book exam on the content of this course. Hence, students who take the course seriously and
structurally prepare the literature and assignments will be very likely to pass the exam. The exam will consist of Open Questions.
Please note that the classroom discussions on the business cases are particularly likely to help you in performing well on this part
of the exam.
Ad.2
In practice, management decisions are seldom made by a single manager. In fact, managers spent considerable time discussing
their ideas with others to achieve consensus or to make a more informed decision. Therefore, you are required to work as teams
on the case write-ups and for the final assignment that includes the analysis of HRM aspects at a company.
Page 290 of 346

MOT1530 High-tech Marketing 4
Module Manager Prof.dr. M.S. van Geenhuizen
Instructor Prof.dr. M.S. van Geenhuizen
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents Course description
In high-tech markets, firms are faced with relatively high levels of uncertainty related to dynamic changes in technologies and
behavior of customers and competitors. To survive in such a dynamic environment and to market high-tech products and
innovations successfully, companies have to innovate constantly and to design their marketing strategies carefully. Marketing
high-tech products and innovations and competing in high-tech markets require a mastery of a diverse set of skills and
capabilities of firms.
The aim of this course is to learn and understand the basic principles and concepts of marketing and their applications, in high-
tech markets in particular. The course discusses main issues of high-tech marketing, such as: product development and
innovation, pricing strategies, distribution strategies, advertising and promotion, customer behavior, marketing research methods,
the use of Internet for marketing purposes, etc.
The course applies marketing theories and concepts to high-tech markets, firms and products. The course highlights decision
frameworks and strategies that reflect best practices in the area of high-tech marketing, such that students can write a Marketing
Plan by themselves. The course discusses the main concepts and methods in high-tech marketing and supports them with series
of examples from firms like Apple, Microsoft etc. and from spin-off firms of TU Delft and their innovations.
Study Goals Study goals
By the end of the course the students have gained knowledge of the principles of high-tech marketing and will be able to analyze
high-tech marketing strategies critically with regard to:
- Uncertainty in high-tech environments

- Customer segmentation and behavior
- Crossing the chasm
- Product development and innovation strategies
- Pricing strategies
- Distribution strategies
- Advertising and promotion
- Marketing research methods
- Use of Internet for marketing purposes
- Use of basics of Living Labs (as a tool)
In addition, students have gained the ability to apply high-tech marketing tools and analyze how firms can address the higher
level of uncertainty in high-tech markets, among others in parts of a Marketing Plan.
Students can combine marketing theories, strategies and tools in a Marketing Plan for a high-tech firm or product/service.
Education Method The structure of the course
There are eight lectures, there is one assignment (part of a Marketing Plan) and there is a written exam.
Literature and Study Mohr, J., Sengupta, S. and Slater. S. (2010) Marketing of High-Technology Products and Innovations, 3rd edition, Prentice Hall
Materials (required reading)
Kotler, P. and Armstrong, G. (2010) Principles of Marketing, Pearson Publishers (background reading)
Various handouts, e.g. on examples of innovations and TU Delft spin-off firms.
Up-to-date information about the schedule of classes, rooms, etc.: in Blackboard

Assessment Final grade
The grade for the Marketing Plan Assignment is 30% of the overall grade of the course, and the written exam is 70% of the
overall grade.
Targetgroup all TUD Master students
Page 291 of 346

Year 2013/2014
2nd semester MOT Modules 2013
Page 292 of 346

MOT1002 Integration Moment II 4
Module Manager Dr. G. van de Kaa
Instructor Prof.dr. E.M. van Bueren
Instructor Dr. M.P.M. Franssen
Instructor Dr. H.J.G. Warmelink
Instructor Dr.ir. B. Broekhans
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Summary The knowledge you obtained during the second semester of the Management of Technology program varies, from philosophy of
science to business strategy and project management. It might be difficult to integrate the different theories and bodies of
knowledge. Even more difficult is the issue of how to apply the repertoire of MoT skills. The Integration Moment at the end of
the second semester is designed to get you acquainted with the MoT knowledge and skills, especially to how they interrelate.
Course Contents In the Integration Moment, you will play a business game in which you are challenged to manage a decision-making process on
a complex, high technology project in a networked environment. The game focuses on the management of complex value webs
that deliver services to end-customers (either business or consumers). You will integrate knowledge and skills on organizational
networks, strategy, more specifically ICT strategy, in relation to implementation of these strategies in individual firms, from the
perspective of the implementation of ICT management.
Study Goals The Integration Moment at the end of the second semester is designed to get students acquainted with the MoT knowledge and
skills, especially to how they interrelate.
Another goal of the Integration Moment is to assess the student's knowledge of integrated technology management and to test
their ability to apply MoT skills effectively.
Education Method The assessments are part individual, part groupwork.
Literature and Study Literature used in the courses of the second semester
Materials Information communicated via Blackboard (blackboard.icto.tudelft.nl)
Assessment We will use the case method of instructing and assessment during the Integration Moment 2. Students will be expected to do
written assignments as well as a classroom discussion performed as a business game.
MOT1433 Technology and Strategy 6

Module Manager Dr. G. van de Kaa
Instructor Dr. G. van de Kaa
Instructor Prof.dr. C.P. van Beers
Contact Hours / Week 0/0/x/0
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents The course is organized into regular sessions and one game session. Each regular session will consist of lectures. In the game
session students will apply the theory to a practical case.
Study Goals After the course students are able to understand the theoretical background of technology strategy. The course provides students
with a coherent framework to understand, to relate and to position a variety of strategy topics.
After the course, students are able to understand and apply key technology strategy models; students are able to understand the
relations between those models
After the course students are able to understand, analyze and conclude on the industry dynamics of technological innovation.
After the course, students are able to understand, analyze and conclude on companies technology strategy, and are able to
generate recommendations for formulating and implementing such a strategy
After the course students are able to formulate and implement the technological innovation strategy of a company.
Education Method Individual exam on book, literature, and lectures
The final grade is the grades of the exam
The grade of the exam has to be at least 5.75
Total hours: 168 (6 ects)
Literature and Study Book: Schilling, M. A. 2011. Strategic Management of Technological Innovation. New York, USA; Journal articles; Slides
Materials presented in class
Assessment Written individual exam: a closed book exam with open questions
Page 293 of 346

MOT1451 Inter- and intra-organisational decision making 5
Module Manager Dr.ir. B. Broekhans
Instructor Prof.mr.dr. J.A. de Bruijn
Instructor Prof.dr. M.L.P. Groenleer
Contact Hours / Week 0/0/0/x
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Course Contents All organizations, big or small, public or private, national or international, take decisions on a daily basis. One would like to
believe that such decisions - taken in and between organizations - are highly structured, well-planned and based on all the
necessary information. In reality, information is often incomplete or contested by the multiple actors involved in decision
making processes. Whether it is governments pushing through policies or companies trying to increase profits, rarely can a
decision be made in isolation from competing interests, both within the organization and outside it. As a result, decisions often
appear to be taken in a chaotic and ill-structured manner.
One of the primary purposes of this course is to make students realize that it is often impossible to reach decisions through
rational problem solving and information processing. In many instances, carefully pre-conceived plans and hierarchically
enforced decisions backfire. Even ministers or CEOs often cannot decide unilaterally but have to negotiate and make
compromises. Decision making is characterized by permanent struggle and the exercise of both formal and informal power. In
such situations, with many different actors that have a variety of interests yet are dependent on each other, rational problem
solving is not only unattainable but also undesirable.
This course first of all introduces students to theoretical perspectives and models that help to describe how decisions are made in
practice, i.e. what decision-makers really do, and explain why decisions are made in such a way, i.e. why decision makers
actually do what they do. Beyond description and explanation, this course then acquaints students with how networks are
structured and what strategies may be used in managing a variety of actors and interests. During the lectures students apply the
theoretical perspectives and models to real-life examples of decision making. In parallel students analyze a case study in more
depth, which evaluates past decision making processes to formulate recommendations to actors about future decision making
processes. At the end of the course students are not only able to analyze decision making processes in networks, but are also able
to design (strategies for) decision making processes that enable change in a multi-actor context.
Study Goals At the end of this course students will be able to:
- Understand and apply rational and political perspectives on decision making.
- Contrast the characteristics of networks with the characteristics of hierarchies, and recognize these in real life cases.
- Independently reconstruct and evaluate decision-making processes about complex problems in multi-actor settings, i.e. in
networks and organizations.
- Recognize and design strategies for decision-making processes in networks and organizations.
Education Method This course will primarily consist of (interactive) lectures, case studies and writing a paper individually.
- During the lectures we will synthesize the required readings. We start each lecture with examining a real-life case of a decision
making process. From lecture 2 onwards, students prepare short assignments to be handed in through Blackboard before the next
lecture.
- During the tutorials students discuss the paper they are required to write individually and hand in at the end of the course. The
paper needs to reflect the students ability to analyze a decision making process (describing what happened and why it happened
that way) as well as to design strategies that enable change in a multi-actor context (offering suggestions or recommendations for
action). The analysis and strategies are based on the theoretical perspectives, models and concepts discussed during the lectures.
Literature and Study The following academic literature is required reading for the course:
Materials 1. The (excerpts from) book chapters and articles published on Blackboard. They can be downloaded as pdfs for free. The book
chapters and articles are accompanied by short texts that provide background information.
2. The book Management in networks: on multi-actor decision making by Hans de Bruijn & Ernst ten Heuvelhof (edition 2008,
ISBN 978-0415462495).
Assessment The final grade for this course is determined as follows:
1. Ability to apply knowledge of the required readings is assessed through written exams that together account for 65% of the
our final grade.
2. Ability to evaluate a real-life case using theoretical perspectives, models and concepts is assessed through writing an
individual paper. Students should be able to analyze a decision making process and design strategies that enable change in a
multi-actor context. The paper accounts for 35% of the final grade.
3. The written exams and the paper will only be graded if the short assignments are handed in through Blackboard in time,
prepared them individually, and if they reflect serious effort.
Page 294 of 346

