Master Applied Physics 2016 en

Program overview
13-Sep-2016 22:21
Year
Organization
Education
2016/2017
Applied Sciences
Master Applied Physics
Code
Master Applied Physics 2016
Core Program AP 2016
WI4243AP-11
WI4243AP-CA
WI4243AP-FE
WI4243AP-PDE
WM0320TU
Omschrijving
ECTS
Mathematical Methods for Physics

MMP Complex Analysis
MMP Finite Elements
MMP Partial Differential Equations
Ethics and Engineering
p1
p2
p3
p4
p5
3
3
3
3
Thesis Project AP 2016

AP3901
AP3902
AP3902-MTP
AP3902-PMT
Master Thesis Applied Physics

Master Thesis Project
Preparation for the Master Thesis
48
48
42
6
General Advanced Physics (G-list) Modules AP 2016

AP3021 G
AP3032 G
AP3051 G
AP3071 G
Advanced Statistical Mechanics

Continuum Physics
Advanced Quantum Mechanics
Advanced Electrodynamics
6
6
6
6
Track/Department related (D-list) Modules AP 2016

D-list Bio-NanoScience 2016
AP3162 D
AP3511TU D
AP3691 D
Physics of Biological Systems: Mathematical modelling in Systems

Biology
Biophysics
Evolution and Engineering of Living Systems
Advanced Wave Propagation

Quantum Optics and Lasers
Imaging Systems
Medical Imaging Signals and Systems
6
6
6
6
6
6
D-list Imaging Physics 2016

AP3061 D
AP3112 D
AP3121 D
AP3232 D
D-list Quantum Nanoscience 2016

AP3211 D
AP3222 D
AP3261 D
AP3281 D
AP3292 D
Advanced Solid State Physics

Nanotechnology
Mesoscopic Physics
Quantum Transport
Quantum Hardware
6
6
6
6
6
D-List Radiation Science and Technology 2016

AP3311 D
AP3341 D
AP3371TU D
CH3792
Neutrons, X-Rays and Positrons for Studying Microscopic Structures and

Dynamics
Nuclear Reactor Physics
Radiological Health Physics
Introduction to Nuclear Science and Engineering
6
6
6
6
D-list Transport Phenomena and Fluid Flow 2016

AP3171 D
AP3181 D
CH3053
ME45031
ME45041
Advanced Physical Transport Phenomena

Applied Multiphase Flow
Applied Transport Phenomena (ATP)
Turbulence for AP
Advanced Fluid Dynamics for AP
6
6
6
6
6
Theory of General Relativity

Computational Physics
Elementary Particles
Environmental Physics
6
6
6
6
Interdepartmental D-list 2016

4403TGR64
AP3082 D
AP3091 D
AP3141 D
Research (R-List) Modules AP 2016

R-list Bio-NanoScience 2016
4403ADBPL
4403THBPH
AP3461
LM3512NB
LM3691
NB4020
NB4070
Advanced Biophysics
Theoretical Biophysics
The Origins of Life
Systems Biology
iGem
High-Resolution Imaging
Soft Matter
6
6
6
6
18
4
6
R-list Imaging Physics 2016

Page 1 of 134
AP3382
AP3392
AP3401
AP3531
AP3701
ET4283
IN4085
SC42030
SC42065
Advanced Photonics
Geometrical Optics
Introduction to Charged Particle Optics
Acoustical Imaging
Submm and terahertz physics and applications
Seminar Advanced Digital Image Processing
Pattern Recognition
Control for High Resolution Imaging
Adaptive Optics Design Project
6
3
6
6
3
6
6
3
3
R-list Quantum Nanoscience 2016

AP3101
AP3192
AP3202
AP3252
AP3271
AP3303
AP3421
AP3652
AP3681
CH3672
CS4090
EE4575
The Interpretation of Quantum Mechanics

Physics of Semiconductor Nanodevices
Topology in Condensed Matter
Electron Microscopy Characterization of the Nanoscale
Molecular Electronics
Applications of Quantum Mechanics
Fundamentals of Quantum Information
Electronics for Physicists
Fairy tales of theoretical physics
Computational Materials Science
Quantum Communication and Cryptography
Electronics for Quantum Computation
3
3
6
3
6
3
4
3
6
3
5
5
R-list Radiation Science and Technology 2016

AP3323
AP3582
CH3582
CH3771
CH3782
Computational Techniques for Neutron Transport and Radiative Heat

Transfer
Medical Physics of Photon and Proton Therapy
Chemistry and Physics of Actinides
Nuclear Chemistry
Chemistry of the Nuclear Fuel Cycle
3
6
3
6
3
R-list Transport Phenomena and Fluid Flow 2016

AE4180
AP3551
CH3061
CH3151
CH3421
ME45000
ME45160
WI4011
Flow Measurement Techniques

Computational Multiphase Flow
Multiphase Reactor Engineering
Molecular Transport Phenomena (MTP)
Computational Transport Phenomena
Advanced Heat Transfer
Advanced Applied Thermodynamics
Computational Fluid Dynamics
3
6
4
3
6
3
5
6
Modeling and Data Analysis in Complex Networks

Special Functions
Matlab for Advanced Users
Scientific Computing
Advanced Topics in Analysis
Approximation Theory
4
6
3
6
6
6
Math (M-list) Modules AP 2016

EE4389
WI4006
WI4141TU
WI4201
WI4211
WI4415
Societal (S-list) Modules AP 2016

WM0939TU
Engineering for sustainable development
Orientations AP 2016
Orientation Research and Development (R&D) AP 2016
AP3911
Work Placement (Internship)
18
Annotation Technology in Sustainable Development (TiSD)

Annotation Entrepeneurship (AE)
Annotation Nuclear Science and Engineering (NSE)
Orientation Education - Basisdeel (Ed1) AP 2016
SL3031
SL3041
SL3116
SL3122
SL3164
SL3332
SL3462
Didactical Skills, only given in Dutch

Orienterende stage
Research Methodology in the Social Sciences for Education
Vakdidactiek Natuurkunde 1
Field Orientation Physics A
Educational Science
3
3
3
2
9
4
6
Orientation Education - Verdieping (Ed2) AP 2016

SL3012
SL3021
SL3311
SL3371
SL3414
Professionalization in SC and SE
The designing of education or communication products and processes
Research of Education
Didactics Physics 3
Schoolpracticum natuurkunde B
3
6
6
3
12
Orientation Management of Technology (MoT) AP 2016

1st semester MoT Modules 2016
MOT1412
MOT1421
MOT1442
MOT1461
MOT1524
Technology Dynamics
Economic Foundations
Social and Scientific Values
Financial Management
Leadership and Technology Management
5
5
5
5
5
Page 2 of 134
MOT1532
High Tech Marketing
2nd semester MOT Modules 2nd semester MoT Modules 2016

2016
MOT1003
MOT1435
MOT1451
MOT1531
MOT2312
MOT2421
Integration Moment
Technology, Strategy and Entrepreneurship
Inter- and intra-organisational decision making
Business Process Management and Technology
Research Methods
Emerging and Breakthrough Technologies
5
5
5
5
5
5
Orientation Study Abroad 2016
Page 3 of 134
1.
Year
Organization
Education
2016/2017
Applied Sciences
Page 4 of 134
Master Applied Physics 2016

Director of Studies
Program Coordinator
Program Title
ECTS Program
Introduction 1
Program Structure 1
Dr. J.M. Thijssen

Ir. A.J.W. Haket
Applied Physics
120
Note: use the menu at the left for information on each subset of the programme.
The Applied Physics programme is a two-year master programme and comprises 120 EC. The programme has a core-orientation
structure. Within this structure, there is a choice of research tracks:
- Bio-Nanoscience (BN)
- Imaging Physics (ImPhys)
- 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 modules.
- 12 EC of D-list (Departmental/Track) modules.
- 6 EC from either the G-, D-, R- or M-lists. .
- 48 EC master thesis work, to be carried out in a research section within the faculty of Applied Sciences or in an affiliated
group.
G-list modules are advanced physics modules aiming at breadth as well as depth in general physics knowledge.
D-list 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.
R-list modules are highly specialised research topics.
M-list modules are mathematical topics which may be of interest for different research groups.
A minimum of 12 EC of D-list and/or R-list modules from the department/track where the thesis project is carried out must be
done (in the core programme or the orientation part of the programme).
ORIENTATIONS
Combining the core programme with a 30 EC orientation completes the master programme. The orientation allows for a
broadening of knowledge or for additional depth. The student may opt for:
- Research and Development (R&D),
- Management of Technology (MoT),
- Education (Ed1/Ed2),
- Technical Design,
- Study Abroad (SA),
- Casimir Orientation (Cas).
SPECIAL PROGRAMMES
A special programmes, which implies restrictions on the Applied Physics core programme, is:
- 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 elsewhere.
PROGRAMME ADDITIONS
- Honours Programme: This is an individual programme of at least 20 EC on top of the regular Applied Physics programme.
The full Applied Physics programme including the additional honours programme 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
Program Structure 2
See http://students.tudelft.nl/tnw (or Blackboard) for the official regulations of the programme:
- Teaching and Examination Regulations 2016-2017 ("OER")
- Implementation Regulations 2016-2017 ("UR")
- Rules and Guidelines of the Board of Examiners 2016-2017 ("RRvE")
Select the year 2010-2011 (upper left corner) for the old core programme.
TRANSITION RULES
- 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.
Page 5 of 134
Fail or Pass Regulation
With Honours Regulation
- 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.
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.
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 6 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Core Program AP 2016

ECTS Program
Program Structure 1
90
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/Track) modules.
- 6 EC from either the G-, D-, R- or M-lists.
- 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 another faculty.
A minimum of 12 EC of D-list and/or R-list modules from the department/track where the thesis project is carried out must be
done (in the core programme or the orientation part of the programme).
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;
ImPhys track Imaging Physics department, or Centre for Systems and Control (3mE);
QN track Quantum Nanoscience department, or the Opto-electronic Materials section (ChemE);
RST track Radiation Science & Technology 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 (3 months or more of) the thesis work is performed outside
the mentioned departments or affiliated groups. A supervisor from one of the departments or groups is required.
As a rule, a student should have passed all bridging/homologation 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 WI3151TU/WI4150TU, WI2607, or
TW2070 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 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
(WI4243AP-CA, 3ec) with an extended version of Final Elements (WI4014TU, 6ec).
Students that have passed the Complex Analysis module WI2602 or TW2040 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.
Program Structure 2
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 10.3).
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. At least one of those should be chosen from the department/track where you do your
thesis project.
- 3EC compulsory ethics module. Same as above.
- 3EC of S-list (Societal) courses.
- 48 EC master thesis work.
- 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.
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 7 of 134
WI4243AP-11
Responsible Instructor
Contact Hours / Week
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Expected prior knowledge
Course Contents
Study Goals
Education Method
Literature and Study
Materials
Assessment
Mathematical Methods for Physics
Dr.ir. F.J. Vermolen

Dr. H.M. Schuttelaars
Dr. B.J. Meulenbroek
6/6/0/0 + 2/2/0/0 instruction
1
2
1
1
2
English
Basic Analysis and basic knowledge of complex numbers.
Separation of Variables, Sturm-Liouville eigenvalue problems, Eigenfunction Expansion, Fourier Series
This course comprises three subjects: Complex Analysis,
Partial Differential Equations, and Finite Element Analysis.
These individual parts have their own entries in the study guide under the codes
wi4243AP-CA, wi4243AP-FE and wi4243AP-PDE, we refer to these entries for
detailed information on the contents
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.
Lectures and practical work.
See the individual entries in the study guide.
See the individual entries in the study guide.
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.
WI4243AP-CA
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
MMP Complex Analysis

4/0/0/0
1
1
1
2
English
A good understanding of the contents of the bachelorcourses in mathematics:
WI1400 (calculus)
WI1410 (advanced calculus)
TN2244WI (differential equations)
The basics of Complex Analysis:
mapping behaviour of analytic functions, harmonic functions as related to analytic functions, many-valued functions and
branches thereof, complex integration, the theorems of Cauchy and 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 and their relations to PDEs.
The aim of overarching course wi4243AP-11 is to acquaint the student with the results and methods of the three disciplines to
show how these are used in Mathematical Physics.
For the present part this translates to
1. Knowledge of the basic definitions, theorems and methods of Complex Analysis.
2. Ability to solve elementary problems using standard methods.
3. Ability to solve slightly non-standard problems using combinations of methods.
Lectures and exercise class
Complex variables and applications, JW Brown and RV Churchill, McGraw-Hill 9th edition 2014
ISBN10: 1259072770
ISBN13: 9781259072772
Remark: last year we used a different book; this means that the study planner will be updated. On Blackboard you will be able to
find all relevant information.
Written exam
Page 8 of 134
WI4243AP-FE
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
MMP Finite Elements

0/4/0/0
2
2
Different, to be announced
English
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.
The participant will be able to construct and implement a finite-element method to approximate the solution of a partial
differential equation. Furthermore, (s)he will be able to analyse the accuracy and reliability of the approximation of the solution.
Lectures and lab work
J. van Kan, A. Segal, F. Vermolen.
Numerical Methods in Scientific Computing.
VSSD, second edition, 2014.
Two series of take-home assignments, lab work + report, written test
WI4243AP-PDE
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
MMP Partial Differential Equations

2/2/0/0
1
2
1
English
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.
Many mathematical--physical problems can be formulated using partial differential equations. Therefore it is important to be
able to both interpret and solve this type of equations. At the end of the course the student
1- is able to formulate various physical problems (wave--equation, heat--equation, transport--equations) in terms of partial
differential equations.
2- has knowledge and understanding of various mathematical techniques which are necessary to solve these problems (method of
characteristics, Fourier--series, method of separation of variables, Sturm-Liouville problems, Greens' functions, Fourier- and
Laplace transformations) and is able to apply these techniques to (simple) problems.
3- is able to interpret the solutions obtained and is able to place them in (a physical) context.
Lectures and practical work.
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.
During the lecture period three take-home excercises will be put on Blackboard. These take-home excercises must be handed in
before the date indicated at these exams. Furthermore, the students have to finish a computer assignment. A short, individual
review is held with the student, within two weeks of the last assignment deadline.
Page 9 of 134
WM0320TU
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Ethics and Engineering
Dr. F. Santoni De Sio

4/0/4/0
1
3
1
3
1
3
English
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, philosophical ethics, individual and collective
responsibilities, ethical aspects of technological risks, responsibility within organisations, responsible conduct of companies and
the role of law. 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.
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.
A series of 7 lectures and interactive work sessions (including role playing sessions) concluded with a written test. The last
lecture will be devoted to a Q&A session with the course manager in preparation of the exam.
Reader *and* exercise book Ethics and Engineering, available at Nextprint and as PDF files on Blackboard; Powerpoint slides
and lecture notes.
Written exam (80%), presentation and active participation during the working group sessions (20%).
Please note that this evaluation system applies to students who attend the course and working groups in the current year or have
attended the course in Q3 of the academic year 2015-2016.
If you have attended the course and the working groups in 2015-2016 Q1 or before, and you still want to sit the exam, you may
do so without attending the working group sessions again: in this case the evaluation system of the quarter in which you have
attended the working groups will apply (depending on your year of participation the exam will count for 100% of the grade, or
you may have a bonus up to 1 point added to the exam grade for your participation in the working groups).
If you are from a previous quarter/year and you prefer to have the current system of evaluation to apply (20% of the grade based
on the working group participation), then you have to attend the working groups again.
Enrolment / Application
Remarks
Category
In any case, if you attended the course in a previous year and you want to sit the exam or attend the course (again) this year,
please ask the course manager to be added to Blackboard as a guest, in order to be able to access all the updated materials and
the information about the course and the exam.
Enrolment via Blackboard is required for this course. This is needed in order to plan the workgroups. Please enroll not later than
ten days before the start of the course via Blackboard.
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).
MSc niveau
Page 10 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Thesis Project AP 2016

Introduction 1
See AP3901 for students enrolled in the MSc Applied Physics before July 2016 and starting a thesis project before July 2017.
See AP3902 for a new structuring of the course, for students starting the thesis project after June 2017.
Page 11 of 134
AP3901
Project Coordinator
Project Coordinator
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
48
Dr. J.M. Thijssen

L. van der Elst
P.A. Elshof
Different
1
2
3
4
Summer Holidays
1
Exam by appointment
English
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.
Study Goals
Education Method
Materials
Prerequisites
Assessment
c. Oral and written presentation of the work.