MOT1531 Business Process Management and Technology 5
Module Manager Prof.dr.ir. M.F.W.H.A. Janssen
Instructor Dr. M.V. Dignum
Instructor Dr. J. Hulstijn
Instructor Dr.ing. A.J. Klievink
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents Business processes are at the core of the organization and consist of a number of value adding activities. In the digital age
business processes are supported by, enabled through and changed by technology. Business processes are situated at the point
where the business meets IT and where technology and customer needs are aligned. If they fail or do not adopt to customers the
whole business might fail. Business Process Management (BPM) is necessary for ensuring that processes are operating in
concert and that these processes are adaptable to changes in the overall environment of the firm.
In this course the relationship between strategy, technology and business processes will be illustrated, explained and discussed.
Methods and tools for business process analysis and improvement will be presented, including a number of statistical methods.
New solutions will be architected for technology organizations. The extent to which the nature of business processes is affected
by contemporary technology constitutes the core of this course. In particular to analyze technologies and their impact on business
process management and to architect new solutions in the organizational context of the firm.
Topics
Aligning strategy and processes, value perspective, supply chains
Workflow, resources, BPM elements and control
Business process modeling (concepts, BPMN) + practical work
Process measurement, Balanced Score Card, Activity-based Costing + practical work
Business process improvement strategies and approaches, path dependencies, capabilities, resource-based view, business process
maturity
Improvement methodologies (LSS, lean, six sigma, theory of constraints, ..)
Statistical analyses and improvement + practical work
BPM game
Simulation for business process improvement
Compliance by design, build-in-controls in processes and technology
Business process automation and technology (BPM, ERP, workflow, SOA,..)
Business processes automation (case-based, process -based, use-based)
Agility and adaptability of BPM systems and the users, business process and agile enterprises
Business and knowledge rules
Study Goals The overall aim of the course is to learn how to improve the relationship between business processes, strategy and technology for
realizing organizational strategies. The focus is on realizing business processes enabled by new technology for high tech
organizations. In particular the objectives are
To analyze the relationship between business processes, strategy and technology
to understand new technologies and their impact on business process management
to have knowledge of methods and tools for improving business processes
to analyse and provide improvement suggestions for business processes
to design a technology architecture for supporting business processes
Education Method -lectures
-game
-assignments
Literature and Study N. Slack, A. Brandon-Jones, R. Johnston, A. Betts (2012) Operations and Process Management. Principles and Practice for
Materials strategic Impact.
Reader
Assessment Students will collaborate in groups to make an assignment which should contain the design of a process and a technical
architecture. The assignment consists of three parts
1.Analysis: Students select a company, analyse their strategy and select a critical business process. The existing process should
be modelled and the resulting product, stakeholders role, customer needs and technology used should be analysed.
2.Improvement: Based on the improvement methods and instruments a proposal for improvements should be made.
3.Realization: The proposed business process should be realized using a technology architecture.
For each part the students are expected to prepare a presentation and some of the groups will present these during the lectures.
Grading will be based on analysis (15%), improvement (15%), technology (15%), presentations (15%) and final report (40%).
Page 295 of 346

MOT2311 Quantitative Research Methods 4
Module Manager Dr. W.A.G.A. Bouwman
Instructor Dr.ir. G.A. de Reuver
Instructor Dr. L. Rook
x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
4
Course Contents This course focuses on techniques of research. Both quantitative as qualitative research methods are taught. The aim of this
course is to provide MOT students with meaningful knowledge of how to do research. Students are expected to acquire
fundamental research methodological and statistical know-how and skills.
This course is designed to help students recognize and execute research steps: conceptualization of research ideas/problems,
development of theoretical framework and related propositions, define core concepts and the way they are empirically measured
or observed, develop an appropriate research design and if required to test statistical hypotheses, to analyse data and give
interpretation of results.
Topics that will be covered among others:

- define research problem, research objectives and questions
- conduct research process of scientific investigation
- operationalize and develop measurement of concepts
- develop research design, as well as make motivated decisions on data collection and data analysis methods
- evaluate different types of quantitative techniques (hypothesis testing, regression analysis, multivariate analyses)
- perform data analyses through practical use of statistical software (SPSS)
- be able to analyse qualitative data, based on coding principals and software fro qualitative data analysis
- interpret and present the results
- be able to discuss reliability and validity of research
- research ethics
Study Goals After following this course, students are expected to:
- be able to describe scientific research problems, as well as research objectives and questions
- describe the fundamental principles of specific research method and process, as well as being able to develop a research design
- be able to make an informed choice for a quantitative or qualitative research design
- identify sampling and data collection methods
- develop operationalization and measurement of variables
- compare different types of quantitative data analysis methods
- analyse results with SPSS as a statistical tool
- present the results and draw key conclusions
- as well as to be able to execute a qualitative research project, and to be able to make clear what the fundamental difference with
traditional empirical analytical research is.
Education Method The course consists of lectures in which knowledge and experience with regard to methodological choices and statistical
analyses go together.
During the lectures, students learn about research design and methods, (theoretical) sampling, data collection methods,
quantitative and qualitative data analysis technique, statistics and research report writing tips.
To put theory into practice, students are given exercises in which they can use SPSS software to develop measurement scales and
to execute statistical analyses.
Additionally, students also learn how to report and interpret, as well as critical assess research results.
Computer Use SPSS and Software for qualitative data-analyses (if available/possible)
Literature and Study 1. Book: Sekaran, U. and Bougie, R. (2010). Research Methods for Business: A Skill Building Approach, Fifth Ed., John Wiley
Materials & Sons Ltd, UK.
2. Lecture notes
3. Relevant research papers

Assessment Students will be assessed based on the following criteria:
1. SPSS workshops: participation during workshops (conditional requirement) and spss assignment to be executed during final
exam: 25%
2. Group assignments and class participations (as assessed by lecturers): 15%
3. Written Exam: 60%
In order to pass the course, students should have a final mark of at least 6.0 for their final written exam.
Enrolment / Application Please enroll in Blackboard
Page 296 of 346

MOT2420 Innovation Management 6
Module Manager Dr. J.R. Ortt
Module Manager Dr. R.M. Verburg
Instructor Dr. E. Sjoer
x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Course Contents To innovate is a central condition for successful entrepreneurship, both in profit and non-profit environments. In industrial
companies this requires systematic Research and Development, in other companies comparable processes are indicated with
terms such as New Technology Management. Management of Innovation implies providing the optimal conditions for research
and development.
Central to these processes is the management of knowledge, i.e. the systematic organisation and facilitation of knowledge
processes. Organisations have to become learning organisations to optimally use and develop the knowledge that is needed for
the organisational processes and for innovation.
The following issues will be dealt with in this module:
approaches in R&D Management; four phases;

organisation of R&D;
technology forecasting and trends in technological development;
analysis of project proposals and link with corporate strategy;
KM = Managing the Knowledge Value Chain, i.e.:
- acquisition and development of new knowledge: R&D, Innovation;
- managing the storage, exchange, sharing of knowledge in the organisation, codification (through ICT) and personalisation;
- managing the application and evaluation of knowledge.
KM - philosophies:
- knowledge versus information;
- codification and/or personalisation.
KM systems: ICT based storage and retrieval systems for knowledge;
KM and Communities of Practice.
Study Goals This module will give students knowledge, insight and competence with regards to the selection, procurement, development,
implementation and maintenance of technical know-how in companies. The competence is related to KM and R&D management
as well to social interaction.
Education Method The module will be given as a series of lectures. The educational forms are:
interactive lectures by the staff and external guest speakers;

Literature and Study Jashapara, A. (2004). knowledge management An Integrated Approach.Harlow: Prentice Hall.
Materials Several articles will be uploaded in Blackboard and slides of the lectures will be available as additional study material.
Prerequisites Having followed all the module in the theme The Corporation; and within the theme Managing Technology the following
modules:
Philosophy of Science & Technology

The Innovating Firm in a Societal Context
Technology and Strategy
Assessment The course will be assessed with an exam and an assignment. The exam and assignment will count equal in assessing the final
grade. Both the exam and assignment should be passed with a 6 (at least), meaning that compensation of a grade lower than 6
(for either exam or assignment) by another grade higher than 6 is not possible.
Page 297 of 346

Year 2013/2014
Specialiation Annotation in Entrepeneurship AP2013

Program Coordinator Dr. L.M. Kamp
In association with the TBM
Faculty of
ECTS Program 30
Introduction 1 Master students who are interested in entrepreneurship can opt for the Master Annotation Entrepreneurship, which trains students
to become entrepreneurial, through a combination of courses and a thesis project that partly focuses on entrepreneurship.
Entrepreneurship can mean starting up your own business or corporate entrepreneurship, such as innovations in existing
companies, take-overs, spin-outs, etc. Students who complete the programme successfully, receive an Annotation
Entrepreneurship with their degree.
This specialisation is offered by the Delft Centre for Entrepreneurship, faculty of Technology, Policy and Management. You
should contact the coordinator of this programme before starting this specialisation.
Program Structure 1 The Annotation Entrepreneurship consists of three components:
- The obligatory course "Entrepreneurship Annotation Week" (WM4001TU, 2EC).

- Elective courses on entrepreneurship totalling at least 14 EC. Suggested electives are listed below; see blackboard
(entrepreneurship annotation organization) for a complete list of modules.
- A graduation project (WM4003TU, 8EC) with an extra focus on entrepreneurship. The project can be carried out with the
intention of starting up your own business or you can add an entrepreneurial touch to your thesis.
The student makes a proposal for the courses to be followed and for the final thesis and will discuss the proposal with the
coordinator of the Delft Centre for Entrepreneurship(DCE), Linda Kamp, and a coordinator of the faculty.
The programme should then be submitted to the Board of Examiners for final approval.
The (minimum) size of the Annotation Entrepreneurship programme above is 24EC. The 30EC specialisation is completed with
6 EC of elective modules: either additional modules on Entrepreneurship, or a regular Applied Physics G-,D-,R- or M-list
module.
Page 298 of 346

WM4001TU Entrepreneurship Annotation Week 2
Module Manager Dr. L.M. Kamp
Module Manager Drs. J. Spaans
Module Manager A. Wetters
Contact Hours / Week 0/0/0/X
x/x/x/x
Education Period 4
Start Education 4
Exam Period none
Course Contents The program for the week, which is run off-site, is based on an underlying challenge that will serve as a backbone for a series of
other activities dedicated to several specific subjects, with a focus on: team and project management, creativity, problem solving
and presentation skills.
The challenge will be provided at the beginning of the week and should be stimulating, highly creative and demanding. The
activities around the challenge include:
1. Businessgames;
2. Team work sessions;
3. Personal coaching sessions;
4. Visit(s) to start-ups
5. A final presentation.
In order to help students define their goals and objectives as potential entrepreneurs, it is important to provide coaching and
guidance. Initially, students will be confronted with the personal experiences of entrepreneurs, setting this way the background
of what it really takes to be an entrepreneur. This will be followed by a series of personal coaching sessions taking place during
the week, in which students can get insights into their motivations, ambitions and objectives as entrepreneurs, with the help of
professional coaches.
One or two visits to start-ups will be organized. These visits will include companies from different sectors and in different stages
of development, in order to get a better picture of the culture, work environment and challenges that start-ups have in their
different growth stages.
Study Goals The Entrepreneurship Annotation Week serves as a meeting point for students engaged in the Master Annotation in
Entrepreneurship. It provides students in different stages of their study program with a tool kit to improve their entrepreneurial
skills, and a chance to raise self-awareness and share experiences and knowledge. The Entrepreneurship Annotation Week will
aim at introducing activities that complement the existing offer of courses and networking events from the University in the field
of entrepreneurship.
The main objectives of the Entrepreneurship Annotation Week are the following:
Provide practical tools that can help students extend their entrepreneurial skills, particularly in the fields of team and project
management, creativity, problem solving and presentation skills;
Let students experience the culture and work environment of start-ups and learn from their challenges;
Promote knowledge sharing and dissemination among fellow students;
Raise self-awareness by creating a sounding board for students to reflect about their motivations, ambitions and objectives as
potential entrepreneurs;
Stimulate students to further develop their entrepreneurial plans.
By the end of the Entrepreneurship Annotation Week, students should be able to:
Recognize the key elements of entrepreneurship within the context of a University, a start-up company and a corporate
environment;
Understand what it takes to be an entrepreneur;
Apply different methods and tools for effective team management, project management, creativity, problem solving and
presentations;
Develop insights into what their motivations, ambitions and objectives are as entrepreneurs.
Education Method The Entrepreneurship Annotation Week has a mix of theoretical and practical activities, aiming both at the acquisition of
knowledge and the development of soft skills like team work, communication and leadership. The practical activities can include
individual and group exercises or debates. The program also includes dedicated personal coaching sessions.
Literature and Study The literature for the lectures taking place during the Entrepreneurship Annotation Week is highly dependent on the choices of
Materials the guest speakers to be selected for each event. However, a list of non-exhaustive references is provided below:
Baron, R. and Shane, S., Entrepreneuship: A process perspective, South West Thomson Corporation, 2005
Buijs, J., van der Lugt, R. and van der Meer, H. (Edts.) (2002), Idea Safari, Proceedings of the Seventh European Conference on
Creativity & Innovation, December 9 12, 2001, Twente University Press, Enschede
De Bono, E., Lateral Thinking: A Textbook of Creativity, Penguin US - Harper & Row, 1998
Dorf, R. and Byers, T. Technology Ventures: From Idea to Enterprise, McGraw Hill, 2005
Gibson, J. L. [et al.], Organizations: behavior, structure, processes, McGraw-Hill Higher Education, 2003 (11th Edition)
Hashemi, S. and Hashemi, B. Anyone Can Do It: Building Coffee Republic from Our Kitchen Table, Capstone, 2002
Kawasaki, G., The Art of the Start, Penguin, 2004
Leonard, D. and Swap, W., When Sparks Fly, Igniting Creativity in Groups, Harvard Business School Press, 1999
Mullins, J., The New Business Road Test: What Entrepreneurs and Executives Should Do Before Writing a Business Plan,
Prentice-Hall/FT, 2006
Nesheim, J.L., High Tech Start Up: The Complete Handbook for Creating Successful New High Tech Companies, Simon &
Schuster, 2000
Quick, J.C. and Nelson, D. L., Organizational behavior: foundations, realities, and challenges, Thomson South-western, EUA,
2003 (4th Edition)
Ryan, R. and Hise, P., Entrepreneur America: Lessons from inside Rob Ryans High-Tech Start-Up Boot Camp, Harper Business,
2001
Southon, M. and West, C., The Beermat Entrepreneur: What You Really Need to Know to Turn Your Good Idea into a Great
Page 299 of 346

Business, Prentice-Hall/FT, 2002
Tidd, J., Bessant, J. and Keith, P., Managing Innovation: Integrating Technological, Market and Organizational Change, 2005
Thompson, L. L., The social psychology of organizational behavior: key readings, Psychology Press, Taylor & Francis Books,
Inc., 2003.
Ulrich, K. and Eppinger, S., Product Design and Development, Irwin/McGraw Hill, 2007 (4th edition)
Prerequisites Students need to be enrolled in the Master Annotation Entrepreneurship Program.
Assessment Mandatory presence for all students following the Master Annotation in Entrepreneurship.
Targetgroup Students enrolled in the Master Annotation Entrepreneurship Program.
Category MSc level
Page 300 of 346

WM4003TU Additional Entrepreneurship Annotation Final Thesis 8
Module Manager Dr. L.M. Kamp
Contact Hours / Week x/x/x/x
x/x/x/x
Education Period 1
2
3
4
Start Education 1
2
3
4
Exam Period 1
2
3
4
5
Required for Students enrolled in the Master Annotation Entrepreneurship program
Course Contents The specific content of the Entrepreneurship Annotation Final Thesis is to be defined together with the student and his/her
supervisors in advance off the thesis period. However, a few guidelines for the structure of the work to be undertaken are:
1.The thesis theme should be directly related with the subject of the students Master Thesis. The relevance of the
Entrepreneurship Annotation Final Thesis to the overarching Master Thesis should be clear;
2.The student should choose a clear focus on either 'Starting your own Company' or 'Corporate Entrepreneurship'. The final
product of the thesis should embody this focus (business plan or feasibility report);
3.The subject of the Final Thesis should reflect the ambition of the student and his/her interest in entrepreneurship;
4.In the case of a 'Corporate Entrepreneurship' focus, thesis themes should be directly linked to the context of an existing
company. Ideally, the entrepreneurship thesis should be performed within the company;
5.In the case of a focus on 'Starting your own Company', thesis themes should be directly linked to the context of starting a new
company. Ideally, the student should place himself as the entrepreneur willing to start a company with the technology at hand
either right after graduation or later. The thesis could also be conducted as part of an already existing start-up, in cooperation
with YES!Delft;
6.Students need to prepare a plan for their Entrepreneurship Annotation Final Thesis, including the timing and work to be
developed for the phases of literature review, field research, analysis and reporting. This plan should be reviewed by both the
Entrepreneurship supervisor and the Master thesis supervisors. Students will be assessed on basis of this planning and its
execution. A template for this plan is available from the DCE supervisors;
7.Some examples of thesis themes are:
-Technological feasibility and integration. This includes a feasibility study for implementing and using the technology in a
practical setting;
-Business incubation. Developing a business case for creating a new business unit within an existing company, based on the
technology at hand;
-Business improvement. Developing a business case for adjusting the product offer or business model of an existing company,
based on the technology at hand;
-Market study. Conducting an in-depth analysis of market potential for the technology;
-Licensing analysis, which includes the valuation and associated business model for a technology within the context of a
licensing deal for a particular company;
-Investment analysis. The student conducts an investment analysis for a given technology, including investment needs for
development, prototyping, testing and manufacturing;
-Intellectual Property (IP) due diligence. This encompasses a due diligence analysis on existing IP potentially in conflict with the
technology at hand;
-Competitor analysis. An in-depth analysis of existing alternative or substitute solutions potentially competing with the
technology.
-Life Cycle Analyses (LCA), with a view to evaluating products for their ecological sustainability. The emphasis is on carrying
out an LCA in practice and demonstrating the practical use of this method.
Study Goals The Entrepreneurship Annotation Final Thesis aims to develop and apply the skills and knowledge on entrepreneurship of
students enrolled in the Master Annotation Entrepreneurship Program. The student applies all the knowledge and skills that
he/she learned during the Annotation Entrepreneurship to a business problem related to the overarching Master Thesis, and
shows an entrepreneurial attitude in tackling this problem.
The Entrepreneurship Annotation Final Thesis should be seen as a complement to the overarching Master Thesis. The underlying
idea is to make a bridge between the technical aspects, examined in the students Master Thesis, and business aspects of the
technology/subject of the Master Thesis. The ability to make this connection is at the heart of technology-based
entrepreneurship. Together with the supervisors of the overarching Master Thesis and the Entrepreneurship Annotation Final
Thesis, students should clearly understand the application context and the reasons for bringing the specific technology to the
market.
The thesis, like the whole annotation program, can be focused on two main areas: Starting your own Company and Corporate
Entrepreneurship. By the end of the Entrepreneurship Annotation Final Thesis, students should be able to:
Understand the practical business aspects of bringing a technology to the market (in either a corporate setting or in a new start-
up);
Estimate a (potential) market and derive pricing strategies from this analysis.
Draw up the cost structure of a product or service and translate this into the accompanying financial statements.
Further develop their insights into what their motivations, ambitions and objectives are as entrepreneurs (in either a corporate
setting or in a new start-up);
Be able to report their findings in a well-readable and attractive format, which should be easy to understand for decision makers;
Present their findings in the form of a short 'elevator pitch', so that decision makers understand the value of the concept and are
motivated to know more about it.
Education Method The following learning methods can be applied:
-Literature review associated to the thesis theme;
-Field research and analysis (both on the technical and business aspects of the technology);
-The application of skills and knowledge acquired in the electives related to entrepreneurship, in a real context;
-Critical dialogues and discussions on the findings and analysis done by the student with both the Master Thesis supervisor (for
the technical aspects) and the Entrepreneurship Annotation Final Thesis supervisor (for the business aspects).
Assessment The assessment is composed of three main elements:
-35% = Planning and execution of the thesis, including the necessary phases for literature review, field research, analysis and
reporting. The timing for the delivery of the plan should be agreed upon with the supervisor for the Entrepreneurship Annotation
Final Thesis, who will also evaluate it. The evaluation follows the following: (i) quality of the work plan (ii) ability to live up to
the work plan and (iii) ability to be autonomous and having own initiative. The student should prove what he has learned about
his own insights into what his motivations, ambitions and objectives with respect to entrepreneurship are.
-50% = Final thesis report evaluated by the dedicated supervisor on Entrepreneurship. The evaluation should follow these
criteria: (i) ambition level, (ii) structure and boundaries, (iii) academic level with respect to the entrepreneurship skills taught at
Delft University of Technology, (iv) originality, (v) usability, (vi) relevance and (vii) reflection on the product. Additional
Page 301 of 346

criteria, include: (i) the line of argument, (ii) use of English and (iii) design of the report. Criteria could vary per faculty,
education and even student.
-;Furthermore, the student will be judged on his ability to understand the practical business aspects of bringing a technology to
the market, and to analyze real-life business problems in the field of entrepreneurship and innovation.
-15% = Elevator pitch and/or PowerPoint presentation given by the student at the end of the final thesis, evaluated by the
supervisor. The evaluation should follow these criteria: (i) performance, (ii) ability to clearly answer to questions and (iii) usage
of English language.
Category MSc level
Page 302 of 346