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
Individual Project carried out within a Research Group
Differs per project
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.
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
Remarks
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.
See AP3902 for a new structuring of the course, for students starting the thesis project after June 2017.
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 12 of 134
AP3902
Project Coordinator
Project Coordinator
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Assessment
Different / start each period

1
2
3
4
Summer Holidays
1
Exam by appointment
English
Students enrolled in the MSc Applied Physics after June 2016, and students from older cohorts starting their thesis project after
June 2017. See AP3901 for the old course.
The master thesis project consists of two parts: a 6 EC preparation (AP3902PMT), followed by a 42 EC thesis work
(AP3902MTP), including writing the report and giving the final presentation.
See the study goals for the two parts, AP3902PMT and AP3902MTP.
See the education methods for the two parts.
The first part (AP3902PMT, 6 EC) is assessed and must be completed with a pass.
The second part (AP3902MTP, 42 EC) leads to a mark between 1 and 10.
The mark for AP3902 is determined by the mark obtained for AP3902MTP (provided a pass has been obtained for
AP3902PMT)!
AP3902-MTP
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Prerequisites
Assessment
48
Dr. J.M. Thijssen

P.A. Elshof
L. van der Elst
Master Thesis Project
42
Dr. J.M. Thijssen

1
2
3
4
Summer Holidays
1
Exam by appointment
English
a. Practical and theoretical work in one of the research groups including interpretation and evaluation of the results.
b. Oral and written presentation of the work.
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.
Individual Project carried out within a Research Group.
You may start your Master Thesis Project work if you:
have passed all bridging/homologation modules or other obligations from the bachelor programme,
have passed at least 30 EC of obligatory, G-List, and D-list modules, and
have passed the preparatory AP3902PMT module.
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
Remarks
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.
See AP3902 for general information concerning the final project and the way it is organised.
Page 13 of 134
AP3902-PMT
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Preparation for the Master Thesis
Dr. J.M. Thijssen

1
2
3
4
Summer Holidays
1
none
English
This module contains the first stages of your final project. It consists of
- Reading background literature necessary for the project;
- Acquiring necessary skills, such as learning to work with experimental set-ups, clean room;
- Identifying areas, in collaboration with your supervisor, where extra training is necessary, for example English writing skills,
presenting, a particular course, etc;
- Formulating the research goal of the project: which question will be addressed and what method(s) will be applied to arrive at
the answer;
- Making a planning, including anticipating pitfalls and how these will be dealt with;
- Writing a report which addresses the project goal and plan, required training, a time planning (including the completion date)
and milestones and deliverables. This report should contain between 3 and 7 pages.
At the end of this module you should
- have made a realistic planning;
- be aware of the project goal and plan;
- have an overview of the relevant literature in the field of your project;
- have written a report (in English) described in the course content.
In this module, you complete the work by discussing the different issues with the supervisor and reading literature on your own.
Depending on the project, courses or learning particular skills (experimental and/or computer skills). All members of the
research group you are in can play a role.
The assessment is based on your report, and is done by the supervisor.
The result will be a pass or a no-pass. You can only start the main project (AP3902MTP) after you have passed this module.
Page 14 of 134
Year
Organization
Education
2016/2017
Applied Sciences
General Advanced Physics (G-list) Modules AP 2016

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 15 of 134
AP3021 G
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Advanced Statistical Mechanics
Dr. J.M. Thijssen

Prof.dr. Y.V. Nazarov
4/4/0/0
1
2
1
2
3
English
Bachelor (applied) physics or equivalent.
This course covers the theory of statistical mechanics at the intermediate level, in particular:
1. The formalism of statistical mechanics and its relation to thermodynamics.
- Ensemble theory
2. Systems of non-interacting particles
- classical, quantum
3. Systems of interacting particles
- perturbation theory
- Phase transitions: van der Waals, mean field theory
- Phase transitions: scaling and renormalization
4. Fluctuations
5. Polymers, membranes, ....
Course goals are:
1. Working knowledge of statistical mechanics at the intermediate level
2. Broad overview of the theory of statistical mechanics
3. Ability to solve standard problems on the material covered
4. Ability to solve problems requiring creativity
5. Effectively come to solutions in group work
Students prepare the material for each week before the first lecture. For this, they use lecture notes and books, and youtube
videos developed by the lecturer. Some control questions requiring simple calculations or the interpretation of particular results
are part of the preparation. During the first lecture of the week, the material will sometimes be summarized and students are
invited to ask questions on points they did not yet fully grasp.
The remaining time of the four hours per week, the students work on problems in groups, while the lecturer and the TA's provide
help. Sometimes, some difficult points will be discussed by the whole group. The aim that every student knows how to finish the
problem at the end of these exercise classes for the week. They can then work out a detailed solution at home and hand this in.
The homework which is handed in counts to the final result.
The textbook for this course is:
Statistical Mechanics in a Nutshell, by L. Peliti
Princeton University Press (2011)
Other useful textbooks:
M. Kardar:
Statistical Mechanics of Particles || Cambridge University Press, 2007
Statistical Mechanics of Fields || Cambridge University Press, 2007
J. M. Thijssen
Lecture notes
There is a set of lecture slides available from last year's course. This concentrates on the topics of the course and provides few
details not explained in the books.
Assessment
There is also a collection of videos on youtube which can be used for preparing the material.
The course puts strong emphasis on problem solving skills. Homework is an important element of the course. The grade for the
homework can contribute a maximum of 1.0 to the final grade according to the formula:
R = (1-0.01*H)*E + 0.1*H
where R is the final grade, E is the result for the exam (which may include the midterm, see below) and H is the result for the
homework.
There is a mid-term exam. Students having taken the mid-term exam can take a final on the second part of the course material
only. There is also an option to take a final exam on all the course material (for students missing the mid-term or scoring a bad
mark there).
If a student chooses to do the final exam on the second part of the material, the exam grade E is calculated according to
E = 0.35 M + 0.65 F,
where M is the grade for the midterm and F is the result of the final exam.
The exam grade E for a student who has decided to the final exam on all the material is just the result of that final exam F:
E=F
Permitted Materials during

Tests
Page 16 of 134
AP3032 G
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Continuum Physics
Prof.dr.ir. C.R. Kleijn

Dr.ing. S. Kenjeres
Prof.dr. D.J.E.M. Roekaerts
4/4/0/0
1
2
1
2
3
English
undergraduate calculus, differential equsations and transport phenomena/fluid dynamics.
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 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).
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).
Education Method
Materials
Being able to identify some relevant aspects of physics of continuous media in practical situations (relevant phenomena,
dimensionless numbers, regimes, simple estimates).
Theory presented in lectures. Practice sessions to make exercises. Assignments to be made at home.
The general part of the course is based on the following books:
- T.J. Chung, General Continuum Mechanics, Cambridge University Press, 2007,
ISBN-10:0521-87406-8 (pbk.)
and ISBN-13:9780521874069 (hardback)
B. Lautrup, Physics of continuous matter: Exotic and Everyday Phenomena in the Macroscopic World, IOP publishing
ISBN 9780750307529 (first edition, 2005, pbk)
ISBN:9781420077001 (2nd edition, 2007, pbk)
ISBN 10-1420077007 (2nd edition, 2007, hcv)
Assessment
Tests
Elective
Tags
Studyload/Week
Notes and/or articles on special topics from recent research literature and on applications.
Written exam at end of the second period. Final mark partially (15%) based on the performance in the optional homework
assignments, if the average assignment grade is higher than the exam grade.
closed book exam.
Yes
Challenging
Fluid Mechanics
Lineair Algebra
Mathematics
Mechanics
Physics
12 hours per week (4 scheduled, 8 homework) during 14 weeks.
Page 17 of 134
AP3051 G
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Advanced Quantum Mechanics

Dr. M.T. Wimmer
0/0/4/4
3
4
3
4
Exam by appointment
English
Quantum mechanics at bachelor (applied) physics level or equivalent.
Second quantization, Magnetism, Superconductivity and Superfluidity, Dissipative Quantum Mechanics, Relativistic Quantum
Mechanics.
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
Lectures and problem-solving sessions.
Lecture Notes.
The book:
Advanced Quantum Mechanics: A practical study guide, Yuli V. Nazarov and J. Danon, Cambridge University Press, 2013.
The written final exam includes the problems to solve and multiple choice questions.
The retake exam is not planned. Students make appointment for oral exam.
Page 18 of 134
AP3071 G
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Advanced Electrodynamics
Dr. A.J.L. Adam

S. Stallinga
Dr. S.W.H. Eijt
4/4/0/0
1
2
1
1
2
3
English
Electromagnetism at the level of the book Introduction to Electrodynamics by D.J. Griffiths (BSc physics course TN2053,
Elektromagnetisme)
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. LinardWiechert potentials and fields. Synchrotron radiation with important applications in physics, chemistry and materials research.
Classical and relativistic motion of charged particles in electromagnetic fields.
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.
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.
We will be teaching based on the book of Zangwill.
A. Zangwill, Modern Electrodynamics, Cambridge University Press, Cambridge, UK (2013).
It is a new textbook on advanced electrodynamics which combines the necessary mathematics with a clear attention to the
physics. A list of the relevant chapters directly related to the lectures will be available on blackboard at the beginning of the
course and at each lecture, it will be indicated.
For complementary reading of further readings, here a list of books to consider.
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
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
Assessment

Tests
Handouts of the material covered in the lectures will be available via Blackboard. Some derivations will be only done on the
Blackboard during the lecture.
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 consider
themselves ready for the exams.
For the exam, only a scientific calculator, pencils (with various colors) are allowed.
Page 19 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Track/Department related (D-list) Modules AP 2016

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.
Page 20 of 134
Year
Organization
Education
2016/2017
Applied Sciences
D-list Bio-NanoScience 2016
Page 21 of 134
AP3162 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Physics of Biological Systems: Mathematical modelling in Systems

Biology
Dr. H.O. Youk

Dr.ir. S.J. Tans
0/0/2/2
3
4
3
4
5
English
Basic differential equations. Not necessary to have any prior knowledge of biology.
This is a course intended for physicists, biologists, engineers, and quantitative-minded students who are fascinated by the
questions: "What is life?" and "What are the physical and mathematical rules that govern living cells and tissues?" This course
takes a quantitative approach to understand genetic circuits, cell-cell communication, and development of embryos.
If you are a physicist and have wondered why so many physicists are entering biology, this course will hopefully answer your
question in depth. If you are a biologist and have wanted to study biology with mathematical models and quantitative data, then
this course will hopefully teach you how to do so.
In recent years there has been a 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 aims to cover the following topics: basic biology, information processing inside cells, 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, precision in cellular
sensing, and precision achieved by embryos developing into full animals.
Study Goals
Students will also explore results of cutting edge, modern research, where novel experimental or theoretical approaches are used
to investigate central questions in biology. By reading and discussing research papers that are just months or 1-2 years old, the
students will get to directly apply their knowledge from this course to research papers in this fast moving field driven by
engineers, physicists, and quantitative biologists.
- To be knowledgeable about mathematically modelling the following key concepts: gene networks and regulation, cellular
signalling pathways, stochasticity and noise in cells, synthetic biology, optimality and evolution, temporal and spatial
organization of cellular processes, and precision in developing embryos.
- To be able to design a quantitative experiment to address concepts listed above.
- To be knowledgeable about current research literature in quantitative / systems / synthetic biology.
Education Method
Materials
Assessment
- To be knowledgeable about how math and physics can be applied to study cellular processes.
Lectures and one-on-one discussions with the instructors.
- We will provide the lecture notes in class.
Recommended textbook: An introduction to systems biology: Design principles of biological circuits, by Uri Alon, 2006
The final grade for the course will be determined as follows:
- Monthly or bi-monthly problem sets (70%),
- Final exam (30%)

Tests
AP3511TU D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Assessment
Biophysics
Dr. S.M. Depken

Dr. T. Idema
2/2/0/0
1
2
1
2
3
English
Knowledge of mechanics, thermodynamics, statistical mechanics, and electromagnetism at the 2nd year undergraduate physics
level.
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.
To grasp fundamental theoretical concepts in biophysics.
To be able to integrate mathematics, physics, and biology to solve biophysical problems.
To connect theory and experimental data through modeling.
Lectures
Reading of pre-selected scientific articles
Homework
The textbook Physical Biology of the Cell. Rob Phillips, Jane Kondev, Julie Theriot.
Supplied lecture notes
Written examination (70%), Homework (30%).
Page 22 of 134
AP3691 D
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Evolution and Engineering of Living Systems
Dr. H.J.E. Beaumont

Dr. G.E. Bokinsky
0/0/2/2
3
4
3
4
5
English
This course is intended for students from physics, engineering, and life science programs. No prior knowledge of mathematics or
biology will be required.
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 bioengineering. 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.
Study Goals
Education Method
Assessment
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 genotypephenotype 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.
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
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 groundbreaking journal articles. Students will present and lead discussions about research articles.
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 23 of 134
Year
Organization
Education
2016/2017
Applied Sciences
D-list Imaging Physics 2016
Page 24 of 134
AP3061 D
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Advanced Wave Propagation
4/4/0/0 (only the first half of the second quarter)

1
2
1
Exam by appointment
English
Introduction to elasticity theory; acoustic waves in fluids; elastic waves in solids; electromagnetic waves;wave propagation in
heterogeneous media; Fraunhofer diffraction; Fresnel diffraction.
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.
Oral lectures
The course is based on the books:
'Physics of Waves', Elmore and Heald, Dover 0-486-64926-1.
'Electromagnetic Waves and Antennas', S. J. Orfanidis, 2010
Recommended reading:
'Thin-film Optical Filters', H. A. Macleod,2001
Oral examination
AP3112 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Dr. F. Bociort
Dr. K.W.A. van Dongen
Quantum Optics and Lasers
Dr.ir. S.F. Pereira

Dr. N. Bhattacharya
0/0/4/4
3
4
3
none
English
Quantum mechanics, Physics bachelor level
Quantization of the electromagnetic field, photodetectors, single and multimode radiation, interaction of radiation with atomic
systems, nonlinear optics.
At the end of this course, the student will have a in-depth knowledge of basic quantum optics theory and some applications.
Two 2-hour lecture/discussions per week. Throughout the course, students will work out complements of the book (mostly
applications) and present to the class. Final assignment is a written project.
Textbook: Introduction to Quantum Optics from G. Grynberg, A. Aspect, and C. Fabre, Cambridge University Press, 2010.
Presence list, oral presentations, final written report.
n.a.
Page 25 of 134
AP3121 D
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Remarks
Imaging Systems
S. Stallinga
Dr. J. Kalkman
4/4/0/0
1
2
1
1
2
3
English
AP-BSc level mathematics and optics. Linear algebra, analysis and systems and signals.
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, optical coherence tomography, and the topic of optical nanoscopy.
The learning objectives of this course are:
1.Acquire a basic understanding of optical imaging systems within the framework of scalar wave optics ("Fourier optics"), based
on theoretical knowledge and capabilities of BSc-AP education (Signals & Systems, Optics).
2.Gain an outlook of the connection between the theory of optical imaging systems and applications of it, looking at aspects of
engineering & tolerances.
3.Get an introduction to contemporary topics in optical imaging systems research: (a) vectorial wave optics, (b) optical
nanoscopy, (c) adaptive optics, and (d) optical coherence tomography, and understand how these contemporary topics are rooted
in/related to the Fourier optics approach.
4.
Learn to apply Fourier optics methods to study given optical imaging problems using computer programming in
MATLAB.
Weekly lectures and assignments, both conventional theory and numerical computation with Matlab.
Introduction to Fourier Optics, J. Goodman, 3rd edition, Roberts & Company. Slides from all the lectures.
Midterm and final exam and MATLAB exercises.
For students from Leiden University: registration as a guest student is required for blackboard access and registration of grades!
See: http://studenten.tudelft.nl/en/students/administration/central-student-administration/enrolment/enrolling-as-a-minorgueststudent/
Page 26 of 134
AP3232 D
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Medical Imaging Signals and Systems
Dr. F.M. Vos

Prof.dr. W.J. Niessen
0/0/2/2
3
4
3
4
5
English
Elementary physics, particularly related to signal analysis.
The course Medical Imaging Signals and Systems covers the principles of advanced medical imaging modalities. Particularly,
students will study the physics, acquisition techniques and signal processing underlying conventional X-ray, Computerized
Tomography (CT), Single Photon Emission Computed Tomography (SPECT), Positron Emission Tomography (PET),
Ultrasound and Magnetic Resonance Imaging (MRI). Each lecture ends with a quiz in which the clinical application of
discussed techniques is at stake. Furthermore, a site-visit will be made to the Erasmus Medical Centre for clinical
demonstrations.
You will learn what you always wanted to know, but were afraid to ask about medical imaging!
Course Content
Introductory lecture with the history of medical imaging and its importance for modern medicine and biomedical research
Conventional X-ray, CT, SPECT and PET imaging (40% of content):
Basic principles of planar X-ray imaging and scintigraphy (short)
Advanced methods for image acquisition using CT, SPECT and PET
Mathematical techniques for image reconstruction, including filtered backprojection and iterative approaches
Issues of image quality, especially related to resolution, signal to noise ratio, quantitative and dynamic imaging.
MR imaging (40% of content):
Fundamentals of MRI: spin, Larmor frequency, T1, T2, T2* contrast (short)
Spatial encoding: K-space
Image Quality: PSF, signal strength and noise level
Advanced MRI techniques such as diffusion, perfusion and flow imaging
Ultrasound imaging (20% of content):
Physical and mathematical principles of ultrasound imaging, including probe design and advanced US imaging techniques such
as harmonic imaging and non-linear reconstruction techniques for imaging tissue properties.
Study Goals
Education Method
Materials
Assessment
The course will end with a mini-symposium on specialized imaging techniques. Therefore, recently developed medical imaging
methods will be studied, going beyond the theory of the lectures. Students working in pairs will write a short essay on a selected
technique and present it to the group.
This will lead to a lively discussion and drinks to celebrate medical imaging.
1. Acquire in-depth knowledge about the physics and image reconstruction underlying X-ray, CT, acoustical and magnetic
resonance imaging;
2. Being able to solve elementary problems related to the theory mentioned in 1;
3. Being able to solve more advanced problems addressing the theory mentioned in 1 by combining mathematical skills and
physical insight;
4. Able to acquire new knowledge about clinical applications of medical imaging.
Lectures, homework and assignment.
Book: Medical Imaging Signals & Systems, Jerry L. Prince, Jonathan Links. Upper Saddle River NJ: Prentice Hall, second
edition, 2014, 544 pp, ISBN-13: 978-0132145183.
Additional handouts wherever necessary.
The course on Medical Imaging comes with an assignment for which you will need to hand in a paper and make a presentation.
This is an obligatory part, for which you will get a grade from 0-10 (A).
Additionally, there will be an exam also graded from 0-10 (B).
The grades for both parts needs to be higher than 6.0 in order to pass.
The final grade is calculated by: (A + B)/2.
It is not possible to take part in the exam if you have not made the assignment.