Year 2013/2014
Courses on Entrepeneurship 2013

Program Title Suggested Electives for the Annotation Entrepreneurship
Introduction 1 Suggested electives for are listed below. See the 'entrepreneurship annotation' organization on blackboard for a complete list of
modules that are accepted.
You should contact Susan Tate, the coordinator of this programme at DCE before starting this specialisation.
Page 303 of 346

ET4247 HighTech Start Ups 5
Responsible Instructor Prof.dr.ir. K.L.M. Bertels
x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
Expected prior knowledge None
Course Contents Students are expected to start a (virtual) company and to make a thorough analysis of the commercial possibilities of a particular
product or technology. The students have to come up with an idea for the company themselves and should be as realistic as
possible.
The course will explain how to write business plans and make a financial analysis of the required investments. A number of
speakers from industry (venture capitalists or entrepreneurs) will be invited to present their views.
The business plan will center around the following issues:
1.What is the target market and what are the unique selling points?
2.Who are the main competitors?
3.What are the required management skills?
4.What are the investment requirements?
Study Goals The goal of this course is to make students familiar with the idea of setting up a company. We specifically focus on high tech
products and markets because of their very specific dynamics.
Education Method Lectures and invited speakers
Literature and Study Handouts
Materials P.Tiffany, S.Peterson, Business plans for dummies, Wiley publishing, ISBN 1-56884-868-4
Assessment Evaluation of written business plans that will be presented before a jury.
Remarks Students who have participated in the Bachelor course ET3605-D1 should not take this course.
Page 304 of 346

ID4315 New Product Commercialisation 6
Responsible Instructor Dr.ir. S.C. Mooij
x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 3
4
Course Contents Product developers need to think upfront in the New
Product Development (NPD) process how to
introduce the product in the market later on. These
market and introduction decisions are summarized in
a marketing or introduction plan. However, before
these decisions can be made, an in-depth analysis of
the market, competitors and customers is necessary
to determine the scope of these decisions. In the
NPC course both the analysis as well as the decisions
about the product, price, place and promotion are
discussed.
Students learn different tools and research methods
for market, competitor and customer analysis and for
each of the marketing mix elements as well as other
methods for acquiring and using information to set up
a marketing plan. To put the theory into practice,
students are required to write a marketing plan for a
new product yet to be introduced in an international
context (see also Learning objectives or study goals).
Study Goals On completion of this course, the student is able to:
1 explain the role of marketing planning in a
company and the different elements included in a
marketing plan, and its interrelationships.
2 analyse a market, a company, competitors and
consumers in order to set up an introduction plan for
a new product in an international context.
3 develop a product introduction strategy for a new
product.
4 set up an introduction strategy for the new
product by deciding about the elements of the
marketing mix.
5 set up a sales and market forecast for a new
product for the first years after introduction.
6 communicate information and research outcomes
both in text and visualization.
Education Method The course is built up several activities: lectures, guest
lectures, a group assignment, presentations and an
individual exam.
Lectures are given on the different elements of the marketing plan, on success/failure of new products and on the introduction
strategy.
Guests are invited to provide real world examples of marketing planning and product introduction.
Students have to write in groups a marketing plan for a forthcoming product introduction and present their results.
Finally, self-study of the book and papers is required to use in the assignment and to prepare for the individual exam.
Literature and Study See information on Blackboard for the start of the course.
Materials
Assessment The end grade consists of several parts:
1. an individual exam (multiple choice and open-ended questions);
2. a written marketing and introduction plan.
Information on how the final grade is composed can be found on BlackBoard.
Special Information Dr.ir. Sylvia Mooij
email: s.c.mooij@tudelft.nl
More information is available on BlackBoard, just before the start of the course.
Page 305 of 346

ID4330 New Product Economics 3
Responsible Instructor Dr.ir. L. Kester
Education Period 2
Start Education 2
Exam Period 2
3
Course Contents In this course students will learn how to build a business case for new products.
Firms must continuously decide which new products to take into development in light of the available resources and the firm's
strategic goals. Making new product decisions is difficult and firms have to deal with various internal (e.g., the existing product
portfolio, strategic direction, capabilities of the firm, internal politics) and external (e.g., changes in the market, competitor
actions, customer needs) considerations. Firms aim to select those new product development (NPD) projects that have the largest
potential in terms of strategy and economic value, and that support the overall product portfolio. Students will learn how to
assess the potential of an individual NPD project with the help of financial models, such as return on investment, net present
value and cash flow analysis. However, the decision to take a product into development should not only be based on a project's
expected return. This course will teach students how to build a solid business case for new product selection decisions that
includes the economic evaluation, strategic relevance and overall product portfolio of the firm.
Study Goals At the end of the course students have learned how to build a business case for new products in which they combine the use and
evaluation of financial data with strategic evaluations. The course addresses topics such as: NPD decision-making, business
models, financial models, strategic evaluation, and critical thinking.
Education Method Weakly lectures and an intensive business case assignment.
Literature and Study The exam will be based on the lecture slides and the prescribed literature (articles and book chapters). The lecture slides will be
Materials posted on blackboard.
Assessment The final grade for the course New Product Economis consists of the combined grades for the business case (40%) and the exam
(60%).
ID5600SET Smart Energy Products 4

Responsible Instructor Dr.ir. S.F.J. Flipsen
Responsible Instructor Prof.dr.ir. J.C. Brezet
Education Period 2
Start Education 2
Exam Period none
Course Contents Over their life cycle, consumer and professional products are responsible for a significant part of today¡¦s world energy use.
Renewable energy technologies such as photovoltaics (PV) and fuel cells, energy-efficient lighting, intelligent management of
product¡¦s energy consumption and adapted user behavior might jointly contribute to the creation of novel, more sustainable
product and systems: Smart Energy Products.
In this context this course provides methods for the analysis of the design of products and systems that comprise integrated
applications of renewable energy technologies and energy-efficient technologies. The focus of the course ranges from consumer
portables to boats- and on energy use and production in the context of households and personal mobility. These products and
system will be analyzed from the perspective of industrial design engineering.
Examples are drawn from commercial products and demonstration projects such as smart grid cases, building integrated PV
systems and e-mobility.
Part of the course comprises a practical case on the analysis and conceptual (re-)design of a challenging smart energy product.
Study Goals After this course you
- are able to analyze energy aspects of products and systems from the interdisciplinary perspective of industrial design
engineering -- can apply methods and simulation tools to compare different energy options in a product and system context
- are aware of the influence of the user on the energy aspects of a product or system
- can develop and present feasible solutions that will lead to a better integration of renewable energy technologies and energy-
efficient technologies in products and systems
Education Method Lectures and a short project to be executed with a small team of students
Literature and Study Compulsory book: The Power of Design: Product Innovation in Sustainable Energy Technologies, ISBN: 978-1-1183-0867-7, to
Materials be ordered at
Wiley & Sons at http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118308670.html
Sheets and hand-outs, all available by Blackboard
Prerequisites Entrance prerequisites of MSc SET
Assessment Research paper and presentation resulting from a short project to be executed with a team of students
Special Information Prof.dr. A.H.M.E.Reinders
e-mail: a.h.m.e.reinders@tudelft.nl
Page 306 of 346

MOT9556 Corporate Entrepreneurship 6
Module Manager Dr.ing. V.E. Scholten
Contact Hours / Week 0/x/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Course Contents Large international organizations often find themselves in a luxurious position compared to small start-ups, since they have more
financial capital, access to markets, and more technological knowledge. The large international organizations dont want to loose
the luxurious position and consequently focus on existing products and competencies instead of radical new innovations.
However, large international organizations are confronted with increasing external turbulence, technological advancement and
globalization, which necessitates them to act more entrepreneurial in order to remain competitive and prosper. Hence, corporate
entrepreneurship has become an important element of the strategic renewal process of large international organizations. Strategic
renewal can fueled by internal entrepreneurial behavior, as well as by initiating start-ups and aqcuiring start-ups to experiment
with new technology. Many times, these start-ups originate in academic environments. Therefore we pay specific attention to the
emergence of academic spin-outs and how these are connected to the interests of large international organizations through
incubation facilities and venture capital support.
This course examines the various forms of corporate entrepreneurship and the relationship with corporate strategy in particular.
You will develop knowledge and skills to analyze strategic situations and design the most appropriate solutions in terms of
corporate entrepreneurship strategy and organization.
Study Goals You will develop a thorough understanding of corporate entrepreneurship; the contexts, the forms, and the relationship with
strategic management.
You will develop skills to analyze strategic situations and design appropriate corporate entrepreneurship strategies and
organizations.
Education Method The course is organized into 14 sessions. Each session consists of a mixture of lecturing, and discussions of cases, literature and
assignments, and presentations.
Literature and Study Morris, M.H., Kuratko, D.F. and Covin, J.G. (2008). Corporate Entrepreneurship & Innovation. Entrepreneurial Developments
Materials within Organizations 2nd edition, West Eagan, MN: Thomson South-Western. ISBN 0-324-25916-63726-7
Journal articles: Will be posted on Blackboard-site.
Slides presented in class: Will be posted on Blackboard-site.
Assessment We distinguish between three grading components:
1. Written individual assignment: analyses and presentation of an article 2, which will account for 30% of your final grade.
3. Written final essay that analyses a corporate venturing program in a multinational and relfect that upon the theory discussed.
This will account for the remaining 70% of the final grade
Each of the grades should be at least 6.0.

Special Information Each student will be expected to be present during lectures (two times a week), actively participate during the lectures, complete
assigned readings, read posted lectures, listen to thought leader presentations and submit written assignments when due.
Remarks Given the interactive nature of this course, attendance at classes is mandatory. Only very serious grounds for absence (such as
illness accompanied with doctors note) are acceptable. Holidays and (paid or voluntary) work obligations do not count as
acceptable reasons for absence. This is a full-time course with scheduled holidays. Unjustified non-attendance will result in
expulsion from this course.
Category MSc level
WM0506TU Ready to startup 6

Module Manager Ir. B.R. Joseph
Contact Hours / Week X/X/X/X
x/x/x/x
Education Period 1
2
3
4
Start Education 1
3
Exam Period none
Expected prior knowledge No. Students who participated on Turning Technology into Business are encouraged to participate. The course is accessible for
students, Phd's and all other TUDelft employees.
Course Contents The course is spread out over 12 sessions in the afternoon (13h30-17h30) where a selection of topics is presented. Students work
on these topcis during the course and present there findings during the next course. In this way the students construct a business
plan. The course combines state of the art business methods, translated to the needs of starting entrepreneurs with practical
advises of entrepreneurs who have been in business some time.
At the end of the course business plans are presented at a seminar with a jury and money prices.
Study Goals To gain insight in all kind of issues of entrepreneurship. The focus will be the commercial feasibility of the business idea.
Education Method Coarses with a high level of interaction with the students.
Literature and Study Handouts and literature are available trough the blackboard.
Materials
Prerequisites Enthusiasm, entrepreneurial spirit and a good business idea.
Assessment The knowledge of the students is evaluated based on the business plan that they wrote.
Targetgroup The course is designed for students who intend to start a business. Most of the sessions are given in Dutch which makes it
advisable to have someone in your group who speaks Dutch. As many students are interested to participate, a team selection
takes place based on the potential of the business idea.
Category MSc level
Page 307 of 346

WM0516TU Turning Technology into Business 6
Module Manager Dr. L. Hartmann
Contact Hours / Week 0/X/0/0
x/x/x/x
Education Period 2
Start Education 2
Exam Period none
Course Contents Turning Technology into Business (TTiB) aims to equip participants with a strong conceptual foundation to actively understand
the dynamic process of technology-based entrepreneurship. Participants learn how business strategies are best formulated and
how (through entrepreneurship) technology can create value. TTiB consists of seven lectures, introducing the theoretical
backgrounds of technological, market and business analyses. A unique aspect of TTiB is that existing technologies (developed
and patented by the TU Delft) are used as case subjects. The patent project is the focal point of the curriculum. Each group of 4-5
students will be assigned an original patent, and is expected to evaluate the commercial potential of this technology. This
includes choosing promising applications (products) for the technology, and making recommendations for the most suitable
business model to commercialize the technology. The patent project should provide a coherent and structured answer to the
central question: which strategy is most likely to generate business from this patent? In addition to equipping participants with a
thorough knowledge of the course subject, the section Technology, Strategy & Entrepreneurship (TSE) hopes that this course
will be the starting point for a variety of university spin-offs in which the students will participate. To accommodate this, TSE
offers the course WM0506TU - Ready to Startup!
Study Goals The course "Turning Technology into Business" aims to equip students with a strong conceptual foundation to an active
understanding of two domains:
The dynamic process of technological innovation through concepts such as technology life-cycles, dominant design, disruptive
technologies, Schumpeterian competition and the diffusion of innovations
How business strategies are formulated and, through entrepreneurship, technology can create value. This multi-faceted process
of technology commercialization process is addressed in terms of assessing technology position, discovering market
opportunities, competitive analysis, appropriability and the various modes of entrepreneurship.
Education Method 7 interactive lectures, participant-centered case studies, homework assignments, classroom assignments, individual group
coaching
Literature and Study Will be provided during the course
Materials
Assessment Each group writes a report on their analysis, findings and recommendations for the technology (patent) they used as a case, and
give a 10 minute oral presentation. The reports make up 80% of the final grade. The team grade will be adapted according to the
individual student's class contributions and how he/she performed within the group
Targetgroup Multi-disciplinairy groups of Master students, Ph.D. Students, and staff researchers from all faculties within the TU Delft.
MAXIMUM CAPACITY is limited to 80 participants. Register on Blackboard from October 1. Pre-course assignments will test
the motivation of the potential participants and determine whether or not they may follow this course.
Category MSc level
WM0563TU Starting New Ventures 3

Module Manager Dr. L. Hartmann
Contact Hours / Week 21 contact uren
x/x/x/x
Education Period 1
2
Start Education 1
Exam Period none
Course Contents Starting New Ventures is an HONORS COURSE, which means that only the best and brightest students from Delft, Leiden and
Rotterdam will be selected to participate. This course was started by Ken Morse, director of the MIT Center for
Entrepreneurship, and Dap Hartmann from TBM. Each week, entrepreneurial professors and guest speakers from Delft,
Rotterdam and Leiden are invited to share their knowledge on different aspects of starting a new venture. Furthermore, young
entrepreneurs in the process of starting their own company share their personal experiences.
NB: DEPENDING ON A SUITABLE SUBSTITUTE FOR KEN MORSE this couse may or may not take place in 2013.
Study Goals The aim of the course is to understand the process of entrepreneurship from a technology-oriented background. Case studies
from Harvard Business School and the Massachusetts Institute of Technology will be used during the course to spark insightful
discussions. The participants will be triggered to reach their full potential as an entrepreneur. On the final day, students will give
presentations that demonstrate their entrepreneurial skills to a distinguished jury and successful participation will be rewarded
with a certificate.
Education Method Each week's class is focused around a main topic related to starting a new venture (such as "team", "financing" or "customers").
Students are assigned a case to prepare at home, which is then discussed during the lecture led by a guest speaker. Active
participation is an essential component of the course. In addition, students form groups of 4-5 students and choose a business
idea which they will discuss in relation to each week's topic. Finally, students will pitch and present their idea to a jury on the
final day of the course.
Literature and Study Students are provided with a course folder and the book "Technology Ventures: From Idea to Enterprise" by Richard Dorf and
Materials Thomas Byers. In addition, cases from Harvard Business School are supplied each week.
Assessment The final grade is determined as follows:
30% Active Class Participation

30% Case Preparation & Assignments
40% Final Presentation
Adds up to 100% commitment!

Category MSc level
Page 308 of 346

Year 2013/2014
Free elective spec. entrepeneurship 2013

Introduction 1 The minimum size of the Annotation Entrepreneurship programme is 24EC. The 30EC Applied Physics specialisation is
completed with 6 EC of elective modules: either additional modules on Entrepreneurship, or a regular Applied Physics G-,D-,R-
or M-list module.
Page 309 of 346

Year 2013/2014
Specialisation Nuclear Science and Engineering 2013

Program Coordinator Dr.ir. M. Rohde
ECTS Program 30
Introduction 1 The field of nuclear science and engineering is widespread and multidisciplinary. In general, NSE deals with nuclear
transformations and exploits the resulting radiation to provide useful applications for mankind such as sustainable nuclear
energy, nuclides for radiotherapy, production of radionuclides and imaging techniques.
The principle objective of the Nuclear Science and Engineering specialisation is to train nuclear scientists to meet the growing
demand for qualified nuclear scientists and engineers. The specialisation may have a focus on either health or energy.
A NSE certificate will be granted during the AP graduation ceremony.

Program Structure 1 The specialisation consists of:
- A thesis project focussed on Nuclear Science and Engineering (within the RST department or elsewhere within TU Delft);
- 18 EC of internship in industry, or a research institute outside TU Delft;
- 12 EC of NSE electives from the lists: 6EC from the lists to be approved by the master thesis supervisor, and 6EC free choice
from the lists. Examples of electives are:
* Introduction to Nuclear Science and Engineering

* Materials for the Nuclear Fuel Cycle
* Neutrons, X-Rays and Positrons for Studying Microscopic Structures and Dynamics
* Radiological Health Physics
* Nuclear Reactor Physics
* Chemistry of the Nuclear Fuel Cycle
* Particle Radiotherapy
* Clinical Physics of Medical Imaging
Nuclear Science and Engineering has to be the core subject in the graduation project and the internship. Approval of the thesis
work and the internship by the coordinator of the specialisation (Martin Rohde) is required.
Page 310 of 346

x/x/x/x
Start Education 1
Exam Period none
English
Course Contents You will be working in an Applied Physics related organization full-time for a period of 3 months. Your Master Applied Physics
knowledge is necessary for the project.
The industrial internship is guided by an internal (TU Delft) and an external (company) supervisor. The mark for the internship is
awarded by these two supervisors. The mark is based on a series of criteria, including an individual report of the student, in
which the experiences concerning the main goals, including the experience in the working environment are discussed.
During the industrial internship you are expected to get to know the organization. To do so, you need to start gathering
information about the organization of your choice prior to the start and make a list of questions you would like to have answered.
During the internship you need to make time to get acquainted with other departments within the organization and interview, for
example, a number of people in different parts of the organization.
Study Goals The goal of the internship is:
To become familiar with a professional working environment for a physicist
To use academic knowledge and skills, acquired in the degree course, to solve problems or be active in design related to
Applied Physics, in a professional working environment.
Skills should be acquired on the following topics:

1. Performance
Productivity
Independence
Practical skills
Theoretical knowledge
Creative thinking
Time management
2. Communication
Reporting
Presentation
Interpersonal
3. Competences
Motivation & enthusiasm
Critical attitude
Taking initiative
Education Method Practical training on the job, the company supervisor is responsible for day-to-day supervision.
During the internship period the student will also report to the TU Delft instructor 2-3 times about progress made on the project.
Literature and Study The Blackboard page http://blackboard.tudelft.nl > organizations > education > applied sciences > Stagebureau TNW/Internship
Materials Office Applied Sciences (enrol!) provides more information about the industrial internship. On this page you can find the step-by
-step guide explaining all procedures, forms, internship offers, experiences from other students and additional information e.g.
about grants and funding.
You can contact the Internship Office through: InternshipOffice-TNW@tudelft.nl

Assessment For the assessment you need to submit two reports to your TU Delft instructor and company supervisor :
A scientific report using the format and guidelines of the company
An evaluation report
Two weeks before the end of your internship, the Internship Office TNW will send your company supervisor and TU Delft
instructor the internship review form.
Your company supervisor needs to assess your internship at the end of your internship period and send his review form to the TU
Delft instructor. Your TU Delft instructor needs to assess your internship within two weeks after the end of your internship and
give a mark. The TU Delft instructor will then send the assessment form (including the company supervisor review form) to the
Internship Office TNW.
The Internship Grading Scheme will be used as a guideline to determine the mark. Please consult the Internship Office TNW
Blackboard for the detailed grading scheme.
Your mark will be processed as soon as the Internship Office TNW has received:
The review form with an original signature from both supervisors. Your supervisors can request the review form by
sending an email to InternshipOffice-TNW@tudelft.nl
A digital copy of both reports.
When the nature of the project requires so, it is possible to censor parts of the report. Details like numbers and names may be left
out of the report (or striked through), for example, as long as the report represents the achievements of the project and the TU
Delft instructor is able to assess the internship.
Enrolment / Application Prior to the start of the internship needs to be approved by the TU Delft instructor*. When the internship is approved.
When the TU Delft instructor has approved the internship, fill out the Internship application form (you can download from the
Internship Office TNW Blackboard) and make sure both the TU Delft instructor and company supervisor have read and signed
the form. The form should be submitted prior to the start of your internship.
*A TU Delft instructor is a member of faculty (tenured or appointed on a tenure track position), employed by the university
responsible for the degree programme..
Remarks It is desirable for the internship to have a Applied Physics content. However, in some cases it may be acceptable if this
component is lacking, provided that the work requires problem solving or design skills for a physicist
The criteria formulated above do not exclude activities in a startup company (maybe initiated by the student) to be accepted as
internships. The criterion is that there should be an internship supervisor with sufficiently strong involvement to be able to act as
such.
The internship is in principle intended as a way for students to broaden their awareness of working environments outside
Page 311 of 346

academia. For students with particular ambition and skill to pursue a career in science, an internship in an academic environment
(not a Dutch university or FOM institute) may however be acceptable.
The student is responsible for finding an internship position. The Internship Office TNW only has an assisting, coordinating and
administrative role.
We therefore advice students to start looking for an internship well in advance:
International students are advised to start the orientation process during the first year of their Master
Dutch students are advised to start the orientation process at least 6 months in advance if planning to stay in the
Netherlands, and at least 9 months if planning to go abroad.
Page 312 of 346

Year 2013/2014
NSE Electives 2013
Page 313 of 346

Year 2013/2014
NSE General Electives 2013
Page 314 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4



application
application
application
the oral exam.
Materials
Study goals:
of the theoretical



Page 315 of 346

x/x/x/x
Education Period 3
4
Start Education 3
- Safety measures.
2014.
Materials
Tests
Mekelweg 15
NL - 2629 JB DELFT
Page 316 of 346

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
explain why
examination.
Page 317 of 346

x/x/x/x
Education Period 2
Start Education 2
many more.

Radiation dosimetry
Neutron beams
Positron beams
Nuclear reactors
Nuclear safety
Nuclear weapons
Medical imaging
Radiotracers
(38%) : 13%/25%/0%
Materials
Lecture slides
Page 318 of 346

Year 2013/2014
NSE Energy Modules 2013
Page 319 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period none
also ions).
Some keywords:
Materials
Page 320 of 346

x/x/x/x
Education Period 1
2
Start Education 1
1.Nuclear reactions
* data files



* exact description
6.Fuel burnup
* recycling of fuel



Page 321 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Micro-kinetics
Homework exercises

x/x/x/x
Education Period 4
Start Education 4
Exam Period 4
5
Page 322 of 346

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3

x/x/x/x
Education Period 2
Start Education 2
Exam Period 2
3
each.
interest.
Page 323 of 346

Year 2013/2014
NSE Health Modules 2013
Page 324 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5
Course Content
CT Imaging (3 hrs)
Ultrasound: (4 hrs)
-Doppler imaging
-3D Ultrasound
MRI: Basics (2 hrs)
-Angiography
-Functional MRI
-MR spectroscopy
-Neuro
-Cardiovascular
-Abdominal
-Interventional
-Musculoskeletal
Attainment levels:
Page 325 of 346

Tests

x/x/x/x
Education Period 3
Start Education 3
Exam Period 3
Tests
Page 326 of 346

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

Materials
Tests

x/x/x/x
Education Period 3
4
Start Education 3
Exam Period 4
5

Materials
Page 327 of 346

Dr. A.J.L. Adam
Unit Technische Natuurwetenschappen
Department ImPhys/Optics
Telephone +31 15 27 82455
Room 22.E 006
Dr. A.R. Akhmerov

Department QN/Akhmerov Group
Telephone +31 15 27 86121
Room 22.F 334
Prof.dr.ir. H.E.A. van den Akker

Department ChemE/Transport Phenomena
Telephone +31 15 27 85000
Room 58.F2.230

Telephone +31 15 27 85000
Room 58.F2.230

Telephone +31 15 27 85000
Room 58.F2.230
Dr. P.F.A. Alkemade

Department QN/Kavli Nanolab Delft
Telephone +31 15 27 85979
Room 22.D 117
Dr. E.P.A.M. Bakkers

Department QN/Bakkers Lab
Telephone +31 15 27 89305
Room 22.F 010
Dr. H.J.E. Beaumont

Department BN/Bertus Beaumont Lab
Telephone +31 15 27 88647
Room 58.F1.430
Prof.dr. C.P. van Beers

Unit Techniek, Bestuur & Management
Department Economics of Techn. and Innov.
Telephone +31 15 27 89031
A.E. van den Berg-Verweij

Department Onderwijs en Studentenzaken
Prof.dr.ir. K.L.M. Bertels

Unit QuTech
Department FTQC/Bertels Lab
Telephone +31 15 27 81632
Room 36.HB 10.310
Unit Elektrotechn., Wisk. & Inform.

Department Quantum Engineering
Telephone +31 15 27 81632
Room 36.HB 10.310
Page 328 of 346

Dr. N. Bhattacharya
Telephone +31 15 27 89605
Prof.dr. Y.M. Blanter

Department QN/Blanter Group
Telephone +31 15 27 86154
Room 22.D 107
Dr. F. Bociort
Telephone +31 15 27 81457
Room 22.E 022
Prof.dr. J.T.M. de Boeck

Prof.dr.ir. B.J. Boersma
Unit Mech, Maritime & Materials Eng
Department Process & Energy
Telephone +31 15 27 87979
Room 34b.K-0-120
Dr.ir. X.J.A. Bombois

Department Intelligent Control & Robotics

Department Intelligent Control & Robotics
Dr. A.J.J. Bos

Department RST/Fund. Asp. of Mat.&Energy
Telephone +31 15 27 84705
Room 50.02.00.170

Telephone +31 15 27 84705
Room 50.02.00.170
Dr. W.A.G.A. Bouwman

Department Information & Communication T
Telephone +31 15 27 87168
Room 31.b3.260
Dr.ir. W.P. Breugem

Department Multi Phase Systems
Telephone +31 15 27 88663
Room 34.F-1-450
Prof.dr.ir. J.C. Brezet

Unit Industrieel Ontwerpen
Department Design for Sustainability
Telephone +31 15 27 81524
Room 32.B-3-340

Telephone +31 15 27 81524
Room 32.B-3-340
Page 329 of 346

Telephone +31 15 27 81524
Room 32.B-3-340
Dr.ir. B. Broekhans
Department Policy, Org Law & Gaming
Telephone +31 15 27 81105
Room 31.b2.180
Drs. M. Bruggink
Department Science Education & Comm.
Telephone +31 15 27 84240
Room 22.C 103

Telephone +31 15 27 84240
Room 22.C 103

Department Software Engineering
Telephone +31 15 27 84240
Room 22.C 103
Prof.mr.dr. J.A. de Bruijn

Department Multi Actor Systems
Telephone +31 15 27 87169
Room 31.b2.070
Prof.dr. E.M. van Bueren

Unit Bouwkunde
Department Urban Development Mgt.
Telephone +31 15 27 84515
Room 08.01.West.700
Dr. D. Bykov
Department RST/Nucl. Energy & Rad. Appl.
Telephone +31 15 27 89531
Room 50.01.01.120
Dr. J. Caro
Department ImPhys/Quantitative Imaging
Telephone +31 15 27 86128
Dr. W.T.M. Caspers

Department Analysis
Telephone +31 15 27 88239
Room 28.1.W780
Dr. A. Caviglia
Department QN/Caviglia Lab
Telephone +31 15 27 81412
Room 22.F 188
Prof.dr.ir. E.E.E. Charbon

Department Applied Quantum Architectures
Telephone +31 15 27 83667
Room 36.HB 14.280
Page 330 of 346

Unit QuTech
Department FTQC/Charbon Lab
Telephone +31 15 27 83667
Room 36.HB 14.280

Department Applied Quantum Architectures
Telephone +31 15 27 83667
Room 36.HB 14.280
Dr. C.J.A. Danelon

Department BN/Christophe Danelon Lab
Telephone +31 15 27 88085
Room 58.E1.500
Dr. K. Dekker
Department Mathematical Physics
Telephone +31 15 27 87230
Room 36.HB 05.320