Tests
Page 27 of 134
Year
Organization
Education
2016/2017
Applied Sciences
D-list Quantum Nanoscience 2016
Page 28 of 134
AP3211 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Advanced Solid State Physics
Dr. A. Caviglia
Prof.dr. Y.M. Blanter
0/0/4/4
3
4
3
3
English
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.
Summary
Course Contents
Study Goals
Education Method
Materials
It is recommended that the students recall this material before starting with the course.
1.Statistical properties of the Fermi gas. Simulation of electrons in a periodic potential.
2.Scattering and transport in metals.
3.Fermi liquid theory.
4.Fermi liquid theory and magnetism in matter.
5.Magnetism in matter.
6.Landau theory of continuos phase transitions.
7.Phenomenological description of superconductivity and Kondo effect.
8.Microscopic theory of superconductivity.
9.Ginzburg-Landau theory of superconductivity.
10.Quantum matter.
11.Quantum Hall effect.
The course of Advanced Solid State Physics is a part of the Applied Physics master programme at TU Delft.
At the end of this course the students will be able to
1)Discuss modern condensed-matter physics theories and apply these tools to the analysis of the electronic properties of real
materials with a particular focus on magnetic and superconducting systems.
2)Describe modern experimental techniques used in condensed-matter physics with an emphasis on spectroscopic and transport
techniques.
3)Discuss, criticise and relate modern scientific literature on condensed-matter physics.
11 Lectures on condensed matter theory and experiments. Presentations on scientific literature
N.W. Aschcroft and N.D. Mermin, 'Solid State Physics'. Lecture handouts will be added in the "Course documents" after each
lecture.
Reading scheme:
Lecture 1: corresponds to Ch. 16, 17;
Lecture 2: Ch. 12 (pp. 214-217), 13 (244-256);
Lecture 3: Ch. 17 (345-351)
Lecture 4, 5: Ch. 31, 32 (674-684), 33 (698-718);
Lectures 7, 8, 9: Ch. 34
Assessment
Remarks
Lectures 6 and 11 are not covered by Aschcroft and Mermin, see Lecture Notes in the "Course documents" folder.
The assessment is performed through a test and two presentations on scientific literature
Page 29 of 134
AP3222 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Nanotechnology
Dr. P.F.A. Alkemade

Dr. G.A. Steele
0/0/4/4
3
4
3
3
4
English
Basic physics and mathematics are required; solid state physics, materials science and physics of microelectronics are
recommended.
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, growth and etching methods; pattern definition and transfer (=lithography); self-assembly;
molecular manipulation; methods of inspection, analysis and characterization.
The subjects will be taught with a focus on practical applications.
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.
The student can execute a simple but complete nano fabrication task.
Lectures, expert lectures, student presentation & discussion sessions, and lab work.
1. Introduction to Microfabrication, 2nd edition
Author: Sami Franssila
Publisher: Wiley
2. Copies of the lectures
3. Scientific papers for the student presentations and discussions
Assessment
Tests
4. Lab-work manual
Written exam (30%), home work (20%), student presentation (20%), and lab work (30%).
The scores for the written exam and the lab work should be both at least 5.0.
Ruler, pocket calculator
Because of limited space and support in the cleanroom, a maximum of 30 students can do the course.
To offer all interested students equal chance, actual enrollment (via blackboard) will start Monday morning, 9 January 2017 at
8:00h. Enrollment requests will be accepted on the basis of 'first come, first served'; 30 at maximum. However, if you do not
have your bachelor degree at the start of the course on 13 February, others with the degree will have priority, even if they had
enrolled at a later time.
Remarks
(If enrollment via blackboard is not possible, direct mail to p.f.a.alkemade@tudelft.nl after 9 January 8:00h is allowed.)
Page 30 of 134
AP3261 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Mesoscopic Physics
2/2/0/0
1
2
1
2
Exam by appointment
English
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.
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.
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.
Weekly lectures, discussion of concepts and experimental results.
Syllabus. Review papers.
Written exam; retake can be oral.
AP3281 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Prof.dr.ir. H.S.J. van der Zant

Prof.dr.ir. L.M.K. Vandersypen
Quantum Transport

Dr. A.R. Akhmerov
0/0/4/4
3
4
3
4
Exam by appointment
English
Bachelor (applied) physics or equivalent.
Scattering, quantum circuit theory, Coulomb blockade, quantum interference, qubits, interaction and environment.
To learn the fundamental concepts of quantum transport.
Lectures and problem-solving sessions.
Written examination by default. Oral examination by appointment.
Page 31 of 134
AP3292 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Quantum Hardware

Prof.dr.ir. R. Hanson
0/0/4/0
3
3
3
English
Undergraduate electricity and magnetism; AP3421 Fundamentals of quantum information
Quantum hardware is what turns the novel concepts of quantum computation and communication into reality. The key challenge
is to control, couple, transmit and read out the fragile stage of quantum systems with great precision, and in a technologically
viable way. To meet this challenge, a radically new way of thinking is required about electronics, computers and communication
systems. In this class, you will learn to understand and appreciate the key challenges in realising quantum hardware and
technology. You will get an overview of the state-of-the-art, learn about the most promising approaches to realising quantum
hardware, and critically assess the strengths and weaknesses of each approach. You will also get insight in the conceptual
similarities and differences between the various technologies.
Specifically, the course will cover general concepts and considerations of qubit hardware, trapped ions, superconducting circuits,
quantum dots, impurities, cold atoms, photonic circuits, single-photon sources, single-photon detectors and quantum repeaters.
To acquire a good understanding of the requirements of quantum hardware both at the conceptual level and at the practical level.
To acquire conceptual insight in the operation, opportunities, and challenges of various qubit realisations.
To obtain a good overview of the state-of-the-art.
Education Method
Course Relations

Materials
Assessment
To acquire the ability to read and understand research papers on relevant qubit realisations.
2 hours weekly lecture, 2x30mins student presentations, literature study
This course forms part of the curriculum on Quantum Technologies offered at TU Delft, which at present consists of
AP3421 Fundamentals of quantum information
CS4090 Quantum communication and cryptography
AP3292D Quantum hardware
EE4575 Quantum Electronics
Scientific publications (both review articles and research articles)
50% homework assignments, 20% in class quizzes, 30% presentations
Page 32 of 134
Year
Organization
Education
2016/2017
Applied Sciences
D-List Radiation Science and Technology 2016
Page 33 of 134
AP3311 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Neutrons, X-Rays and Positrons for Studying Microscopic

Structures and Dynamics
Dr. W.G. Bouwman

Dr. H. Schut
0/0/3/3
3
4
3
4
English
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.
Study Goals
Education Method

Materials
Assessment
A visit to the neutron and positron experimental facilities at the Reactor Institute Delft will be part of the course.
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.
The course consists of 14 times 2 hours lectures and 1 hour exercise 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 exercise class. In the
exercise class question about the previous lecture will be discussed as well as the assignments.
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.
lecture notes
and the book D.S. Sivia, Elementary Scattering Theory for X-ray and Neutron Users, Oxford University Press, ISBN 978-0-19922868-3, available via VvTP
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%
Obtaining general knowledge
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 34 of 134
AP3341 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Nuclear Reactor Physics
Prof.dr.ir. J.L. Kloosterman

Dr.ir. D. Lathouwers
0/0/4/4
3
4
3
Exam by appointment
English
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
Study Goals
Please note that this list is only meant to give you an impression about the course.
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
Materials
Assessment
Lectures in combination with homework exercises.

This year's lectures will be based on the book Nuclear Reactor Analysis by James J. Duderstadt and Louis J. Hamilton (Wiley).
The book can be borrowed for a small fee with the professor (as far as stock lasts)
Homework problems and oral exam.
Page 35 of 134
AP3371TU D
Radiological Health Physics
M. Schouwenburg
Drs.
M.J. van Bourgondien
Instructor
Dr.
K.R.
Huitema
Responsible for assignments
0/0/8/8 (friday) = Note that the course starts earlier and ends later than Q3.
x/x/x/x
Education Period
3
Start Education
3
Exam Period
Course Language
English
Course Contents
Lectures and tutorials on:
- Radiation, radioactivity, decay.
- Radiation sources.
- Interaction of radiation with matter.
- Methods of radiation detection.
- Radiation dosimetry.
- Radiation shielding.
- Biological effects of ionizing radiation.
- Internal dosimetry.
- Natural and man-made sources/background radiation.
- Radiation protection philosophy (protection principles).
- Rules and regulations; organizational, procedural and administrative tasks.
- Safety measures; operational radiation protection.
- Radiation protection when handling open sources.
Study Goals
Education Method
Course Relations
Materials
Practical Guide
Assessment
Exam Hours
Tests
Special Information
Mandatory parts:
- Practical experiments. These include prior preparation at home, active participation during the experiments, documenting
results, reporting including discussion and conclusion/giving advice. All these aspect of the practical work will be monitored and
scored during the course.
- Several assignments during the course.
This course will teach you how to work safely with sources of ionizing radiation.
It is a broad introduction into the field of radiation protection and the application of ionizing radiation in science, medicine and
industry.
Because of this broad coverage of the subject it consists of both a theoretical and a mandatory practical part.
Oral lectures (classes), tutorials/instructions, assignments, lab experiments
This course is a topic of choice for Applied Physics, Chemical Engineering and SET students in Q3.
J.E. Turner, Atoms, Radiation, and Radiation Protection, John Wiley, New York, 3rd completely revised edition.
The practical workbook will be made available on Blackboard on the first day of the course.
Two parts:
- part 1: Multiple Choice (written closed book exam) (max 33 points)
- part 2: 4 problems (essay type questions, written open book exam) > (max 67 points)
To pass the exam: part 1 > = 18 points AND part 2 > = 37 points.
May 23, 2016: 11.00 h - 12.00 h and 13.30 h - 16.30 h
Part 1 (Multiple Choice part): non-programmable calculator and 'clean' dictionary.
Part 2 (Essay type questions): All course materials like the textbook, notes, hand outs, etc.
As of 2016 new law and regulations apply to this course and also the Dutch name is changed from Stralingshygine
deskundigheidsniveau 3 to Cordinerend Deskundige (CD; in English RPO) in de Stralingsbescherming.
These new regulations make it necessary to include new topics like ethics(training), communication skills and non-ionizing
radiation. These new topics have not been included yet in the course that starts in January 2016. Therefore, in 2016 students are
not eligible to obtain the diploma of Cordinerend Deskundige when passing the written exam. Of course, students passing the
written exam and having successfully followed the mandatory parts of the course will obtain the applicable ects (= 6).
The coming year it will be determined whether it is feasible and possible to include these new topics in the next course that will
run in 2017 and keeping the number of ects the same.
It will also be determined whether the new topics can be offered in a separate two day additional module allowing students to
obtain the diploma Cordinerend Deskundige. You will be informed through Blackboard about further developments.
Studyload/Week
Schedule
Location
In the mean time please feel free to contact the responsible lecturer Marcel Schouwenburg (m.schouwenburg@tudelft.nl) when
you have any questions or remarks.
1 day/week classes + 0.5 day/week labs + 0.5 day/week preparation
Note that the course starts earlier and ends later than Q3.
The detailed course program will be published on Blackboard on December 22, 2015.
Reactor Institute Delft (building 50)
Mekelweg 15
NL - 2629 JB DELFT
Page 36 of 134
CH3792
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Introduction to Nuclear Science and Engineering
Dr.ir. M. Rohde
Dr.ir. A.G. Denkova
0/8/0/0
2
2
English
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
track, this course is compulsory.
Course Contents
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.
Subjects include (tentative!):
Study Goals
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
Health application of nuclear science
Medical imaging
Radiotracers
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%
Education Method
Materials
Assessment
Tests
Studyload/Week
Is able to collaborate with another student, while preparing the presentation (5%) : 0%/0%/5%
Oral lectures, guided tours and a presentation on a subject related to nuclear science.
J. Kenneth Shultis, Richard E. Faw: Fundamentals of Nuclear Science and Engineering Second Edition
Lecture slides
Short weekly tests, written exam + presentation of a scientific paper
Page 37 of 134
Year
Organization
Education
2016/2017
Applied Sciences
D-list Transport Phenomena and Fluid Flow 2016
Page 38 of 134
AP3171 D
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Computer Use

Materials
Assessment
Tests
Advanced Physical Transport Phenomena
Dr.ing. S. Kenjeres
0/0/6/0
3
3
3
4
English
Fundamental Physical Transport Phenomena
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)
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-byterm 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)
Combination of Lectures (4 Lectures per week) (covering theoretical aspects) and practical exercises (both analytical and
computational/computer exercises, 3 Hours per week)
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)
1. Book: "Analysis and Modelling of Physical Transport Phenomena", Hanjalic K.,Kenjeres S.,Tummers M.J.,Jonker H.J.J.,
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.
Writen Exam (2 times per year)
Page 39 of 134
AP3181 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Applied Multiphase Flow
Dr. L. Portela
Prof.dr. R.F. Mudde
0/0/2/2
3
4
3
4
5
English
The course assumes some elementary knowledge of Fluid Mechanics and/or Transport Phenomena. The level of prior knowledge
required is typically acquired in a B.Sc. course in Engineering or Applied Physics. Prior knowledge of multiphase flow is not
required.
1. Introduction. Overview of multiphase flow. Examples of industrial and environmental flows. Examples of flows with heat
transfer and phase change. Classification of multiphase flows: separated vs. dispersed. Brief introduction to flow patterns.
2. Balance equations. Physical mechanisms involved and material behavior. Constitutive equations and mechanistic models of
behavior. Interfacial interactions and forces. Analogies and differences with respect to single-phase flow. Flow parameters, nondimensional numbers and scaling.
3. Introduction to turbulence, turbulence modeling and turbulence effects. Analogies and differences with respect to single-phase
flow.
4. Separated flows and interfacial phenomena. Stability associated with interfacial flows. Interfacial waves.
5. Dispersed flows. Interaction between the dispersed and continuous phases. Momentum, heat and mass transfer. Differences
and similarities between solid particles, droplets and bubbles.
6. Dynamics of single particles: solid particles, droplets and bubbles. Bubble and droplet dynamics. Bubble growth and collapse.
Introduction to cavitation. Droplet dynamics and breakup.
7. Inter-particle interactions and collisions. Droplet and bubble coalescence and breakup. Collision kernel. Population balance
models and simulations.
8. Quasi-1D flows, both internal and external (channel, pipe, jet, etc.). Balance equations and simplifying assumptions. Simple
mechanistic models. Similarities and differences between: gas-liquid, liquid-gas, liquid-liquid, solid-liquid, and solid-gas. Flow
classification and flow patterns, both separated and dispersed. Physical explanation and underlying mechanisms in the
construction of a flow map. Steady and transient phenomena.
9. Stirred flows, both internal and external (bubble columns, fluidized beds, stirred tanks, ocean and atmospheric turbulence,
etc.). Similarities and differences with respect to quasi-1D flows. Motion-driven, pressure-driven and gravity-driven flows.
Dilute and dense flows. Flows dominated by inter-particle interactions (dense fluidized beds, bubble columns, etc.).
10. Multiphase flows with complex fluids (granular flow, slurries, agglomerates, emulsions, foams, etc.). Internal mesoscale
structures. Thermodynamic and physicochemical interactions. Complex particles (with a complex structure and/or a complex
particle-dynamics).
11. Heat transfer and phase change. Boiling and condensation. Radiation.
12. Industrial flow examples. Complex flow in pipelines in the oil-gas industry. Pneumatic conveying and solid-gas flows.
Process equipment. Microfluidics applications.
13. Environmental flow examples. Sediment transport in rivers and the ocean. Aerosols and particulates dispersion in the
atmosphere. Droplets in clouds.
To give a general unified perspective on multiphase flow, with an emphasis on:
(i) the understanding of the several essential physical mechanisms involved; and
(ii) the formulation of complex engineering problems in terms of simple physically-based models.
The students will develop the ability to:
(i) formulate the problems in a structured way, starting from first principles;
(ii) obtain (approximate) solutions using standard analytical and numerical techniques;
(iii) interpret and critically analyse the solutions obtained;
(iv) report the formulation of the problems and its solution in a clear well-structured form; and
(v) sustain a critical discussion on the formulation of the problems and its solution.
Education Method

Materials
Also, during the course the students

(i) will acquire a broad knowledge of multiphase flow; and
(ii) will develop the ability to read and understand scientific literature on multiphase flow.
The education method is based on the combination of regular lectures, homework and interaction with the instructor outside the
lectures (regular and impromptu office hours). The Learning by Doing is a key component of the education method: the
homework involves both standard problems and open-ended problems, with the initiative and creativity of the students being
strongly encouraged. The interaction with the instructor outside the lectures plays a key role, and it involves an iterative process,
based on the Learning by Struggling philosophy.
The study material consists mostly of lecture notes. Also, during the course, sections of books, on specific topics, and articles,
from the scientific literature, are suggested for reading.
Possible auxiliary general reference-books on Multiphase Flow are:
1. Brennen, C.E. (2005). Fundamentals of Multiphase Flow. Cambridge University Press.
2. Ghiaasiaan, S. M. (2007). Two-Phase Flow, Boiling and Condensation: in Conventional and Miniature Systems. Cambridge
University Press.
3. Kleinstreuer, C. (2003). Two-Phase Flow: Theory and Applications. Taylor & Francis.
4. Crowe, C.T., Schwarzkopf, J.D., Sommerfeld, M. and Tsuji, Y. (2012). Multiphase Flows with Droplets and Particles. Second
Edition. CRC Press.
5. Fan, L-S and Zhu, C. (1998). Principles of Gas-Solid Flows. Cambridge University Press.
6. Peker, S.M. and Helvaci, S.S. (2008). Solid-Liquid Two Phase Flow. Elsevier.
Assessment

Tests
Possible auxiliary general reference-books on Fluid Mechanics and Transport Phenomena are:
1. Kundu, P.K. and Cohen, I.M. (2008). Fluid Mechanics. Fourth Edition. Academic Press.
2. Ghiaasiaan, S.M. (2011). Convective Heat and Mass Transfer. Cambridge University Press.
The assessment is based on the homework proposed during the course (30%) and on the final exam (70%). The final exam
consists of a written part followed by an oral discussion with the instructor. The written part is open book: the students can
consult any reference they wish (including the internet) and use any tool they wish (including a laptop). The oral discussion will
be arranged individually, shortly after the written exam, in consultation between the student and the instructor.
Any material (including laptop).
Page 40 of 134
CH3053
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Applied Transport Phenomena (ATP)
Prof.dr.ir. M.T. Kreutzer

0/16/0/0
2
2
2
3
English
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.
Course Contents
Study Goals
Education Method
Computer Use
Materials
Reader
Assessment
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.
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
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
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.
No computer is required, although some of the material can be studied faster using mathematica or maple.
Deen, analysis of transport phenomena. second edition. Selected additional reading material will be made available.
A syllabus is available on Blackboard. Most of the classes will use the old-fashioned blackboard. Classes from 2011 on
collegerama.
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.

Tests
Studyload/Week
Page 41 of 134
ME45031
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Remarks
Department
Turbulence for AP
0/0/4/4
3
4
3
4
5
English
The course provides an introduction to the physical aspects of turbulent flows.
(1) basic equations that describe turbulence; (2) transition to turbulence; (3) turbulence closure models; (4) energy cascade; (5)
turbulent dispersion; (6) selected topics in turbulence
lectures, instruction, and individual assignment
Written exam 80%
Assignment 20%
This course is intended for AP master students and follows the schedule of ME45030.
3mE Department Process & Energy
ME45041
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Books
Assessment
Remarks
Department
Prof.dr.ir. J. Westerweel
Advanced Fluid Dynamics for AP
Dr. D.S.W. Tam

4/4/0/0
1
2
1
2
3
English
This course surveys the principal concepts and methods of fluid mechanics. Topics include the derivation of Navier-Stokes
equations from mass and momentum conservation, inviscid flows, circulation and vorticity, lift and drag, boundary layers,
lubrication theory, similarity and dimensional analysis, stokes flows and waves. Classical solutions of the Navier-Stokes
equations are derived and Concepts are illustrated through practical examples from engineering, geophysics and biological fluid
dynamics.
NOTE:
Knowledge of vector analysis and multivariable calculus is essential for this course. Students not familiar with vector analysis
should follow wi3105me
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 inviscid 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
Lectures: 3 hours/week
Recitations: 1 hour/week
Office Hours: 1 hour/week
Fluid Mechanics
Sixth Edition
Kundu, Cohen and Dowling
Midterm Exam (30%) Final Exam (70%)
This course is intended for AP master students and follows the schedule of ME45040.
Page 42 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Interdepartmental D-list 2016
Page 43 of 134
4403TGR64
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Theory of General Relativity

Schedule: http://www.strw.leidenuniv.nl/education/2016/R16_MSc.pdf
1
2
1
2
English
This course is an introduction to the modern theory of classical gravity. Generalizing from special relativity, we show the need
for and will develop the formalism of differential geometry. This will allow us to study the motion of particles and fields in a
gravitational field as motion through a curved spacetime. In turn this leads to the introduction of the Einstein field equations for
the dynamics of the spacetime itself. Using these insights, we will study a variety of important physical consequences and
applications, i.e. relativistic corrections to the Newtonian gravity, relativistic stars, gravitational waves, black holes and
spacetime singularities, relativistic Big Bang cosmology. The course concludes with an outlook towards a quantum theory of
gravity.
Topics:
Vectors, Tensors, Metrics and Manifolds (Riemannian geometry of curved spaces)
Einsteins General Theory of Relativity
Energy theorems and singularities
Schwarzschild solution and simple black holes
Gravitational Waves
Friedmann-Robertson-Walker Cosmology
Towards astrophysics, the Big Bang and our Universe
https://studiegids.leidenuniv.nl/courses/show/55623/theory-of-general-relativity
Registration as a guest student at Leiden University is required for blackboard access and registration of grades!
Application form: http://media.leidenuniv.nl/legacy/registration-minor-or-guest-student.pdf (contact Arno Haket for part 4)
AP3082 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Assessment
Studyload/Week
Prof.dr. J. Zaanen (jan@lorentz.leidenuniv.nl)
Computational Physics
Dr. J.M. Thijssen

Dr. A.R. Akhmerov
Different
3
4
3
none
English
Bachelor physics
This course starts with an introduction into methods and techniques in computation that are viable today.
Following this, several projects in the field of computational physics are executed by the students, who work in pairs.
Projects are on molecular dynamics, (quantum) Monte-Carlo calculations, lattice Boltzmann simulations and quantum dynamics
etcetera.
The course projects are close to the research level.
The student completing this course
1. has knowledge about computational schemes for physics problems, in particular the theory and implementation of molecular
dynamics and Monte Carlo simulation, as well as lattice or mesh-based computational applications.
2. has experience with setting up simulation codes for scientific problems in physics, with emphasis on those mentioned in 1.
3. can answer research questions using a computational code
4. is able to collaborate in the field of computational physics
5. can present the results of his/her projects in a clear and interesting manner, meeting the requirements of scientific
communication
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.
The course starts with one week full-time work, learning how to program, store codes online, and output the results of
computation in an appropriate format. A start is then made with writing a molecular dynamics code. Additional projects will be
done in the course of term.
An important element is code review, where the students read and comment on each other's code.
The textbook Computational Physics by J.M. Thijssen (2nd edition, Cambridge University Press) is useful. Extensive use is
made of online resources (course material, cloud storage portals like github/gitlab).
In addition, papers from modern research literature are used.
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.
In exceptional cases, the number of participants may be limited.
There is a first week just before the beginning of term (first week in February). This week should be viewed as a steam course
where students are brought up to scratch in programming and handling computer tools. The remaining 120 hours work load are
more or less evenly divided over the three months in between, i.e about 7 hours/week. There will be 2 contact hours/week, and
email will be used extensively for supporting students in developing their codes.
Page 44 of 134
AP3091 D
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Elementary Particles
0/0/4/4
3
4
3
4
5
English
special relativity and quantum mechanics
Introduction to theory and experiments in particle physics
To master the basis of the Standard Model of Elementary Particles
Class room lectures and experimental demonstrations
lecture notes available via blackboard
homework exercises and written exam
Open exam: all doc permitted
AP3141 D
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
Tests
Studyload/Week
Prof.dr.ir. H. van der Graaf

Dr. N. Tuning
Environmental Physics
Dr.ir. D.J. Verschuur

Dr. W.A. Smith
Dr.ir. M. Rohde
Dr. S.R. de Roode
0/0/2/2
3
4
3
4
5
English
Physics at BSc level, including basic Transport Phenomena and Fluid Dynamics, thermodynamics, calculus and differential
equations, wave propagation; use of Matlab and/or Maple
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)
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.
lectures (mandatory attendance) and mandatory homework
Homework requires computer programming in Matlab and/or Maple (or programming languages such as C, C++, Fortran)
Egbert Boeker and Rienk van Grondelle, Environmental Physics, Third edition, Wiley, 2011, ISBN 978-0-470-66676-0
+ lecture notes and handouts
mandatory lecture attendance, mandatory homework (50%) and written examination (50%)
Book, handouts and lecture notes
2 lecture hours per week (14 weeks), 5 series of homework of 20 hours each, 40 hours of exam preparation
Page 45 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Research (R-List) Modules AP 2016

Introduction 1
R-list modules are highly specialised research topics.
Page 46 of 134
Year
Organization
Education
2016/2017
Applied Sciences
R-list Bio-NanoScience 2016

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).
Page 47 of 134
4403ADBPL
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
4403THBPH
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Advanced Biophysics
Prof.dr. T. Schmidt (schmidt@physics.leidenuniv.nl)

1
2
1
2
English
The Advanced Biophysics course is intended for advanced masters students and Ph.D. students. It builds on the material covered
in the course Biophysics, but completion of the latter is not required to enroll into this course. The student will obtain an
understanding of the physical principles underlying the many facets of modern biological physics, as well as an appreciation of
their biological context. Introductory lectures are combined with seminars in which current literature is discussed.
Topics:
Self-organized systems and pattern formation
Protein folding
Cellular networks
Molecular motors
Polymers and membranes
Gene regulation
https://studiegids.leidenuniv.nl/courses/show/65593/advanced-biophysics
Theoretical Biophysics
Prof.dr. H. Schiessel (Schiessel@lorentz.leidenuniv.nl)

3
4
3
4
English
You will learn how quantitative physics approaches can help to interpret biophysics experiments which in turn leads to a better
understanding of biological processes. Examples will include: DNA target search, nucleosome dynamics and kinetic
proofreading in transcription.
https://studiegids.leidenuniv.nl/courses/show/65619/theoretical-biophysics
Page 48 of 134
AP3461
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
The Origins of Life
Dr. C.J.A. Danelon

0/0/2/2
3
4
3
4
English
Students should have followed a course in chemistry, biochemistry or biophysics.
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
Study Goals
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
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.
Education Method

Materials
Assessment
Remarks
To answer questions and provide detailed argumentation about the article(s) presented as indicated above.
Period 3: Lectures.
Period 4: Article discussion/presentation, small report writing, practical course on liposome preparation and characterization
(depending on the number of participants).
Recommended textbook: "The Emergence of Life: From Chemical Origins to Synthetic Biology" by Pier Luigi Luisi, 2006,
Cambridge University Press.
final written exam (50%, end of the period 4) + oral presentation & written report (35%) + homework and short written
assignments in period 4 (15%).
- 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 49 of 134
LM3512NB
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Systems Biology
S.A. Wahl
Dr. G.E. Bokinsky
0/0/32/0
3
3
3
English
Students entering the class should have
* basic knowledge of mathematics, linear algebra and ODE systems
* basic knowledge on metabolic networks like glycolysis, TCA cycle
* basic knowledge of molecular biology and the central dogma, especially regulation of gene expression, protein translation
* basic knowledge of proteins and biochemistry
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. The two teachers will focus on different levels of the cellular
regulation: metabolism and gene expression, while emphasizing interconnections between the regulatory levels to illustrate how
stable cellular phenotypes occur. Experimental and modelling approaches will be discussed.
For unraveling of the regulation of cellular metabolism different platforms have been developed, among which are techniques
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 from measurements,
- Determine putative network functions using elementary flux modes, extreme pathways and stoichiometry based optimizations
- Identification of enzyme kinetic properties under in-vivo conditions,
- Quantifying genetic regulation in bacteria
- Quantifying single-cell gene expression
- Identification of interactions between genes and metabolism
Study Goals
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
- Techniques for global and targeted metabolome measurements
- Measurement techniques and data interpretation for protein and transcript levels at both ensemble and single-cell level
- Principles of signal transduction
- Principles and functions of gene expression networks, emphasizing autoregulation and regulatory dynamics
- Parameter identification, challenges and putative solutions
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)
- Reconstruct models published in system biology journals and apply these to modified conditions.
- Predict dynamics of a transcriptional network in response to perturbations
- Explain how regulatory connections and dynamics result in a defined phenotype
Study Goals continuation

Education Method
Assessment
- Critically evaluate literature papers in field of systems biology

0/0/32/0
Lecures
Peer lectures
Computer practicals
Discussions (reversed classroom)
Assessment:
- Two graded exercises based on lab practicals
- Modeling case study based on a recent publication - the student reproduces the model & prepares a presentation on derived
research questions
- Literature case study: Oral presentation of one journal article, participation in class discussions
Page 50 of 134
LM3691
Education Period
Start Education
Exam Period
Course Language
Course Contents
iGem
18
Ing. E. Yildirim
Dr. A.S. Meyer
3
3
English
iGEM, the international genetically engineered machines competition was 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, such as biological information processing, or a more
applied project, with uses 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 assists the design and construction of improved parts and experimental methods.
Alongside the scientific work, you will be cooperating with scientific and non-scientific communities to promote and
communicate your project. The project will be publicized through public relations efforts, social media, and the teams own wiki
page. Funding for the team will be raised by the students from university groups and local industries. The project will also have a
policy and practice component, in which the social, legal, and ethical issues of the project are considered, through considerations
of the possible risks of the project, interviews with relevant end-users and affected community members, and designing of
appropriate safety and deployment mechanisms.
Study Goals
Education Method
Assessment
The team will be advised by several experienced faculty members, technicians, and graduate students. A diverse group of
students is optimal, with backgrounds ranging from biology and bioinformatics to chemistry, physics, and engineering
disciplines. You will have the opportunity to travel to Boston and interact with and compete against 250 universities from all
around the world.
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.
Participation in the TU Delft iGEM team
Contribution to the project (Review criteria available on BlackBoard LM3691/Activities)
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.
Remarks
It is recommended that you contact your study-advisor prior to applying.

The iGEM team is limited to 12 students. Students are welcome from all study programs of TU Delft.
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. This means
your exam progamme will be set on 126 credits in total.
Excellent students are encouraged to apply for the TU Delft honours program, please contact the director of education (Ulf
Hanefeld) IN ADVANCE. The iGEM project can be performed as part of an individual honours program, under the condition
that the Design project will be carried out as well!
For 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. iGEM may also be used to build a free minor; please contact your study advisor to
help arrange this.
Studyload/Week
Schedule
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.
Full time during the summer
March & April: Brainstorming meeting, Fund raising
May October: Lab- & Modelling work
Location
Beginning Nov : iGEM world-finals (Boston, USA)

Delft, mainly in the Applied Physics building
Page 51 of 134
NB4020
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Location
High-Resolution Imaging
Prof.dr. A.H. Engel

Dr. M.E. Aubin-Tam
Dr. G.E. Bokinsky
Dr. B. Rieger
6/0/0/0
1
1
1
2
English
The course High Resolution Imaging introduces different microscopies that allow biological structures to be observed in vivo
and in vitro to the highest possible resolution that particular microscopy type offers.
Students will be introduced to these imaging methods, their advantages and their limitations, including requirements on the
sample preparation. Many examples will show what has been achieved. Targeted homework, lab demonstrations, and
experimental as well as theoretical exercises will deepen the knowledge.
Specifically, the course includes lectures and demos on:
All modes of light microscopy and superresolution microscopy.
Scanning electron microscopy (SEM) and the combination of SEM and fluorescence microscopy.
Transmission electron microscopy (TEM), cryo electron microscopy, scanning transmission electron microscopy (STEM), and
the methods to calculate 3D structures from 2D projections.
Atomic force microscopy (AFM) and the possibility to measure single molecule forces using the AFM as well as optical
tweezers.
The technology and possibilities of microfluidics.
At the completion of this course, the students will be able:

1.To understand optical and electron imaging and diffraction
2.To explain the principle of image formation in the SEM, STEM, TEM and AFM
3.To explain how molecular forces are measured
4.To understand the properties of fluorescent labels
5.To understand superresolution light microscopy
6.To explain the principle and possibilities of microfluidics
7.To estimate the limitation of each method and decide which of them would be suitable for a particular experiment
8.To understand the basic principles of 3D electron microscopy
Lectures, discussion groups, homework, image processing exercises
Required:
Lecture notes & articles provided during the course
Recommended:
Molecular Machines in Biology, Workshop of the Cell, Joachim Frank (www.cambridge.org/us/ 9780521194280)
30% homework grade + 70% final exam = final grade
Delft
Page 52 of 134
NB4070
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Books
Assessment
Location
Soft Matter
Dr. T. Idema
3/3/0/0
1
2
1
2
3
English
Soft matter physics is the study of materials that are easily deformable, e.g. by thermal fluctuations or small shear forces. Fluids,
gels and biological tissues are important examples. In this course, we study the properties of such materials with a special focus
on applications in biophysics and biomaterials. Topics include macroscopic and microscopic fluid dynamics, elasticity,
viscoelastic materials, liquid crystals, polymers, membranes and active materials. For all of these we will start by considering the
relevant mathematical framework, using ideas from tensor calculus, differential equations and differential geometry. We will
apply these to physical models of the various systems, and use the physical models to understand various biological phenomena.
At the completion of this course, the students will be able to:
Give an overview of the various topics that constitute soft matter.
State, explain and apply the basic laws of fluid dynamics and elasticity theory.
Explain what a constitutive equation is, and derive such equations for given viscoelastic materials.
Mathematically describe polymers and membranes.
Mathematically describe multi-component and active systems, particularly systems with polymers in liquid, and systems with
motors.
Apply the above to various components of living cells.
Lectures, discussion groups, homework, student presentations.
Required:
M. Doi, Soft Matter Physics, Oxford University Press, 2013.
Lecture notes & articles provided during the course.
Related literature:
D. Boal, Mechanics of the cell (2nd edition), Cambridge University Press, 2012.
L. D. Landau and E. M. Lifshitz, Fluid mechanics (2nd edition, 1987) and Theory of elasticity (3rd edition, 1986), Butterworth
Heineman.
P. M. Chaikin and T. C. Lubensky, Principles of condensed matter physics, Cambridge University Press, 1995.
Required:
M. Doi, Soft Matter Physics, Oxford University Press, 2013.
Lecture notes & articles provided during the course.
Homework assignments, student presentations, final written exam.
Delft
Page 53 of 134
Year
Organization
Education
2016/2017
Applied Sciences
R-list Imaging Physics 2016
Page 54 of 134
AP3382
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Advanced Photonics
0/0/2/2
3
4
3
Exam by appointment
English
Electromagnetism bachelor level, Fourier transformation, optics bachelor level
Superlens, metamaterials and super-resolution, transformation optics and extreme focussing, plasmonics, computational
imaging, inverse problems in optics, focused fields with extraordinary properties, conservation of topological charge, twisted
fields. The electromagnetic theory of optics that is at the basis of these phenomena and which is needed to understand these
advanced topics will be treated.
To learn about the newest developments in optics and to understand the electropmagnetic foundation needed for the
understanding.
oral lectures and/or self-study
We study recent research papers published in the literature. Furthermore, lecture notes and books are used in the teaching of the
electromagnetic foundations of optics.
Oral exam
AP3392
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Prof.dr. H.P. Urbach

Dr. O. El Gawhary
Geometrical Optics
Dr. F. Bociort
0/0/0/4
4
4
Exam by appointment
English
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.
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
Oral lectures
1. J. Braat, Diktaat Geometrische Optica , TU Delft 1991 (in Dutch; English-speaking 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.
Oral examination
Page 55 of 134
AP3401
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Reader
Assessment
Studyload/Week
Introduction to Charged Particle Optics
0/0/2/2
3
4
3
none
English
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.
understand electron and ion beam instruments and be able to design basic optical components (lenses, quadrupoles)
Explanation of principles, self study of material, assignments, discussion.
course book and material on blackboard
Reader to be obtained through the secretary of the charged particle optics group (10 Euro)
assignments
8 hours per week
AP3531
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Prof.dr.ir. P. Kruit
Dr. C.W. Hagen
Acoustical Imaging

0/0/2/2
3
4
3
Exam by appointment
English
Applications of acoustical imaging in seismic imaging, medical imaging and non-destructive testing of construction materials.
Review of Fourier and Radon transforms.
The 3D acoustic wave equation and its properties.
Derivation of the Kirchhoff and Rayleigh integral for acoustic waves.
Forward and inverse wave field extrapolation in homogeneous and inhomogeneous media and its use in acoustical imaging.
Resolution of the acoustic images, estimation of background velocities and extraction of medium properties from reflection
amplitudes.
Removal of multiple reflections.
Inverse scattering theory.
Thorough understanding of the principles underlying acoustical imaging.
Practical insights in the properties of wavefields in a medium.
Understand why surface multiples need be removed from the measurements and how the Rayleigh integral links to multiple
prediction.
Acquire comprehension of the potential and limits of current imaging techniques and the value of non-linear inversion
techniques.
Use theoretical concepts and bring them into practice.
Oral lectures and hands-on home-work exercises on a computer/laptop
- Handouts of lecture notes
- Book: The Principles of Quantitative Acoustical Imaging, by A. Gisolf and D.J. Verschuur, EAGE Publications BV (for sale at
secretary office of section AWI, room D205)
Oral examination after finishing the hands-on exercises (home-work assignments)
Page 56 of 134
AP3701
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Materials
Assessment
Submm and terahertz physics and applications
Dr. J. Gao
Dr. A.J.L. Adam
Prof.dr.ing. A. Neto
0/0/4/0
3
3
3
English
The course is intended for MSc students from different disciplines, including those from Applied Physics and Electric
Engineering, but it is also open to interested PhD students.
Electromagnetism, Introduction of Optics, and Introduction of solid-state Physics
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, communications 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 & principle, 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.
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.
Lectures/scientific papers
The lectures will be based on a few selected books, which will be given later
written exam
Page 57 of 134
ET4283
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Parts
Course Contents
Study Goals
Seminar Advanced Digital Image Processing
Dr. E.A. Hendriks