Telephone +31 15 27 87230
Room 36.HB 05.320

Telephone +31 15 27 87230
Room 36.HB 05.320

Telephone +31 15 27 87230
Room 36.HB 05.320

Department Mathematische Fysica
Telephone +31 15 27 87230
Room 36.HB 05.320

Department Mathematische Fysica
Telephone +31 15 27 87230
Room 36.HB 05.320

Telephone +31 15 27 87230
Room 36.HB 05.320
Dr. P.J.J.M. Dekkers

Telephone +31 15 27 83035
Room 22.C 115
Dr.ir. A.G. Denkova

Department RST/Radiat. &Isot. for Health
Telephone +31 15 27 84471
Room 50.02.00.360
Dr. S.M. Depken

Department BN/Martin Depken Lab
Telephone +31 15 27 81305
Room 58.F1.410
Page 331 of 346

Dr. L. Di Carlo
Unit QuTech
Department FTQC/DiCarlo Lab
Telephone +31 15 27 86097
Room 22.B 267

Department QN/DiCarlo Lab
Telephone +31 15 27 86097
Room 22.B 267
Dr. M.V. Dignum

Telephone +31 15 27 88064
Room 31.b3.200
Dr. K.W.A. van Dongen

Department ImPhys/Acoust. Wavefld Imaging
Telephone +31 15 27 83378
Room 22.D 205
R. Eggermont
Department Support INSY
Telephone +31 15 27 83234
Room 28.5.W660
Prof.dr.ir. C.W.E. van Eijk


Dr. S.W.H. Eijt

Telephone +31 15 27 89053
Room 50.02.01.340
Dr. O. El Gawhary
Telephone +31 15 27 84288
Room 22.E 012

Telephone +31 15 27 84288
Room 22.E 012

Department IST/Optics
Telephone +31 15 27 84288
Room 22.E 012
L. van der Elst

Telephone +31 15 27 87495
Room 22.A 217
Dr.ir. M. Engelsman
Unit Reactor Instituut Delft
Department Afdeling RID
Page 332 of 346

Telephone +31 15 27 86592
Room 50.02.01.010
Unit Externenregistratie
Department Delft Projectmanagement
Telephone +31 15 27 86592
Room 50.02.01.010

Department Afdeling RID
Telephone +31 15 27 86592
Room 50.02.01.010
Dr.ir. S.M. Flipse

Department BT/Biotechnol. & Samenleving
Telephone +31 15 27 83054
Room 22.C 105

Department BT/Biotechnol. & Samenleving
Telephone +31 15 27 83054
Room 22.C 105

Telephone +31 15 27 83054
Room 22.C 105
Dr.ir. S.F.J. Flipsen

Department Product Architecture Design
Telephone +31 15 27 89398
Room 32.B-3-060
Dr. M.P.M. Franssen

Department Ethiek & Filosofie van de Tec
Telephone +31 15 27 85795
Room 31.b4.300
Dr. J. Gao
Department QN/Fysica v.Nano-electronica
Telephone +31 15 27 81370
Room 22.D 108

Department QN/Gao Lab
Telephone +31 15 27 81370
Room 22.D 108
Prof.dr. M.S. van Geenhuizen

Telephone +31 15 27 86729
Room 31.c3.160

Telephone +31 15 27 86729
Room 31.c3.160
Dr.ir. M.C. Goorden

Department RST/Radiat. Detect. &Med. Imag
Telephone +31 15 27 86007
Room 50.01.00.160
Page 333 of 346

Prof.dr.ir. H. van der Graaf
Department RST/Neutr. &Pos. Meth. in Mat.
Telephone +31 15 27 86511
Room 50.02.01.340

Telephone +31 15 27 86511
Room 50.02.01.340
Dr.ir. W.G.M. Groenevelt

Department Analysis
Telephone +31 15 27 85822
Room 28.1.W680
Prof.dr. M.L.P. Groenleer

Telephone +31 15 27 83433

Telephone +31 15 27 83433
Dr. C.W. Hagen

Department ImPhys/Charged Particle Optics
Telephone +31 15 27 86073
Room 22.F 064
Prof.dr.ir. R. Hanson
Unit QuTech
Department QINC/Hanson Lab
Telephone +31 15 27 87188
Room 22.F 032

Department QN/Quantum Transport
Telephone +31 15 27 87188
Room 22.F 032

Department QN/Hanson Lab
Telephone +31 15 27 87188
Room 22.F 032
Dr. K.P. Hart

Department Analysis
Telephone +31 15 27 84572
Room 28.1.W880
Dr. L. Hartmann
Department Centre for Entrepreneurship
Telephone +31 15 27 88073
Room 31.C2.150
Prof.dr.ir. J. Hellendoorn
Department Delft Cent for Systems & Contr
Telephone +31 15 27 89007
Room 34.C-1-230
Page 334 of 346

Dr. E.A. Hendriks
Department Pattern Recogn Bioinformatics
Telephone +31 15 27 86269
Room 36.HB 13.080

Telephone +31 15 27 86269
Room 36.HB 13.080
Dr. F.A. Henze-Rietveld

Telephone +31 15 27 81781
Room 22.C 105
Dr. R. Hermsen
Department BN/Cees Dekker Lab
Dr. J. Hulstijn
Dr. T. Idema
Department BN/Timon Idema Lab
Telephone +31 15 27 82867
Room 58.F1.390
M.A.F.M. Jacobs
Telephone +31 15 27 85594
Room 22.C 104
Prof.dr.ir. M.F.W.H.A. Janssen

Telephone +31 15 27 81140
Room 31.b3.150
Prof.dr.ir. W. de Jong
Department Large Scale Energy Storage
Telephone +31 15 27 89476
Room 34.J-0-920
Prof.dr. W.M. de Jong

Telephone +31 15 27 88052
Room 31.b2.210
Prof. H.J.J. Jonker

Unit Civiele Techniek & Geowetensch
Department Atmospheric Physics
Telephone +31 15 27 86157
Room 23.HG 2.17
Ir. B.R. Joseph

Page 335 of 346

Dr. G. van de Kaa
Telephone +31 15 27 83678
Room 31.C3.050
S. Kaliarnta



Dr. L.M. Kamp

Department Energy & Industry
Telephone +31 15 27 86488
Room 31.A3.220
Dr.ing. S. Kenjeres
Telephone +31 15 27 83649
Room 58.F2.230
Dr.ir. L. Kester
Department Marketing en Consumentenondz.
Room 32.B-4-220

Room 32.B-4-220
T. Keviczky
Department Network Cyber-Physical Systems
Telephone +31 15 27 82928
Room 34.C-3-310
Prof.dr.ir. C.R. Kleijn

Telephone +31 15 27 82835
Room 58.F2.350
Dr.ing. A.J. Klievink

Telephone +31 15 27 81131
Room 31.b2.200
Prof.dr.ir. J.L. Kloosterman

Telephone +31 15 27 81191
Room 50.01.01.085
Page 336 of 346

Dr. R. Koekoek
Department Analysis
Telephone +31 15 27 87218
Room 28.1.W700
Dr. D.R. Koepsell

Department Ethics & Filosophy of Techno.
Prof.dr. R.J.M. Konings

Telephone +31 15 27 89531
Room 50.01.01.120
Prof.dr.ir. M.T. Kreutzer

Department ChemE/Chemical Engineering
Telephone +31 15 27 89084
Room 58.F2.080
Prof.dr.ir. P. Kruit
Department ImPhys/Charged Particle Optics
Telephone +31 15 27 85197
Room 22.F 080
Dr. D.J.P. Lahaye

Department Numerical Analysis
Telephone +31 15 27 87257
Room 36.HB 03.040
Dr.ir. D. Lathouwers
Telephone +31 15 27 83148
Room 50.01.01.040
Prof.dr.ir. G.J.T. Leus

Department Circuits and Systems
Telephone +31 15 27 84327
Room 36.HB 17.280
M. Loog
Telephone +31 15 27 89395
Room 36.HB 13.310
Dr. A.S. Meyer

Department BN/Anne Meyer Lab
Telephone +31 15 27 89249
Room 58.F1.450
Dr.ir. S.C. Mooij

Telephone +31 15 27 86376
Room 32.B-4-210
Page 337 of 346

Prof.dr. R.F. Mudde
Department ImPhys/Imaging Physics
Telephone +31 15 27 82834
Room 58.F2.330

Telephone +31 15 27 82834
Room 58.F2.330
Prof.dr. Y.V. Nazarov

Department QN/Nazarov Group
Telephone +31 15 27 84152
Prof.dr. J.M.A.M. van Neerven

Department Analysis
Telephone +31 15 27 86599
Room 36.HB 04.070
Prof.dr.ing. A. Neto
Department Tera-Hertz Sensing
Telephone +31 15 27 88330
Room 36.LB 01.420
Prof.dr. W.J. Niessen

Room 22.F 257
Dr. J.R. Ortt

Telephone +31 15 27 84815
Room 31.c3.010
Ir. M.G.F. Overschie

Unit Bouwkunde
Department Environmental Techn. & Design
Telephone +31 15 27 84430
Room 08.BG.West.170
Prof. I. de Pater
Unit Luchtvaart- & Ruimtevaarttechn
Department Astrodynamics & Space Missions
Telephone +31 15 27 85163
Room 62.9.11

Telephone +31 15 27 85163
Room 62.9.11
I. de Pater
Dr.ir. S.F. Pereira
Telephone +31 15 27 82474
Dr.ir. U. Pesch
Page 338 of 346

Telephone +31 15 27 88484
Room 31.b4.200
Prof.dr. P.C.M. Planken


Prof.dr.ir. C. Poelma
Department Multi Phase Systems
Telephone +31 15 27 82620
Room 34.F-1-470
Dr. L. Portela
Telephone +31 15 27 82842
Room 58.F2.250
Dr.ir. M.J.B.M. Pourquie

Department Fluid Mechanics
Telephone +31 15 27 82997
Room 34.F-1-600
Dr.ir. J.N. Quist

Department Energy & Industry
Telephone +31 15 27 85584
Room 31.A3.220
Dr.ir. G.A. de Reuver