Prof.dr.ir. L.J. van Vliet
4/4/0/0
1
2
1
2
3
English
Basics of signal processing, image processing, linear algebra, stochastic processes.
The course will start with a brief review of basic image processing principles as discussed in the TI bachelor course TI2716-B.
The expected workload (5 EC=140 hours) in hours is as follows:
Lectures: 36 (28 in Q1, 8 in Q2)
Preparation of lectures, reading associated book chapter and papers: 36 (28 in Q1, 8 in Q2)
Assignment:
- Reading Papers: 16 (Q2)
- Matlab implementation and experiments: 32 (Q2)
- Report and presentation 10 (Q2)
- Exam and Exam preparation 10 (Q2)
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,
graph-cut, meean shift), model-based image segmentation (Hough transform, template matching, deformable templates, active
contours, ASM/AAM, level sets), representation and description of image objects, image features (structure tensor, local shape),
motion estimation (optical flow, feature-based techniques)
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 edge 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
Computer Use
Materials
Assessment
Exam Hours
lectures, group assignment with plenar presentation and discussion

Matlab and dipimage toolbox and/or other imaging toolbox
Book 'Digital Image Processing', van R.C. Gonzalez en R.E. Woods, third edition, 2002, ISBN 9780131687288.
(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://homepage.tudelft.nl/e3q6n/education/et4085/sheets/ppt/FIP2.2.pdf)
PDF-files of the lecture slides (see blackboard)
Closed book written exam and assignment. Both have weight 0.5 and both should be 5.0 or higher.
Weighted average should be 5.8 or higher.
There is a resit for the written exam.
There will be a written examination in the exam period after the first semester. The assessment of the assignment will take place
Page 58 of 134

Tests
at the end of the first semester or in the exam period after the first semester. The resit for the written exam is in the exam period
of Q3.
Books, print-out of pdf files of the lecture slides and lecture notes are not permitted during the written examination
IN4085
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Assessment
Pattern Recognition
Dr. D.M.J. Tax

Dr. D.M.J. Tax
2/2/0/0 + lab 4/4/0/0
1
2
1
2
3
English
Linear algebra, multivariate statistics.
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.
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.
Lectures, lab work
Workload is around 30 hours for attending lectures, 40 hours of reading study material and preparing lectures, 60 hours for the
lab course, 20 hours for preparing the exam, 3 hours for the exam, and 8 hours for a final report (161 hours in total).
S.Theodoridis and K.Koutroumbas, Pattern Recognition (2nd ed.), Elsevier, 2009, ISBN-978-1-59749-272-0; Sheets; PRTools
user manual; Pattern Recognition exercises with PRTools.
Homework, Computer laboratory assignment and written examination. The final grade = 20% homework grade + 40% final
computer lab. assignment + 40% written exam.
The exam is an open book examination, except for a multiple choice questions. The exam takes 3 hours. You can use a graphical
calculated during the exam. Further, no phones, no tables, no laptops or other electronic equipment.
For the homework exercises there is no resit. For the exam and final computer lab. assignment there is a resit.
Remarks
Co-instructor
For the dates of the exam and resit, please consult http://roosters.tudelft.nl.
You *have* to subscribe in Blackboard, and be present at the first lecture!
see also http://www.delftleiden.nl/BIO/index.php?id=curriculum
M. Loog
SC42030
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Department
Control for High Resolution Imaging
Prof.dr.ir. M.H.G. Verhaegen

0/0/0/4
4
4
4
5
English
High resolution imaging is crucial in scientific breakthroughs, such as discovering new earth-like planets in other galaxies than
our solar system, or discovering the origin and progress of diseases at a molecular level. For that purpose special optical
instruments like Extreme Large Telescopes or STED microscopy are developed. There is one key obstacle that hampers a clear
vision and inviting control engineers to step in. These are the disturbances induced by the medium, like turbulence in case of
astronomy or by the specimen under investigation, like the change in diffraction index due to inhomogeneities in the biological
tissue. This fascinating and expanding field in science is providing an excellent challenge to control engineers to help rejecting
the disturbances by active control. This course will review the hardware necessary to control light waves in modern optical
instruments, their modeling from a control engineering perspective and discuss model based control methodologies to do
disturbance rejection.
Understand the propagation of light, imaging and aberrations in the imaging process. Understand the operation principle of pupil
plane and focal plane sensors to estimate the wavefront aberrations. Understand the design principles of opto-mechatronic
wavefront corrector devices to correct the wavefront aberrations. Develop spatial and temporal models of complete imaging
systems and use these models in the design of model based controllers for aberration correction.
Oral Presentations
Course Notes
Practical Assignment
Old course code: SC4045
3mE Department Delft Center for Systems and Control
Page 59 of 134
SC42065
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Remarks
Department
Adaptive Optics Design Project

0/0/0/4
4
4
Exam by appointment
English
Course consists on the realization of laboratory experiments to design and operate adaptive optics equipment to realize high
resolution imaging systems. Crucial in the design is the alignment of active optics systems and in the operation the development
of algorithms for acquiring accurate information about the wavefront aberrations from intensity based imaging components (like
Shack-Hartmann sensors or CCD camera's) and using this wavefront information in the tuning of multivariable dynamic
controllers to compensate in real-time the wavefront aberrations. The design is conducted under close supervision by world
leading experts in the field and is performe in groups of students. The size of the groups depends on the number of participants in
this course. The course requires hands-on experiments and the results are document in a report and a joint final presentation.
Building insights about the key components in Adaptive Optics such as the wavefront reconstruction and the deformable mirror.
As well as building the controller methodology to obtain a smart optics system for high resolution imaging.
Project Based
Oral Presentation and evaluation of the written report
Old course code: SC4115
3mE Department Delft Center for Systems and Control
Page 60 of 134
Year
Organization
Education
2016/2017
Applied Sciences
R-list Quantum Nanoscience 2016
Page 61 of 134
AP3101
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Books
Assessment
The Interpretation of Quantum Mechanics
0/0/0/4
4
4
4
English
Bachelor TN level Quantum Mechanics
From the preface of the textbook:
The difficulties of quantum mechanics originate from the object it uses to describe physical systems, the state vector |p>. While
classical mechanics describe a system by directly specifying the positions and velocities of its components, quantum mechanics
replaces them by a complex mathematical object |p>, providing a relatively indirect description. This is an enormous change, not
only mathematically, but also conceptually. The relation between |p> and physical properties leave much more room for
discussions about the interpretation of the theory than in classical physics. Many difficulties encountered by those who tried to
really understand quantum mechanics are related to questions pertaining to the exact status of |p>. For instance, does it describe
the physical reality itself, or only some partial knowledge that we might have of this reality? Does it describe ensembles of
systems only, or one single system as well?
7 weeks, 7 subjects:
1. Historical perspective and present situation, realism in classical physics
2. EPR theorem and hidden variables interpretations
3. Bell theorem and understanding non-locality
4. Modified Schrodinger dynamics and Transactional interpretation
5. Many worlds interpretation
6. Consistent histories interpretation
7. Possible experiments related to interpretations
To get a deeper understanding of the conceptual difficulties in quantum mechanics, including of course wave-particle dualism,
but also concepts like physical realism, non-locality and decoherence.
To get a broad overview of the different interpretations that have been proposed.
To be able to discuss the logical and conceptual difficulties of the various interpretations.
A weeks program:
The material is studied in advance of the course contact hours.
2 contact hours: (Guest) lecture on the subject + discussion with the (guest) lecturer.
2 contact hours: Discussion among students with input of the teachers/teaching assistants to make sure all questions are raised
and discussed.
Do We Really Understand Quantum Mechanics? by Franck Lalo, Cambridge University Press 2012, ISBN 978-1-107-02501-1
Critical essay on one of the interpretations (includes some extra reading).

Tests
Studyload/Week
Total time spent for 3 ECTS = 3 x 28 = 84 hrs:

7 x 4 = 28 hrs preparation for class
7 x 4 = 28 hrs class
28 hrs for essay
AP3192
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Physics of Semiconductor Nanodevices
Dr. E.P.A.M. Bakkers

Prof.dr. J.T.M. de Boeck
0/0/0/4
4
4
4
Exam by appointment
English
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.
Insight in semiconductor physics and its application to lowdimensional devices:
- Students should be able to discuss how nanostructures are fabricated. (20%)
- Students should be able to discuss how nanostructures are essential for modern opto-electronic devices. (10%)
- Students should be able to discuss what the benchmaking technologies are. (10%)
- Students should be able to discuss the physical properties of nanostructures. (30%)
- Students should be able to discuss the physical operation principle of opto-electronic devices. (30%)
Lectures, home assignments, student presentations, excursion to IMEC.
'Low-Dimensional semiconductor structures' by Barn & Vvedensky, Cambridge University Press
Written exam
Page 62 of 134
AP3202
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Topology in Condensed Matter
Dr. A.R. Akhmerov

0/0/2/0 (12 weeks, 3.1-4.2)
3
4A
3
none
English
General knowledge of condensed matter theory and quantum mechanics on at least an advanced bachelor level.
The idea behind topological systems is simple: if there exists a quantity, which cannot change in an insulating system where all
the particles are localized, then the system must become conducting and obtain propagating particles, when this quantity (called
"topological invariant") finally changes.
Frequently, the edges of such topological materials have properties that are impossible to achieve otherwise owing to the socalled "bulk-edge correspondence". It guarantees the existence of protected states at the edge and their robustness against
anything that happens at the boundary.
The practical applications of this principle are quite profound, and already within the last eight years they have lead to prediction
and discovery of a vast range of new materials with exotic properties that were considered to be impossible before.
Our central focus will be these very exciting developments with special attention to the most active research topics in topological
condensed matter: namely the theory of topological insulators and superconductors following from the 'grand ten symmetry
classes' as well as topological quantum computation and Majoranas.
Study Goals
We will complete this general picture with a discussion of some of the other ramifications of topology in various areas of
condensed matter such as photonic and mechanical systems, topological quantum walks, topology in fractionalized systems,
driven or dissipative systems.
Learn about the variety of subtopics in topological materials, their relation to each other and to the general principles.
Learn to follow active research on topological effects in condensed matter, and critically understand it on your own.
Education Method
Acquire skills required to engage in research on your own, and minimize confusion that often arises even among experienced
researchers.
The course will be tightly coupled with an online course provided by DELFTx (http://topocondmat.org).
The necessary information will be provided online. Based on this you will preform simple computer simulations of different
topological phenomena, and relate important research papers to the materials that you learned.

Materials
Assessment
The classes are not going to repeat the online materials. Instead we will clarify the questions (if there are any), discuss the results
of your simulations and the reviews of the papers.
All the required materials are available online at http://topocondmat.org.
The course grade is fully based on the completion of assignments (60%) and participation in the discussions (40%).
For a successful completion you are expected to perform most of the homework computer simulations, assess and summarize
several papers, and describe/present your work in class several times.
Page 63 of 134
AP3252
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Electron Microscopy Characterization of the Nanoscale

0/0/4/0
3
3
3
4
English
The aim of this course is becoming familiar with transmission electron microscopy (TEM) as unique tool to characterise the
structural and chemical properties of nanoscale materials. This includes learning about the different TEM operation modes, how
to extract and interpret information on crystal structure from TEM measurements, how to correlate structural analysis with other
material properties such as optical, electrical, and transport properties, and the use of image simulations and atomic structure
modelling to complement TEM analysis. Topics include:
1. The transmission Electron Microscope. Scattering and Diffraction. Elastic and Inelastic Scattering. Electron Source. Lenses,
Apertures, and Resolution. The Instrument.
2. Specimen preparation. Mechanical polishing. Ultramicrotomy. Focus Ion Beam.
3. Geometry of Solids. Lattices and Unit Cells. Lattices in Three Dimensions. Thinking in Reciprocal Lattice.
4. Electron Scattering in Crystals. Diffraction Patterns. Diffraction from Crystals. Indexing Diffraction Patterns.
5. Imaging. Imaging in the TEM. Defects in crystals. Strain Fields. Phase-Contrast Images. High-Resolution TEM.
6. TEM Image Simulation.
7. Spectrometry. X-ray Spectrometry. Qualitative X-ray analysis. Spatial Resolution and Minimum Detectability. Electron
Energy-Loss Spectrometers. The Energy-Loss Spectrum.
8. Cryo Electron Microscopy, in-situ TEM, Electron Holography.
1. To become familiar with the different TEM imaging modes, their advantages and limitations, and their use to extract and
interpret quantitative structural information from TEM images.
2. To learn how to characterise the crystalline structure of a specimen from TEM diffraction patterns in terms of Bragg
reflections, and to identify deviations from a perfect crystal such as structural defects.
3. To define novel strategies for structural characterization depending on the specific problems to solve, and to exploit the
complementarities with characterization techniques for optical, electric and transport properties.
4. To master the complementarities of TEM measurements and atomic modelling and TEM image simulation tools for an indepth understanding of nanomaterial properties.
Lectures, expert lectures, examples of TEM problem-solving, student presentations.
Transmission Electron Microscopy. M.D.B. Williams, C.B. Carter. Plenum Press, New York, (1996). ISBN: 0-306-45247-2. In
addition, Lecture handouts will be added to the Course documents folder after the lectures.
The assessment is performed through a written test (50%) and one presentation on scientific literature (50%)
AP3271
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Location
S. Conesa Boj
Molecular Electronics

0/0/2/2
3
4
3
4
English
Basic knowledge of quantum mechanics and solid state physics.
The course introduces the conductance properties of molecular systems and state-of-the-art research on this topic. There is an
emphasis on metal/single-molecule/metal junctions, but organic film devices are also treated. Since this interdisciplinary course
has a clear chemical component, a few lectures are given by guest lecturers with a chemistry background.
This course aims to merge knowledge of charge transport physics and organic chemistry to gain insight in the vivid field of
molecular electronics. Key topics will hence be:
Molecular structure, sigma- and pi-bonds, tight binding method
Quantum charge transport in molecules, Landauer description
Electron-phonon coupling in molecular junctions
Theoretical methods (DFT, Hartree-Fock, Born-Oppenheimer approximation)
Molecular functionality
Experimental techniques for single-molecular conductance
Molecular switching
Molecular spin transport
Introduction to the electronic properties of molecular organic conductors and semiconductors of interest in current research and
applications.
Lectures and group discussions on relevant scientific articles. Every week, the students are required to solve a set of problems.
Molecular electronics: an introduction to theory and experiment, by Juan Carlos Cuevas and Elke Scheer.
Additional lectures notes/slides and scientific papers on Blackboard.
Written exam with emphasis on experiments and their understanding on the conceptual level.
See: https://studiegids.leidenuniv.nl/courses/show/65627/molecular-electronics
This is a joint course given by lecturers from both TU Delft and Leiden University, all experts in the different aspects of
Molecular Electronics (see blackboard for detailed information on the program).
In 2016-2017 the course is scheduled in Leiden. In 2017-2018 the course will be taught in Delft.
Page 64 of 134
AP3303
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Applications of Quantum Mechanics
Dr. J.M. Thijssen

Dr. M.T. Wimmer
0/4/0/0
2
2
2
3
English
Bachelor quantum mechanics
This course covers four topics which are not taught in the Delft Bachelor quantum courses.
The topics and their presentation center around applications from past and current research.
The topics are (with some example applications):
1. Variational Calculus (Transmon qubit, three-body problem)
2. The WKB approximation (STM, Esaki Diode, Lennard-Jones and Morse potentials)
3. The adiabatic approximation (Qubit manipulation, D-wave quantum computer)
4. Scattering theory (Resonant scattering, imaging electron flow)
Knowledge of the topics mentioned in the course contents.
Capable of applying the theory of quantum mechanics to research problems.
Ability to perform calculations pertaining to applications.
Ability to read scientific literature such that results can be reproduced.
Lectures and assignments
Textbook: Griffiths, "introduction to quantum mechanics", pearson-prentice hall
Lecture notes on quantum mechanics (blackboard) by Jos Thijssen
The material is also covered in numerous other standard quantum mechanics textbooks, like
Liboff, Shankar, ....
Assessment
Various papers will be distributed in the course of term

The assessment is based on a written or oral exam (2/3), depending on the number of participants. The exam is based on the
course material and on the assignments. The hand-in assignments will contribute to the final mark with the proviso that (i) they
contribute to a maximum of 15 % and (ii) they can only improve on the exam result.

Tests
AP3421
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Fundamentals of Quantum Information
Dr. L. Di Carlo
Dr. S.D.C. Wehner
4/0/0/0
1
1
1
2
English
Knowledge of linear algebra, probability and statistics.
Approximate syllabus:
- quantum states, unitary operations, and measurements;
- universal gate sets;
- entanglement, Bell test;
- basic quantum communication protocols;
- basic algorithms and quantum algorithmic techniques;
- basic quantum error correction;
- simple physical implementations of qubits.
Motivation: Quantum information is the future of computing and communication. Quantum computers offer exponential speedup
over any classical computer. Similarly, quantum communication offers many advantages, including the ability to create secure
encryption keys where security rests only on the laws of nature.
Synopsis: This class will teach you the fundamental principles of quantum information. You will learn essential concepts that
distinguish quantum from classical devices. You will learn about quantum bits and the quantum operations and measurements
that can be performed on them. You will learn the basic techniques used in quantum algorithms, and examine basic examples of
such algorithms. You will also take the first step in understanding how a quantum bit can be physically implemented.
Education Method
Materials
Assessment
Tests
Continuing Courses
Aim: To learn the fundamental concepts underlying quantum computation and communication systems.
Taught in Quarter 1 of 2016-17; 3 hours of lecture, 1 hour tutorial per week.
The main reference textbook for the course will be Nielsen and Chuang, Quantum Computation and Information, Cambridge
University Press.
40% homework assignments, 10% in class quiz, 50% final exam.
CS4090 Quantum Communication and Cryptography;

AP3292D Quantum Hardware;
ET4575 Quantum Electronics.
Page 65 of 134
AP3652
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Electronics for Physicists
2
English
Electronics: from basics to advanced measurement techniques
understand and master electronics to be able to design and operate complex measurements
Lectures in the mornings, labs in the afternoons
Labs, active participation
Enrolment for this course only via email to the course manager (v.zwiller@tudelft.nl)!
AP3681
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Fairy tales of theoretical physics
Course Contents

Dr. M. Blaauboer
Dr. J.M. Thijssen
0/0/2/2
3
4
3
4
English
Selected problems of theoretical physics illustrating power and beauty of the discipline.
To learn the spirit of theoretical approach to physics. To be able to solve and formulate similar problems.
Twelve lectures by theory group members, each devoted to a certain problem. Students get a similar problem for homework.
Oral examination by appointment. In order to make an appointment, it is required to produce well-documented solutions of three
homework problems.
CH3672
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Prof. V.G. Zwiller

Ing. R.N. Schouten
Computational Materials Science
Dr. F.C. Grozema

0/0/4/0
3
3
English
Basic knowledge of quantum mechanics and electronic properties of materials (For example "Structure property relationships of
advanced chemical products" (CH3172) and/or "Chemistry of Solar Cells" (CH3632))
- Basic knowledge of methods for electronic structure calculations: Hartree-Fock, Density Functional Theory, Electron
correlation
- Potential energy surfaces and geometry optimizations (vibrations, transition states and chemical reactions)
- Electrostatic properties of molecules (dipole moment, charge distribution, polarisability)
- Optical properties of molecules: Absortion, fluorescence.
- Interactions between molecules: Vd Waals, electrostatic
Study Goals
Education Method
Materials
Assessment
- Electronic (band) structure of solid materials

- Student has an overview of the existing molecular simulation techniques.
- Student has basic knowledge of quantum chemical methods.
- Student is able to choose a suitable simulation technique for a specific problem
- Student is able to evaluate and interpret the result of a typical simulation
Lectures and extensive hands-on computer exercises
Lecturer will provide study material
Assignment (Hands-on computer simulation on practical problem + written report)
Page 66 of 134
CS4090
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Quantum Communication and Cryptography
Dr. S.D.C. Wehner

weekly: 3 hours lecture, 1 hour tutorial
2
2
2
3
English
Linear Algebra, Probability & Statistics, Q101 (Fundamentals of quantum information)
This class will teach you all about quantum cryptography!
In 2016 this class is given in collaboration between QuTech, TU Delft and Caltech. It will consist of an online component on
edX QuCryptoX - as well as a contact session every week where we will discuss examples and exercises. See
https://www.edx.org/course/quantum-cryptography-caltechx-delftx-qucryptox for course contents.
Study Goals
Education Method
Materials
Assessment
Tags
Caution: This class starts 10 October to align to the Caltech Schedule, and requires you to take "Fundamentals of Quantum
Information" in Quarter 1.
The student will acquire:
A good understanding of the fundamental concepts of quantum information theory
A good understanding of the essential tools in quantum cryptpgraphy
Insight into the differences between classical and quantum communication and cryptography
Skill set required to follow the remainder of the quantum curriculum (Q301 Quantum hardware and Q401 Quantum electronics)
Lectures and Tutorials
Primary:
Lecture Notes
Auxilliary:
Nielsen and Chuang Quantum computation and information, Cambridge University Press.
Mark Wilde Quantum information theory, Cambridge University Press
Final Exam and Pass at EdX Exercises
Abstract
Adventurous
Algoritmics
Challenging
Group Dynamics/Project Organisation
Information & Communication
Integrated
Intensive
Involved
Lineair Algebra
Mathematics
Physics
Quantum
Signals
Technology
Telecommunication
Transport phenomena
EE4575
Co-responsible for
assignments
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
Electronics for Quantum Computation
Prof. E. Charbon
Prof.dr.ir. K.L.M. Bertels
Dr. C. Garca Almudever
0/0/0/4
4
4
4
5
English
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 course focuses on the development of hardware for the
control of a number of qubits.
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.
The course will focus on electronics for quantum computing, both ASICs and reconfigurable architectures and will emphasise
the need for and design of fault tolerance quantum circuits.
There will be weekly lectures & labs: 2-hour lecture on first day, 1-hour lecture + 1-hour exercises/lab or a 2-hour lab on second
day. The lab will be available to students for completing assignments.
Students will be using a quantum simulator and thus will need access to a computer.
Slides will be distributed as well as other material such as scientific papers
there will be a series of labs throughout the course. In total these labs will account for 50% of the points. A final project will be
performed by the students accounting for the remaining 50%.
Page 67 of 134
Year
Organization
Education
2016/2017
Applied Sciences
R-list Radiation Science and Technology 2016
Page 68 of 134
AP3323
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Computational Techniques for Neutron Transport and Radiative

Heat Transfer
0/0/2/0 (not in 2016-2017)
3
3
none
English
Preferably some knowledge on nuclear reactor physics or radiative heat transfer and numerical methods.
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.
Study Goals
Education Method
Computer Use
Materials
Assessment
Schedule
Some keywords:
- Radiation transport modeling
- Boltzmann equation
- Method of discrete ordinates
- Finite element/volume technique
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
A combination of lectures and practical homework exercises. In case of few students participating, the method will be changed to
self-study.
You will need access to a laptop/computer with some programming language of your choice (e.g. matlab, C, or Fortran)
Material will be provided by the lecturer.
Practical assignment to take home.
This course is scheduled once every two years: spring 2016, 2018, 2020, ...
Page 69 of 134
AP3582
Instructor
x/x/x/x
Education Period
Medical Physics of Photon and Proton Therapy
Dr.ir. M. Engelsman
0/0/2/2
Course Contents
3
4
3
4
5
English
Some knowledge in basic programming with for example Matlab is advisable. The assignments can be made in any program that
you are familiar with.
The course deals with various topics concerning radiotherapy (mainly photon and proton):
Study Goals
Introduction to radiotherapy
Clinical aspects
Radiobiology
Biophysical models
Proton therapy physics
Dose shaping and plan optimization
Dose calculation using clinical and Monte Carlo schemes
Theory of dosimetry and in-vivo dosimetry
Brachytherapy
Main learning objectives
Start Education
Exam Period
Course Language
The student can reproduce the main aspects of radiotherapy for different treatment modalities.
The student can reproduce the basic principles of radiobiology and its practical consequences for radiotherapy.
The student can explain the function of a biophysical model in radiotherapy and can apply these models.
The student can explain treatment planning and optimization and dose administration for various modes of radiotherapy, identify
possible sources of error and apply correction methods needed for high precision radiotherapy.
Education Method
Materials
Assessment
Tests
The student can perform basic physics analyses in the area of particle acceleration, beam transport and dose distribution
calculation.
Lectures
Handouts of powerpoint presentations and questions
Written examination (oral when below certain threshold) and assignments during course. The assignments are mandatory.
pocket calculator
Page 70 of 134
CH3582
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Summary
Course Contents
Study Goals
Education Method
Materials
Chemistry and Physics of Actinides
Dr. D. Bykov
0/0/4/0
3
3
3
4
English
General chemistry, basics of thermodynamics
Actinides are 5f-elements with many unique properties. Three of them - Th, Pa and U occur naturally and the elements following
the uranium in the Periodic Table (transuranium elements) are manmade. The actinides are essential to nuclear power generation
but also find applications in many other areas of industry, medicine and research. Many aspects related to these elements
including synthesis, properties, impact on chemistry and physics, and their importance to society make them exclusive
representatives of the Periodic Table. Due to their significant role and because the final destination of transuranic elements
originating from the nuclear fuel cycle is still an open issue, the actinide chemistry and physics continues to be one of the major
areas of nuclear research.
Furthermore, the biological and environmental hazards associated with these elements pose certain risks which must be
controlled and minimized. For these reasons knowledge of chemistry and physics of the actinide elements remains an essential
component of modern educational programmes in Nuclear Science and Engineering. Moreover, understanding of properties of
actinides and f-electronic shells contributes to a better understanding of the Periodic Table in general.
The course is aimed at master level students with background in chemistry and/or physics. The content will cover properties of
5f-electronic shells which underpin many unique features of the actinide series. Comparison with 4f-elements will be made:
electronic configurations, oxidation states, redox potentials, thermochemical data, crystal structures, ionic radii.
Inorganic, structural and organometallic chemistry of major classes of actinide compounds will be reviewed, as well as their
environmental properties and toxicology. An important issue of actinides behaviour in the environment and in the geosphere will
be discussed, together with analytical tools for their identification. A separate section of the course will be dedicated to the
technological applications of actinides in the nuclear fuel cycle, in catalysis, for space batteries and medical application etc.
Finally, magnetic and optical properties and thermodynamics of actinides will be addressed.
This is a 3 ECTS course composed of 28 total lecture hours, 56 self-study and a final examination.
Lecture 1. Introduction: actinide concept, 5f-electron phenomena in the metallic state, comparison of properties of the actinide
and transactinide elements.
Lecture 2. Inorganic/structural chemistry of actinide compounds.
Lecture 3. Actinides in the geosphere/actinides in the environment.
Lecture 4. Identification and speciation of actinides.
Lecture 5. Thermodynamics/ magnetic /optical properties of actinides and actinide compounds. Computational actinide studies.
Lecture 6. Organoactinide chemistry: synthesis and characterization.
Lecture 7. Technological applications of actinides (nuclear fuel cycle, space batteries, catalysis, medical application etc.).
1. Be able to explain chemical behaviour of actinides in view of their electronic structure.
2. Discuss roles played by major and minor actinides in the traditional fuel cycle, describe other technological applications of
actinides.
3. Be able to discuss in detail chemical and physical properties of various actinide compounds.
4. Illustrate the role of redox reactions in chemistry of the actinide series.
5. Be able to predict environmental behaviour of various actinide species.
6. Compare properties of actinide and transactinide elements.
7. Apply fundamentals of actinide thermodynamics to predict important properties of the actinide elements, ions, and
compounds.
8. Characterise major analytical techniques for actinide studies.
9. Compare/contrast physical properties (magnetic, optical, etc.) of actinides.
10. Identify/predict similarities and differences in behaviour of 4f-, 5f- and 6f-elements (lanthanides, actinides, superactinides).
Oral lectures / Supported self-study (in case of small number of participants).
Main:
The Chemistry of the Actinide and Transactinide Elements (L.R. Morss, N.M. Edelstein, J. Fuger (Ed.)), Springer Netherlands,
2011
S.A. Cotton, Lanthanide and Actinide Chemistry, John Wiley & Sons, 2006
M. Halka, B. Nordstrom, Lanthanides and Actinides, Facts on File Inc., 2011
Additional:
W. Loveland, D.J. Morrissey, G.T. Seaborg, Modern Nuclear Chemistry, Wiley-Interscience, 2006.
G.R. Choppin, J. Rydberg, J.-O. Liljenzin, C. Ekberg, Radiochemistry and Nuclear Chemistry, Academic Press, 2013.
Assessment
Tests
Final examination/essay.
Page 71 of 134
CH3771
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Studyload/Week
Nuclear Chemistry
Dr.ir. A.G. Denkova

Dr. E. Oehlke
Prof.dr. H.T. Wolterbeek
0/8/0/0
2
2
2
3
English
This course is designed for students having either chemistry or physics backgroynd 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.
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.
1.Identify the factors that affect nuclear stability
2. Explain the different kinds of radioactive decay
3. Interpret a radioactive decay series
4. Distinguish between different radionuclide production routes
5. Be able to calculate the specific activity of the produced radionuclides
6.Be able to use the principle of Nuclear analytical techniques
7. Describe which properties of radionuclides are important in radionuclide therapy and explain why
8. Design a nano-carrier for radionuclide therapy
9. Be able to apply radiotracer principles
10. Identify and explain the most relevant radiation-induced effects on living matter
11. Identify the best separation techniques for a specific radionuclide
Oral lectures and practical exercises.
NCSV level 5B practical and written examination, and a written final examination. NSCV level 5 B is not graded but students
need to pass to be able to complete the course of Nuclear Chemistry
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.
Page 72 of 134
CH3782
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Tests
Studyload/Week
Chemistry of the Nuclear Fuel Cycle
Dr. D. Bykov
Prof.dr. R.J.M. Konings
0/4/0/0
2
2
2
3
English
General chemistry, basics of thermodynamics
This course is designed for both Chemical Engineering (obligatory for the Nuclear Science and Engineering track), Applied
Physics and Sustainable Energy Technology students that are interested in developing a working knowledge of the nuclear fuel
cycle. The 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.
1.Students can demonstrate how chemistry influences almost all aspects of the fuel cycle.
2.Students can define all stages of the traditional nuclear fuel cycle and describe the involved chemical processes.
3.Students can discuss the fundamental differences between the traditional and alternative fuel cycles.
4.Students can justify, at each step of the fuel cycle, the similarities and differences in behaviours between the different actinide
elements in view of their chemical and physical properties.
5.Students can explain the behaviour of fission products in the irradiated fuel, during the reprocessing and in geological
environment.
6.Students can perform numerical calculations based on the fundamental physical and chemical principles underpinning the
nuclear fuel cycle.
7.Students prepare an essay on a supplemental topic related to the course material, but not covered in class, in which they apply
the key concepts presented during the lectures and perform critical analysis of the information.
Oral lectures and class excursions
Main:
Course reader;
N. Tsoulfanidis. The Nuclear Fuel Cycle, American Nuclear Society, 2013;
The Nuclear Fuel Cycle: from Ore to Wastes, P.D. Wilson (ed.), Oxford University Press, 1996.
Additional:
W. Loveland, D.J. Morrissey, G.T. Seaborg. Modern Nuclear Chemistry, Wiley-Interscience, 2006;
G.R. Choppin, J. Rydberg, J.-O. Liljenzin, C. Ekberg, Radiochemistry and Nuclear Chemistry, Academic Press, 2013.
Nuclear Fuel Cycle Science and Engineering, I. Crossland (ed.), Woodhead Publishing, 2012.
Final examination and essay
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.
Page 73 of 134
Year
Organization
Education
2016/2017
Applied Sciences
R-list Transport Phenomena and Fluid Flow 2016
Page 74 of 134
AE4180
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Set-up
Flow Measurement Techniques
Prof.dr. F. Scarano
A. Sciacchitano
0/0/2/2
3
4
3
none
English
Viscous Flows
Introduction to experimental analysis of aerodynamic problems. Flow visualization methods. Measurement
techniques: Laser Doppler Anemometry, Hot Wire Anemometry, Pressure measurements, Optical refractive
methods, Particle image velocimetry, Infra-Red Thermography.
Laboratory exercise: NACA 0012 airfoil at incidence measured with HWA and PIV
The student will gain insight on the problem of aerospace
aerodynamic simulation facilities. The most important and
up-to-date measurement techniques will be presented. The
student will also develop a pratical knowledge and capability
to perform measurements in a dedicated wind-tunnel set-up
studying fundamental aerodynamic problems (boundary layers,
turbulence compressible flow phenomena). The student will be
exposed industrial wind-tunnel facilities with on-site experience
at the DNW laboratories.
Lecture + lab. exercises
Course and lecture notes available on the electronic blackboard.
Report and oral
1. Fundamentals of experimental aerodynamics
2. Brief review of fluid mechanics
3. Introduction to measurement techniques
4. Flow visualization (classroom assignment)
5. Pressure measurements
6. Hot Wire Anemometry (lab exercise)
7. Laser Doppler Velocimetry (classroom assignment)
8. Particle Image Velocimetry (classroom assignment+lab exercise)
9. InfraRed Thermography (lab demonstration+classroom assignment)
10. Schlieren and shadowgraphy (lab demonstration)
11. Fundamentals of data processing (classroom assignment)
12. Visit to DNW laboratories
Page 75 of 134
AP3551
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Computational Multiphase Flow
Dr. L. Portela
0/0/2/2
3
4
3
English
The course assumes some elementary knowledge of: (i) Fluid Mechanics and/or Transport Phenomena; and (ii) Numerical
Methods. Also, the students should have elementary working knowledge of a programming language (e.g. MATLAB,
FORTRAN, C, C++) and should be able to write a simple computer code in a language of their choice. The level of prior
knowledge required is typically acquired in a B.Sc. course in Engineering or Applied Physics. Prior knowledge of multiphase
flow is not required.
1. Introduction. Possibilities and limitations of computer simulations of multiphase flows.
2. Review of flow equations for single-phase flows. Introduction to turbulence and turbulence modeling. DNS, LES and RANS.
Review of numerical methods for incompressible flows.
3. Project discussion and assignment.
4. Basics of dispersed multiphase flows. Heat, momentum and mass transfer between the two phases. Time and length scales.
Point-particle concept.
5. Eulerian-Lagrangian DNS/LES.
6. Eulerian-Lagrangian RANS.
7. Two-fluid approach.
8. Basics of multiphase flow modeling. Particle-fluid interaction. Particle-particle interaction. Boundary conditions and particlewall interaction.
9. Numerical aspects of multiphase simulations.
10. Complex flows and geometries.
11. Introduction to simulations with interface resolution. Immersed boundary methods, front-tracking and front-capturing.
12. Project presentation.
The main goals are:
(i) develop the ability to understand the essential physical mechanisms in complex fluids-engineering problems and to use this
understanding to develop simple models to tackle these problems;
(ii) develop the ability to transform simple models into concrete numerical algorithms and to write them in the form of a wellstructured computer program;
(iii) develop the ability to interpret and critically analyse the results from numerical simulations, understanding the possibilities
and limitations of the models and computer programs used;
(iv) develop the ability to use a computer program to solve a concrete fluids-engineering problem, involving a simple design
and/or optimization.
The main goals are taught in the context of multiphase flow, with an emphasis on turbulent dispersed multiphase flow, therefore,
as secondary goals, the students:
(i) acquire knowledge of numerical methods and modelling techniques in multiphase flow, with an emphasis on turbulent
dispersed multiphase flow; and
(ii) develop the ability to read and understand scientific literature on numerical methods in multiphase flow.
Education Method
Computer Use
Materials
The course involves a project, with a professional report and open presentation in the end, therefore, as secondary goals, the
students:
(i) improve their ability to write a well-structured clear report; and
(ii) improve their ability to make a clear well-structured presentation and to sustain a critical discussion on it.
The education method is based on the Learning by Doing philosophy. Starting from scratch, the students develop their own
computer code for (turbulent dispersed) multiphase flow.
In the lectures, the physical and numerical aspects of multiphase flow are introduced, with an emphasis on dispersed turbulent
multiphase flow, and scientific reading material is proposed. The students incorporate the knowledge acquired into their
computer code, which expands during the course; this is done through a series of tasks that are proposed along the course,
resulting in a well-structured computer code; this computer code will then be used to study a concrete multiphase flow problem.
This computer code is part of a project (individual or in a group with a maximum of 3 students). This project results in a written
report and an oral presentation (open to the public, with a typical length of a conference presentation). The project consists
essentially of three parts:
(i) development of a generic computer code for turbulent single-phase flow;
(ii) development of a generic computer code for turbulent dispersed multiphase flow, where the students will choose one of two
methodologies: (a) Euler-Lagrange (particle-tracking) or (b) Euler-Euler (two-fluid); and
(iii) use of the computer code to study a concrete engineering and/or research problem.
The particular tasks of the project and the concrete problem to be studied can vary, depending on the interest of the students; the
students are strongly encouraged to present their own ideas for the project, which will then be defined in consultation with the
instructor. Apart from the regular lectures, the students are also strongly encouraged to interact among themselves and with the
instructor, during regular and impromptu office hours.
The students should have access to a standard PC or laptop (using any operating system) with a programming language of their
choice installed (e.g. MATLAB, FORTRAN, C, C++).
The study material consists mostly of lecture notes. Also, during the course, sections of books, on specific topics, and articles,
from the scientific literature, are suggested for reading.
Possible auxiliary general reference-books on (Computational) Multiphase Flow are:
1. Kleinstreuer, C. (2003). Two-Phase Flow: Theory and Applications. Taylor & Francis.
2. Crowe, C.T., Schwarzkopf, J.D., Sommerfeld, M. and Tsuji, Y. (2012). Multiphase Flows with Droplets and Particles. Second
Edition. CRC Press.
3. Prosperetti, A. and Tryggvason, G. (2007). Computational Methods for Multiphase Flow. Cambridge University Press.
Assessment
Possible auxiliary general reference-books on Fluid Mechanics, Convective Heat and Mass Transfer, and Computational Fluid
Dynamics are:
1. Kundu, P.K. and Cohen, I.M. (2008). Fluid Mechanics. Fourth Edition. Academic Press.
2. Ghiaasiaan, S.M. (2011). Convective Heat and Mass Transfer. Cambridge University Press.
3. Ferziger, J.H. and Peric, M. (2002). Computational Methods for Fluid Dynamics. Third Edition. Springer.
The assessment is based on a project developed during the course. The final grade takes also into account the quality of the
written report and of the final oral presentation.
Page 76 of 134
CH3061
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Multiphase Reactor Engineering
Prof.dr.ir. J.R. van Ommen