Telephone +31 15 27 81920
Room 31.B3.220
Dr. B. Rieger
Telephone +31 15 27 88574
Room 22.F 266
Prof.dr. D.J.E.M. Roekaerts

Department Energy Technology
Telephone +31 15 27 82470
Room 34b.K-0-170

Telephone +31 15 27 82470
Room 34b.K-0-170
Prof.dr. S. Roeser
Telephone +31 15 27 88779
Room 31.b4.110
Page 339 of 346

Dr.ir. M. Rohde
Telephone +31 15 27 86962
Dr. S.R. de Roode

Telephone +31 15 27 84720
Room 23.HG 2.12.1
Dr. L. Rook
Telephone +31 15 27 86330
Room 31.c3.070
Dr.ir. Z. Roosenboom-Kwee
Telephone +31 15 27 84711
Room 31.C3.020
Dr. M.C.A. van der Sanden

Telephone +31 15 27 83055
Room 22.C 110
Ir. J. Schalkwijk
Telephone +31 15 27 89174

Telephone +31 15 27 89174
Dr.ing. V.E. Scholten

Telephone +31 15 27 89596
Room 31.C2.170
Ing. R.N. Schouten

Unit QuTech
Department ALG/General
Telephone +31 15 27 87998
Room 22.B 011
M. Schouwenburg
Department Cursussen
Telephone +31 15 27 86575
Room 50.03.00.110
Dr.ir. E.J.O. Schrama

Telephone +31 15 27 84975
Room 62.9.13
Page 340 of 346

Drs. J. Schrik
Department Support DIAM
Telephone +31 15 27 84114

Department Support DIAM
Telephone +31 15 27 84114
Dr. H. Schut
Telephone +31 15 27 81961
Dr. H.M. Schuttelaars

Telephone +31 15 27 83825
Room 36.HB 05.280
Dr. E. Sjoer
Telephone +31 15 27 83037

Telephone +31 15 27 83037
Ir. W. Sonneveld
Telephone +31 15 27 88679
Room -

Drs. J. Spaans
Telephone +31 15 27 85757
Room 31.c2.090

Telephone +31 15 27 85757
Room 31.c2.090

Telephone +31 15 27 85757
Room 31.c2.090
Dr. J.G. Spandaw

Department Analysis
Telephone +31 15 27 85806
Room 28.1.W780
S. Stallinga
Telephone +31 15 27 83538
Room 22.F 266
Page 341 of 346

Dr. D.M. Stam
Telephone +31 15 27 85163
Room 62.9.11
Dr. G.A. Steele

Department QN/Steele Lab
Telephone +31 15 27 83402
Room 22.F 388
Dr. S.T.H. Storm

Telephone +31 15 27 83548
Room 31.c2.160
Dr.ir. S.J. Tans

Department BN/Sander Tans Lab
Room -
Dr. D.M.J. Tax

Telephone +31 15 27 84232
Room 28.5.W780
Ir. R. The
Dr. J.M. Thijssen

Department QN/Thijssen Group
Telephone +31 15 27 88457
Room 22.F 338
Dr.ir. M.J. Tummers

Telephone +31 15 27 82477
Room 34.F-1-620
Dr. N. Tuning

Prof.dr. H.P. Urbach

Telephone +31 15 27 89406
Room 22.E 008
Prof.dr.ir. L.M.K. Vandersypen

Unit QuTech
Department FTQC/Vandersypen Lab
Telephone +31 15 27 82469
Room 22.F 030
Page 342 of 346

Telephone +31 15 27 82469
Room 22.F 030

Department QN/Vandersypen Lab
Telephone +31 15 27 82469
Room 22.F 030
Prof.dr.ir. A.J. van der Veen

Department Circuits and Systems
Telephone +31 15 27 86240
Room 36.HB 17.040
Dr. R.M. Verburg

Telephone +31 15 27 87234
Room 31.c3.030
Prof.dr. L.L.A. Vermeersen

Department Physical & Space Geodesy
Telephone +31 15 27 88272
Room 62.9.01

Telephone +31 15 27 88272
Room 62.9.01
Dr.ir. F.J. Vermolen

Telephone +31 15 27 87298
Room 36.HB 03.310
Dr.ir. D.J. Verschuur

Department ImPhys/Acoust. Wavefld Imaging
Telephone +31 15 27 82403
Room 22.D 216
Prof.dr.ir. L.J. van Vliet

Telephone +31 15 27 87300
Room 22.C 162 A

Department Technische Natuurwetenschappen
Telephone +31 15 27 87300
Room 22.C 162 A
Dr. F.M. Vos

Telephone +31 15 27 87133
Room 22.F 261
Prof.dr.ir. C. Vuik
Telephone +31 15 27 85530
Room 28.3.W840
Page 343 of 346

S.A. Wahl
Department BT/Cell Systems Engineering
Telephone +31 15 27 83193
Room 58.C2.440
Dr.ir. W. van der Wal

Telephone +31 15 27 82086
Room 62.9.02
H. Wang
Department Multimedia Computing
Telephone +31 15 27 88847
Room 36.HB 11.050
Dr. H.J.G. Warmelink

Drs. C. Wehrmann
Telephone +31 15 27 81070
Dr.ir. A.A. van Well

Department Bestuurlijke Ondersteuning
Telephone +31 15 27 84738
Room 50.02.01.220

Telephone +31 15 27 84738
Room 50.02.01.220
A. Wetters

Department Ship Design, Prod & Operations
Room -

Dr. P. Wilders
Telephone +31 15 27 87291
Room 28.2.E360
Dr. M.T. Wimmer

Unit QuTech
Department ALG/General
Telephone +31 15 27 86779
Unit QuTech
Department Topological Quantum Computing
Telephone +31 15 27 86779
Page 344 of 346

Prof.dr. H.T. Wolterbeek
Department RST/Radiat. Science and Techn.
Telephone +31 15 27 82105
Room 50.01.01.140
Ing. E. Yildirim
Department BN/Technici en Analisten
Telephone +31 15 27 88475
Prof.dr. H.W. Zandbergen

Department QN/Zandbergen Lab
Telephone +31 15 27 82266
Room 22.F 160

Department QN/Zandbergen Lab
Telephone +31 15 27 82266
Room 22.F 160

Department QN/Hoge Resul. Electr. Microsc
Telephone +31 15 27 82266
Room 22.F 160
Prof.dr.ir. H.S.J. van der Zant

Department QN/van der Zant Lab
Telephone +31 15 27 87733
Room 22.D 101
Dr. J. Zoetelief
Telephone +31 15 27 88987
Dr. V.G. Zwiller

Department QN/Zwiller Lab
Telephone +31 15 27 86136
Room 22.B 005

Telephone +31 15 27 86136
Room 22.B 005

Telephone +31 15 27 86136
Room 22.B 005

Telephone +31 15 27 86136
Room 22.B 005

Telephone +31 15 27 86136
Room 22.B 005
ontbreekt
Page 345 of 346

Prof.dr. C.U. Keller
Ir. A.J.W. Haket
Prof.dr.ir. T.M. Klapwijk
Drs.ing. R.M.J. Janssen
Page 346 of 346

Master Applied Physics program overview

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Master Applied Physics program overview

Transféré par

Droits d'auteur :

Formats disponibles

Program overview

Code Omschrijving ECTS p1 p2 p3 p4 p5

Master Applied Physics 2013

- 12 EC of compulsory math and ethics modules.

Eight specialisations of 30 EC each can be chosen:

- Research and Development (R&D)

Core Program AP2013(90EC)

- 12 EC of compulsory math (WI4243AP, 9EC) and ethics (WM0320TU, 3 EC) modules.

c. Oral and written presentation of the work.

- Theoretical knowledge and understanding

The procedure of a Thesis Project consists of the following steps:

Separation of Variables, Sturm-Liouville eigenvalue problems, Eigenfunction Expansion, Fourier Series

Complex Function Theory covers the basics of this discipline:

Partial Differential Equations covers the analysis of PDE's in

Numerical Methods covers the use of finite-element strategies to approximate

J. van Kan, A. Segal, F. Vermolen.

General Advanced (G-list) Modules AP 2013

A. Zangwill, Modern Electrodynamics, Cambridge University Press, Cambridge, UK (2013).

Further useful books are:

Track/Department related (D-list) Modules AP 2013

Interdepartmental D-list 2013

* that simple equations can give rise to very complex behaviour.

Enrolment / Application Limited number of participants.

AP3091 D Elementary Particles 6

UL-TGR Theory of General Relativity 6

D-list Imaging Science and Technology 2013

Education Method Oral lectures

AP3111 D Quantum Electronics and Lasers 6

AP3671 D Optical Waveguiding, Photonic Crystals and Optical Functions 6

D-list Transport Phenomena and Fluid Flow 2013

AP3181 D Applied Multiphase Flow 6

More specifically, the student must be able to:

D-list Quantum Nanoscience 2013

AP3211 D Advanced Solid State Physics 6

1. Math (all courses). Vector and matrix operations.

Lecture 1: corresponds to Ch. 16, 17;

3. Copies of the lectures

4. Scientific papers for the student presentations and discussions

AP3261 D Mesoscopic Physics 6

D-list Bio-Nanoscience 2013

The course will consist of two parts.

Part 1: A series of lectures introducing the students to the following concepts:

- To understand international research literature related to the theory mentioned above.

AP3691 D Evolution and Engineering of Living Systems 6

D-List Radiation Science and Technology 2013

Obtaining general knowledge of the applications

Being able to perform basic calculations

More detailed knowledge of one of the nine

Obtaining general knowledge

Being able to perform basic

More detailed knowledge of

2.Fission chain reaction

4.Energy distribution of neutrons

5.Time dependent behavior of reactors

7.Nuclear power reactors

* Have a well-informed discussion with other people about nuclear reactors

Education Method Lectures in combination with homework exercises.

- Practical experiments (these are mandatory).

The examination is scheduled on Monday May 12, 2014.

The history of radioactivity

Thesis related elective (6EC)

General Advanced (G-list) Modules AP 2013

A. Zangwill, Modern Electrodynamics, Cambridge University Press, Cambridge, UK (2013).