0/0/4/0
3
3
3
English
The student is expected to:
1. have followed a course on mass and energy balances (such as Molecular Transport Phenomena)
2. have followed a basic course in reactor engineering (such as Reactors and Kinetics)
3. is able to work with Matlab (e.g., have followed Applied Numerical Mathematics)
Multiphase reactor types: Fixed beds, trickle beds, fluidized beds, bubble columns, slurry reactors, microreactors, structured
(monolith) reactors.
Engineering aspects: Flow regimes, mass transfer, conversion models. Hatta number, reaction enhancement. Residence time
distribution. Catalytic reactors structured in time and space. Unifying concepts.
Design aspects: reactor selection, decoupling of kinetics and transport phenomena, combination of reaction and separation,
reaction coupling, separating catalytic steps, controlled energy input.
1. The student is able to describe for each of the archetypes of multiphase reactors, the various embodiments with practical
relevance.
2. The student is able to use the scientific literature to find relevant information for the various reactor types.
3. The student is able to analyse a multiphase reactor and to describe the physical and chemical process steps in words.
4. The student is able to explain the basic measurement techniques used in studying multiphase reactors.
5. The student is able to write down the mass, energy, and momentum balances for the overall system and the steps identified
under objective 3.
6. The student is able to implement customary models in the balances mentioned under 5, such that a system of equations
describing the reactor is obtained.
7. The student is able to simplify the system of equations based on a quantitative analysis and identification the rate-determining
steps.
8. The student is able to use current software packages to solve the systems of equations numerically for the basic types of
reactors.
9. The student is able to use the developed models to analyse defined cases.
10. The student is able to make a quantitative design of a multiphase reactor for a given application.
Each lecture will give a short overview of a specific multiphase reactor type (only 45 minutes). The slides available on
Blackboard (4 on 1 PDF). You will get references to papers and/or chapters from textbooks that give more information about the
reactor type. These will be made available via Blackboard.
After the lecture, an assignment (about 8 hours work) will be available via Blackboard for the specific reactor type treated. These
assignments are made in teams of three students.
You are free to choose which software package you want to use for making the assignments.You can use, e.g., Matlab, which is
available in the DCT PC rooms.
After two weeks, each team hands in a detailed solution of the problem on paper the day before the discussion before the
announced deadline. Moreover, each team prepares a summary of the solution for presentation in PowerPoint. Please bring this
presentation on a memory stick. Each week, a few teams present their solution; the instructors choose the student that is
presenting. The other teams challenge this solution.
Computer Use
Materials
Assessment
At the end, each team will make a larger final project.

You are free to choose which software package you want to use for making the assignments. You can use, e.g., Matlab.
All material is provided via Blackboard.
The final grade consists of three parts:
* the solution to the minor assignments;
* the attendance, presentation and participation;
* the final assignment.
No written or oral examination will be given for this course.
Page 77 of 134
CH3151
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Molecular Transport Phenomena (MTP)
Dr.ir. V. van Steijn

8/0/0/0
1
1
1
2
English
BSc: Transport Phenomena, Physical Chemistry, Thermodynamics
Note: it is absolutely required to have a good working understanding of BSc level transport phenomena. We will test this in the
first class and organize several brush-up sessions in the first weeks for those that need a refresher
The classical analysis of transport phenomena finds its origin in the mass, energy and momentum balance equations.
Supplementing these balance equations with the Gibbs equation a formulation of the Second Law of Thermodynamics provides
a multi-scale approach to engineering concepts as controllability, stability and efficiency and leads to a quantitative route to
address sustainability.
1.Microscopic scale
Force-flux framework: molecular kinetic origin; Maxwell-Stefan model; entropy production rate: minimization schemes.
2.Mesoscopic scale
Heat- and mass transfer, charge transport: conduction and diffusion: free and defect-controlled; fluid mechanics: Stokes flow,
transport in flow systems; reaction-diffusion systems.
3.Macroscopic scale
Exergy: concept, minimization schemes and economy.
Controllability based on the principle of dissipation rate manipulation.
Process control based on the principle of time constant manipulation by means of dissipation rates.
Mathematical analysis methods: scaling and approximation techniques, analytical and numerical approaches.
Study Goals
Education Method
Materials
Assessment
Tests
Studyload/Week
After this course, the student can

1.assess and apply advanced descriptions of chemical processes at various length and time scales;
2.assess and apply optimization schemes for controllability, stability and efficiency;
3.analyze complex sets of (transport) equations using approximative scaling, analytical and numerical methods.
Lectures and (computer) working classes
1. Lecture notes.
2. Chapters from the book "Mass transfer in multicomponent mixtures" by Krishna and Wesselingh, made available through
blackboard.
3. Transport Phenomena Data Companion This book is not necessary (and not allowed during tests/exam), but handy to have.
Three written tests. Tests are cumulative and of increasing weight (0.15, 0.35, 0.50). To pass the course, the weight-averaged
final score should be at least a six. In case of failure, students do the full exam.
Simple calculator (no graphical one). Not permitted: data companion.
CH3421
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Remarks
Elective
Tags
Location
Computational Transport Phenomena
Prof.dr.ir. H.E.A. van den Akker

C. Haringa
0/0/8/0
3
3
none
English
Transport Phenomena
An introductory course on Computational Fluid Dynamics (CFD) and Transport Phenomena: elementary fluid mechanics;
computational aspects; turbulence & turbulence modelling; RANS vs Large-Eddy Simulations; operations and transport
processes in process equipment; chemical reactions; two-phase flows
building an understanding of CFD, its promises and its limitations; acquire experience in numerical and computational exercises;
understanding turbulence; becoming capable of interpreting and assessing CFD results
lectures and tutorials
active participation plus weekly assignments plus a larger final assignment including a report
This course will only be given if at least 10 students will participate.
Yes
Fluid Mechanics
Modelling
Numeric Methods
ChemE gebouw
Page 78 of 134
ME45000
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Computer Use
Materials
Assessment
Department
Advanced Heat Transfer

4/0/0/0
1
1
1
2
English
A BSc-course in Fluid Dynamics and in Heat Transfer or in Transport Phenomena otherwise; basic math in multiple-dimensions
(Analysis 3 & PDE's) in the BSc-ME in 3ME or equivalent; basic knowledge in Fourier series.
In this course the underlying principles of heat transfer in the engineering context are treated.
The basics are the three modes of heat transfer: Conduction, convection and radiation,
which will be briefly reviewed, and its underlying physics deepened in the first lecture.
A large focus in the course will be on the analysis of heat transfer in real-life integrated systems.
Among others, from each of the five tracks, a specific problem will be tackled.
The problems are broken down into sub-systems which are thus controlled by elementary modes
and their couplings, i.e. boundary conditions. Both of the latter are analysed in more detail.
Subjects in order of appearance:
- A refresher on the underlying thermodynamics; energy, enthalpy, Helmholtz energy, Gibbs free energy.
- A refresher on Conduction, Convection and Radiation.
- Energy balance in a continuum; absorption and dissipation as source terms.
- Stationary conduction: cooling fins, multi-dimensional conduction and Laplaces equation;
boundary conditions; analytical techniques & numerical techniques.
- Instationary conduction: Fourier and Biot number; boundary conditions; analytical techniques.
- Forced & Free convection: Nusselt and Stanton number; Analysis & empirical correlations. Boundary conditions.
- Radiation: radiative exchange between grey bodies, solar radiation, transfer through participating media.
- Phase change as a boundary phenomenon; Melting and solidification fronts; Jakob number;
Condensation regimes (drop and film analysis); Boiling regimes (pool and film boiling); Heat pipes.
More specifically: The student is able to
1. distinguish between the different modes of heat transfer, and dissect real systems into subsystems of elementary modes in a
qualitative sense.
2. set up appropriate energy balances for one- and multidimensional instationary conduction.
3. justify and apply simplifications and define the appropriate boundary conditions.
4. indicate mathematical solution strategies and apply those for standard geometries.
5. distinguish between different modes of convective heat transfer, make rough calculations based on correlations and indicate
implications when more detailed distributions of convective heat transfer are involved.
6. estimate the magnitude of radiative heat transfer, distinguish between thermal and short-wave properties, qualify and quantify
the role of participating media.
7. set up enthalpy balances for problems containing phase changes, analyse the 1-D motion of melting/solidification fronts;
distinguish between different modes of condensation and of boiling and quantify those.
Lectures (4 hours per week), class-room experiments, computer demonstrations.
Computers are used for demonstrations of the lecture material during the course on the basis of home-made software.
Book: Mills, Basic Heat and Mass Transfer 2nd edition (or derived versions).
Lecture slides, short videos. Other study materials required will be provided via Blackboard.
Written exam.
Only a non-programmable non-graphical calculator is accepted.
ME45160
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Assessment
Department
Dr. R. Delfos
Advanced Applied Thermodynamics
Dr. A. Purushothaman Vellayani

Dr. B.P. Tighe
0/0/4/0
3
3
3
4
English
Written
Page 79 of 134
WI4011
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Course Relations

Materials
Assessment
Remarks
Computational Fluid Dynamics
Dr.ir. D.R. van der Heul

2/2/0/0
1
2
1
Exam by appointment
English
Introductory numerical analysis (WI2091 and WI2092, or WI3097)
Introductory partial differential equations (WI3150 or equivalent)
Introductory continuum mechanics (WI2090 or equivalent).
In the discussion of discretisation in general coordinates and grid generation on curvilinear grids use is made of tensor calculus.
The basics of tensor calculus will be discussed briefly, but prior knowledge in this subject is a definite pro.
Basic equations of fluid dynamics.
Numerical methods for convection-diffusion equations: finite volume schemes;
stability, consistency and convergence of numerical schemes;
Fourier stability analysis, local grid refinement; singular perturbation theory;
uniform accuracy and efficiency for vanishing viscosity.
Numerical solution of the time-dependent and time-independent incompressible Navier-Stokes equations. Pressure-correction
method.
Colocated and staggered discretisation methods.
Distributive iteration methods for the Navier-Stokes equations.
Discretisation on curvilinear structured and unstructured triangular grids.
Introduction to structured and unstructured grid generation in 2D
Introduction in using OpenFoam.
Objectives
Upon completion of the course the student should be able to:
1. Derive the equations of fluid dynamics in differential and integral form from first principles using the transport theorem, as
opposed to considering an infinitesimal control volume.
2. Explain the difference in behavior of a scalar convection-diffusion equation for different values of the Peclet number
(elliptic/hyperbolic differences, characteristics vs. sub-characteristics).
3. Choose boundary conditions for discretization of a simple convection-diffusion equation as well as for the incompressible
Navier-Stokes equations, such that a well-posed boundary value problem results without unphysical boundary layers in the
solution. Consider the three standard boundary conditions, as well as boundary conditions specifically for the N-S Equations.
4. Use the finite volume method to discretize a convection diffusion equation and derive the discretization errors that results
when either a smooth or a rough tessellation is used.
5. Explain that although the properties of the convection diffusion equation change with the Peclet number a discretization
method can be formulated that is uniform in both work and accuracy, for a simple convection-diffusion equation as well as the
incompressible Navier-Stokes equations. Note: take into account the boundary layer resolution and the positivity of the scheme.
6. Explain the advantages and disadvantages of a staggered discretization scheme over a collocated discretization scheme for the
incompressible Navier-Stokes equations.
7. Apply Fourier analysis to determine linear stability properties of a temporal discretization method for convection diffusion
equation.
8. Derive the pressure-correction method algorithm from the discretized momentum and continuity equations.
9. Explain how distributive iteration methods can be applied to saddle-point problems, and derive the SIMPLE method from the
discretized momentum and continuity equations. Choose the most efficient iterative method to solve the linear system resulting
from the discretization of the Navier-Stokes equations.
10. Formulate and discretize a second order PDE in tensor (invariant) form on a curvilinear structured grid.
11. Choose and motivate a method to generate a fold-free curvilinear mesh for a given two-dimensional domain. Explain
advantages and disadvantages of Delaunay triangulation versus advancing front tessellation for generation of a fold free grid for
a given two-dimensional domain.
12. Use OpenFoam to compute incompressible flow.
- Set up the problem mesh and parameter settings
- Perform computation
- Analyse results
The course comprises 14 lectures. One of the lectures will be taught by a guest expert either at TU Delft, or at one of the GTI's.
Additionally, one lecture is taught in the DIAM computer lab.
In the past WI4011 briefly covered a number of subjects more extensively discussed in the course WI4201 'Scientific
Computing'. This overlap has been removed, and therefore student are strongly recommended to take the course WI4201.
Lecture notes "Elements of Computational Fluid Dynamics" by Prof. dr. ir. P. Wesseling, revised by Dr. ir. D.R. van der Heul
There are six assignments: three in the first and three in the second term. The assignments have to be completed in two weeks.
Students work in groups of two or three.
The last of the six assigments has to be completed by the end of the course.
After the assignments have been handed in, you can make an appointment for assessment and discussion of your work.
There are many courses on computational fluid dynamics taught at the Delft University of Technology, but this one is the best!
On a more serious note, as opposed to discussing many different methods and models, this course focuses on the mathematical
background of numerical methods for the incompressible Navier-Stokes equations and general convection-diffusion equations.
For the non mathematician it will show how many aspects can be mathematically analyzed and motivated, far beyond what is
shown in more engineering focused courses.
For the mathematician it shows how his knowledge can be applied in one of the most challenging fields of
mathematical/computational modeling.
Furthermore, you will get the opportunity to get some experience with the OpenFoam algorithm, which is gaining popularity in
industry and academia as a computational fluid dynamics tool and development suite.
Page 80 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Math (M-list) Modules AP 2016

Introduction 1
M-list modules are specialised mathematical topics which may be of interest for certain research groups.
Page 81 of 134
EE4389
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Modeling and Data Analysis in Complex Networks
H. Wang
0/0/2/0
3
3
none
English
This course will provide two variants for the last 3 lectures, one focusing on complex network/system performance analysis and
design (suggested for EE students) and one focusing on networked data analysis (suggested for Computer Science students)
EE variant: 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. Such fundamental understanding of the role of a
network in its functioning will be further used in the design of a robust possibly interconnected networks against e.g. failures and
epidemics.
Study Goals
CS variant: Big Data is mostly obtained from features of components and the interactions among components in large complex
systems. Examples are (1) end user features and interactions in both online and real-world social networks like Twitter, (2) data
from content sharing platforms such as YouTube (3) physiological data of the brain and (4) stock prices in economic systems.
Such dataset is networked in nature i.e. the data of the system components or interactions are (cor)related to each other. This
course introduces the basic methodologies to analyze, interpret, model, and possibly to predict such Networked Data, combining
advances from network science, modeling of dynamic processes and statistical physics, beyond curve fitting and machine
learning. These methods will be applied to diverse real-world datasets such as LinkedIn, Youtube, recommender systems, the
brain etc.
EE variant:
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 the networks, design robust
networks against e.g. failures and epidemics and be able to apply them to real-world complex systems.
CS variant:
After this course, students could construct the network based on the dataset, characterize and model the network, model the data
via e.g. dynamic processes (e.g. viral information spreading) on networks, in order to possibly predicate the future e.g. the
popularity of a product, news, or a social network and the prevalence of a disease/computer virus.
Education Method
Assessment
Both variants: Students could obtain an overview of the Msc/Phd projects on the frontiers of complex networks and networked
data analysis.
In total, there will be 7 lectures where one lecture is given by a guest lecturer on the applications in one specific domain e.g.
economy, social networks and the brain.
Assessment is based on both homework assignments and the exam (or project).
The homework requires basic programming (in e.g matlab or C)
WI4006
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Education Method
Materials
Assessment
Remarks
Special Functions
Dr. R. Koekoek
0/0/4/0
3
3
none
English
Analyse I (WI1600), Analyse III (WI2601).
The gamma and beta function
Hypergeometric functions
Bessel functions and confluent hypergeometric functions
Orthogonal polynomials
Introduction to q-series
Asymptotic expansions
Lectures
G.E. Andrews, R. Askey & R. Roy, Special Functions. Encyclopedia of Mathematics and its Applications 71, Cambridge
University Press, 2001, (ISBN 0-521-78988-5).
written examination
This course will not be taught during the academic year 2017-2018
Page 82 of 134
WI4141TU
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Prerequisites
Assessment
Matlab for Advanced Users
0/0/0/4
4
4
none
English
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.
Programming and solving nontrivial engineering problems in Matlab. Presentation of graphical results.
Lectures, interactive lectures, training sessions and practical work, highly interactive course.
Lecture notes, to be distributed during the course. Useful background information is available in: D.J. Higham and N.N. Higham,
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.
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.
Grading and completion based on reports practical work.
WI4201
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Dr. P. Wilders
Dr. K. Dekker
Scientific Computing
Prof.dr.ir. C. Vuik
Dr. D.J.P. Lahaye
2/2/0/0
1
2
1
2
3
English
A basic knowledge on partial differential equations (PDEs), on numerical methods for solving ODEs/PDEs, and on linear
algebra.
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.
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.
Lectures/computer exercises
Lecture notes, for further reading the book Matrix Computations, G.H. Golub and C.F. van Loan, the Johns Hopkins University,
Baltimore, 2013, can be used.
The assessment consists of three parts: homework exercises deadline start of Q2 leads to grade G1, take home exam deadline
half of January grade G2 and a written exam grade G3. The final grade is (G1+G2+2*G3)/4, provided that all grades are larger
than or equal to 5.
Page 83 of 134
WI4211
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Advanced Topics in Analysis

0/0/2/2
3
4
3
Exam by appointment
English
Real analysis, introduction to functional analysis, basic measure theory
This course gives an introduction into real harmonic analysis. Harmonic analysis has its origin in Fourier's work on the heat
equation and the development of Fourier analysis on the torus. The theory then moved to the real line, higher dimensional
Euclidean spaces and more general geometric settings, in order to treat partial differential equations in such contexts. Nowadays,
methods from real harmonic analysis are used in a large variety of problems, coming from partial differential equations,
geometric measure theory, functional analysis etc.
In this course, we will develop important concepts of real harmonic analysis, starting with fundamental tools such as covering
lemmas, maximal functions and basic interpolation theory. We will then concentrate on the theory of singular integral operators,
a class of operators that plays an important role in the treatment of boundary value problems. Proiminent examples are the
Hilbert transform and the Riesz transforms. We will establish their boundedness in the Lebesgue spaces Lp. The final goal of the
course is to prove the by now famous "T(1) Theorem", which characterises the L2 boundedness of singular integral operators.
Knowledge of covering lemmas, maximal functions, basic interpolation theory
Knowledge of Hardy spaces, BMO spaces, Carleson measures
Introduction to the theory of Calderon-Zygmund operators
Knowledge of Littlewood-Paley theory, Mihlin multiplier theorem, T(1) Theorem
Lectures
P. Auscher, Real Harmonic Analysis, Lecture Notes, ANU. Online available at http://eview.anu.edu.au/harmonic/index.php.
L. Grafakos, Classical and modern Fourier analysis. Pearson Education, Inc., Upper Saddle River, NJ, 2004.
E. M. Stein, Singular integrals and differentiability properties of functions, Princeton University Press 1970.
E. M. Stein, Harmonic Analysis: Real-variables methods, orthogonality and oscillatory integrals, Princeton University Press,
1993.
Oral presentation
WI4415
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Dr. D. Frey
Approximation Theory
Dr.ir. W.G.M. Groenevelt

0/0/2/2
3
4
3
none
English
A course in Real Analysis
We treat several topics in Approximation Theory. The emphasis is on approximation of functions in one variable. The topics
treated in this course include:
* best approximation in Banach spaces
* uniform approximation from Chebyshev systems, which includes algebraic and trigonometric polynomials
* orthogonal polynomials and least squares approximation
* Lagrange and Hermite interpolation
* Pad approximation
* multiresolution analysis and wavelets
After the course the student
knows the definition of a Chebyshev system and can explain the most important aspects (existence and uniqueness,
characterizations, quality) of approximations from a Chebyshev system
knows the definition of orthogononal polynomials and can explain their most important properties and applications in least
squares approximations, interpolation theory, and Pad approximations
knows the definition of a multiresolution analysis (MRA) and can explain the most important properties of an MRA and the
corresponding wavelets
Lectures
Lecture notes
Assignments / oral exam
This course is NOT given in 2016-2017.
Page 84 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Societal (S-list) Modules AP 2016

Program Structure 1
The S- (Societal) list contains electives offered by the faculty of Technology, Policy and Management:
http://studiegids.tudelft.nl/a101_displayProgram.do?program_tree_id=16764
Only subjects marked as 'Category MSc level' are accepted.
In addition electives for the annotation 'Technology in Sustainable Development' (www.tudelft.nl/tisd) and for the annotation
Entrepreneurship (www.tbm.tudelft.nl/en/about-faculty/departments/values-technology-and-innovation/sections/economics-oftechnology-and-innovation/dce/education/master-annotation-entrepreneurship/) are allowed.
Page 85 of 134
WM0939TU
Module Manager
Instructor
Instructor
Co-responsible for
assignments
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Assessment
Engineering for sustainable development
Dr.ir. B. Broekhans
Dr.ir. E.H.W.J. Cuppen
Dr. C.I.M. Nevejan
Dr.ir. B. Broekhans
0/4/0/0 period 2 including full week 2.8
2
2
none
English
The course is open to all Msc students. It is a compulsory course for students wishing to pursue a annotation in Technology in
Sustainable Development. Participants work in interdisciplinary groups on sustainability issues and approaches.
It is organised once a year for maximum 40 students. If the course is overbooked, students that are able to proof that they have
made definite arrangements to the graduation annotation 'Technology in Sustainable Development' will be preferred.
The course provides students with a unique opportunity to explore the connection between engineering, the environment and
society. Through the course students apply knowledge from the classroom to solve real-world problems and see first-hand how
engineers are tackling the massive challenges of sustainable development.
Sustainable development is one of the biggest challenges our society is facing. Climate change, loss of biodiversity, pollution,
water scarcity at some places and floods at others, scarcity of natural resources, population growth and the increasing gap
between the rich and the poor are all issues that make sustainable development urgent. With sustainable development is meant
development that is good for nature (e.g. biodiversity, environment), people (e.g. poverty reduction, welfare) and at the same
time economically profitable (e.g. business model). Technology plays a vital role in transitions towards sustainable development,
as it can help to alleviate greenhouse gas emissions, water pollution, et cetera. That means that, as an engineer, you will be able
to play an important role in sustainable development. As sustainability problems cover different disciplinary fields at the same
time and cannot be tackled by only one of them, an interdisciplinary approach is necessary. In addition, there needs to be more in
place than just technology for innovations to become implemented widely. Innovations are embedded in so-called sociotechnical
systems, i.e. systems of technological infrastructures, people and institutions (e.g. regulations). In order to understand how
sustainable innovations come about, it is important to understand the wider sociotechnical system and how it may foster or
hamper sustainability transitions.
This course offers reflection that you will need as an engineer working on sustainability issues. First, reflection on actual
sociotechnical systems will be enhanced during lectures, site visits and discussions during the meetings. Central are
sociotechnical scenarios and societal aspects of technology for sustainability. Second, students work in interdisciplinary teams on
a particular sustainability transition. Each team will design pathways towards a more sustainable future for a particular (selected)
project. Third, students will reflect on their own role, as an engineer, in sustainable development in individual columns.
During the course students will:
-Experience complexity, tensions and dilemmas that come with sustainable practices and required interdisciplinary efforts;
- Consider their role as an engineer with regard to sustainable development and reflect on personal educational objectives,
professional values, ethics and beliefs.
- Analyse (im)possibilities and design pathways of transitions to sustainable futures of sociotechnical systems.
-In the classroom: The course will start with a mandatory kick off meeting.
-In the field: The kick off meeting is followed by 5 meetings which combine guest lectures and site visits. Students have to
attend at least 4 out of 6 meetings to pass the course.
-In a learning lab and bubble: Week 2.8 will be a (mandatory) project that is meant to inspire and challenge you to put your
disciplinary knowledge into interdisciplinary and complex practice. The aim is to design pathways to sustainability with an
interdisciplinary team. We plan to stay in a hostel outside Delft for five days and four nights.
Final grades will be primarily based upon the teams report. Team members receive the same grade. However, under specific
circumstances individual grades may be given. Moreover, individual grades may differ from the group grade to a maximum of
0,5 based upon the quality of the written reflection report and participation during meetings. Serious participation in at least 4
meetings (the kick-off meeting plus at least three site visits/guest lectures) and the learning lab is required.
Enrolment in Blackboard only on your request. Please send motivation letter and personal information (name, student id, MSc
program, estimated graduation date) to get on the preliminary list of participants. Sign up in time to be sure of participation.
The course is organised once a year for maximum 40 students. If the course is overbooked, preference is given to students that
can proof to have made definite arrangements to the graduation annotation 'Technology in Sustainable Development'.
Special Information
Targetgroup
Category
Participation in the course will bring additional cost of approx. 100,00 to be paid by bank transfer. You will receive an invoice
after admission.
esd@tudelft.nl
The course Engineering for Sustainable Development is a compulsory course for students who want to receive the Technology in
Sustainable Development annotation to their degree certificate. It is open to all TU Delft students, apart from SET and IE
Masters students (see: www.tudelft.nl/tisd).
MSc level
Page 86 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Orientations AP 2016
Introduction 1
Combining the AP core programme with a 30 EC orientation completes the master programme. The orientations allow for a
broadening of knowledge or for additional depth. Choose from:
Research and Development (R&D)
Education (Ed1/Ed2)
Management of Technology (MoT)
Casimir Special Programme (Cas)
Study-abroad (SA)
Page 87 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Orientation Research and Development (R&D) AP 2016

ECTS Program
Introduction 1
30
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 internship (AP3911), in industry or a foreign research institution.
6 EC G-, D-, R-, or M-list elective.
6 EC G-, D-, R-, M-, or S-list elective; or assigned homologation courses
The S- (Society) list: http://studiegids.tudelft.nl/a101_displayProgram.do?program_tree_id=16764
Only subjects marked as 'Category MSc level' are accepted.
In addition electives for the annotation 'Technology in Sustainable Development' (www.tudelft.nl/tisd) and for the annotation
Entrepreneurship (www.tbm.tudelft.nl/en/about-faculty/departments/values-technology-and-innovation/sections/economics-oftechnology-and-innovation/dce/education/master-annotation-entrepreneurship/) are allowed.
Within the R&D orientation, students can fulfil the requirements for the Technology in Sustainable Development (TiSD),
Nuclear Science and Engineering, and Entrepreneurship annotations. Certificates will be granted during the graduation ceremony
upon request of the student.
Page 88 of 134
AP3911
Course Coordinator
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Work Placement (Internship)
18
Dr. J.M. Thijssen

S. Karssen-Minekus
Different
1
2
3
4
Summer Holidays
1
none
English
You will be working full-time in a non-academic organization for a period of 3 months. Longer internships are not
recommended. Your Master Applied Physics knowledge is necessary for the project.
The industrial internship is guided by an internal (TU Delft, Applied Sciences) and an external (company) supervisor.
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.
IMPORTANT:
It is desirable for the internship to have a 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 sufficiently experienced internship supervisor, with a real involvement in the
work, 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
academia. This excludes certain organisations. For a list of allowed/not allowed options, see below.
For very good students who aspire a carreer in academia, a possibility for an academic internship is through a grant from the
Justus and Louise van Effen fund, which is restricted to very good students and which provides funding for internships at top-20
engineering universities only. For more information, see http://studenten.tudelft.nl/en/students/study-and-career/studying-ordoing-an-internship-abroad/step-2-making-preparations/scholarships/beursbeschrijvingen/justus-louise-van-effen-researchgrant/.
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.
Allowed: Business, physics content; TNO (or foreign counterparts such as Fraunhofer Gesellschaft); ECN; KNMI; NFI; patent
office;
non-academic hospital; consultancy (provided technical / quantitative); financial analysis (provided strong quantitative).
Study Goals
Education Method
Materials
Assessment
Not allowed: university, Dutch or abroad (except with van Effen grant, see above); FOM institute (such as Amolf, NIKHEF)
and foreign equivalents (such as Max Planck Institut, ICFO); Academic hospital (unless practical work is done similar to an
internship that could be done in a 'normal' hospital, and not in combination with a thesis project in a (different) academic
hospital); Nationale Denktank.
If the Board of Examiners has given permission to do the thesis project outside the university, the internship can't be done at the
same organization as the thesis project.
The goals of the internship are:
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.
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 supervisor 2-3 times about progress made on the project.
The Blackboard page http://blackboard.tudelft.nl > organizations > education > applied sciences > Stagebureau TNW/Internship
Office Applied Sciences (enroll!) provides more information about the industrial internship. On this page you can find the stepby-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
The mark for the internship is awarded by the 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.
For the assessment you need to submit two reports:
A scientific report using the format and guidelines of the company for your TU Delft supervisor and company supervisor
An evaluation report for the internship office
Two weeks before the end of your internship, the Internship Office TNW will send your company supervisor and TU Delft
supervisor 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 supervisor. Your TU Delft suprevisor needs to assess your internship within two weeks after the end of your internship and
give a mark. The TU Delft supervisor will then send the assessment form (including the company supervisor review form) to the
Internship Office TNW.
In principle, the mark awarded by the company supervisor counts for 2/3 towards the final mark; that of the TU Delft supervisor
Page 89 of 134
for 1/3. The TU Delft supervisor can overrule this if he/she has good reasons for this, which should be communicated to the
student and the internship office.
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 supervisor is able to assess the internship.
!!!! Prior to the start, the internship needs to be approved by the TU Delft supervisor* !!!!!
When the TU Delft supervisor 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 supervisor and company supervisor have read and signed
the form. The form should be submitted prior to the start of your internship.
*A TU Delft supervisor is a member of faculty (tenured or appointed on a tenure track position within the faculty of Applied
Sciences) involved in the Applied Physics programme, and thus appointed as an examiner in the programme.
Page 90 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Annotation Technology in Sustainable Development (TiSD)

Program Title
Introduction 1
Program Structure 1
Sustainability in Technology (Technology in Sustainable Development)

'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 programme is open to all TU Delft master students
that *intend to integrate sustainable development into their graduation project*.
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 non-academic
research institute;
- 5 EC colloquium Technology in Sustainable Development (WM0939TU);
- 6 EC Environmental Physics (AP3141D);
- 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, Dr. Wim G. Bouwman. You should contact him before starting this programme.
An additional TiSD certificate will be granted during the AP graduation ceremony if all requirements are fulfilled.
Page 91 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Annotation Entrepeneurship (AE)

In association with the
Faculty of
ECTS Program
Contact for Students
Introduction 1
Program Structure 1
TBM
20
To start the Annotation Entrepreneurship Programme, to change the course list of your Annotation Entrepreneurship Programme,
to take part in the thesis related MOT9611 module, and to complete the Annotation Entrepreneurship and obtain the certificate,
contact dcestudents@tudelft.nl
Students who are interested in Technology-based Entrepreneurship can opt for the Master Annotation Entrepreneurship
programme, which trains students to gain entrepreneurial skills and knowledge on starting a tech-based start-up. It combines a
set of courses (>15ECTS) and an additional thesis part (5ECTS) to the main graduation project that touches upon
entrepreneurship. Entrepreneurship in the sense of this program can vary from starting up your own business to establishing
entrepreneurial projects within existing business environments and establishing a culture of corporate entrepreneurship. If you
complete the program successfully you will receive an Certificate of the Annotation Entrepreneurship along with their MSc
degree.
This programme is offered by the Delft Centre for Entrepreneurship, faculty of Technology, Policy and Management.
The programme has two compulsory modules which both build on the logic of understanding what it takes to start
entrepreneurial high-tech start-ups (MOT9610 Entrepreneurship Basic course, 5ec) and an experiential learning module
(MOT9612 Business Development Lab short, 5ec) in which you will practice and apply the skills and knowledge in high-tech
Entrepreneurship.
These two modules are complemented with entrepreneurship-related elective modules totalling at least 5ec. See blackboard
organization 'Annotation Entrepreneurship' for a complete list of electives.
To finalize the Master Annotation Entrepreneurship program, you need to complete a written report that addresses the
identification and appropriation of the commercial and societal value of the research topic of your master thesis project. This is
done in the project-based MOT9611 (Project Entrepreneurship Thesis related, 5ec) module.
The Annotation Entrepreneurship consists of these components:
- The obligatory modules MOT9610, MOT9611 and MOT9612 (15ec).
- Elective module(s) on entrepreneurship totalling at least 5ec.
A maximum of 6ec can be done as part of the R&D orientation (S-list courses); or as an alternative the 5ec elective is done as
part of the MOT orientation.
Option: the remaining courses fit in an (individual) honours programme!
Page 92 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Annotation Nuclear Science and Engineering (NSE)

Program Structure 1
This programme 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 non-academic research institute, focussed on Nuclear Science and Engineering.
- at least 24 EC of NSE related electives (e.g. from the RST D- and R-lists).
Nuclear Science and Engineering has to be the core subject in the graduation project and the internship. Approval of the thesis
work, the internship, and the electives by the NSE coordinator (Martin Rohde) is required. An additional NSE certificate will be
granted during the AP graduation ceremony if all requirements are fulfilled.
Page 93 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Orientation Education - Basisdeel (Ed1) AP 2016

ECTS Program
Introduction 1
30
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 modules of educational
orientation 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 orientation. The combination of the minor Education and Ed2
orientation 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 orientation 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 orientation.
Page 94 of 134
SL3031
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Didactical Skills, only given in Dutch

2/0/0/0
1
1
none
Dutch
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.
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.
Microteaching en werkcolleges
-Op Blackboard
- Geerts, W. en Van Kralingen, R. Handboek voor leraren , Coutinho, 2011, 1e druk, ISBN: 9789046902509
Aan de hand van:
- ingeleverde lesvoorbereidingen,
- uitvoering microlessen,
- reflecties,
- samenwerking (zie ook: opmerkingen).
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
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
Location
Drs. M. Bruggink
Orienterende stage
D.P. Lans
Drs.ing. A.J. Boer
Prof.dr. M.J. de Vries
Ir. L.A.R. Henze
Drs.ing. S. de Haan
M. Bruggink
Dr. J.G. Spandaw
Dr. W.T.M. Caspers
Ir. W. Sonneveld
Dr. P.J.J.M. Dekkers
Ir. I.D. Verhoev
x/x/0/0 In overleg met de stageschool
1
None (Self Study)
1
Exam by appointment
Dutch
Didactische vaardigheden (kan ook parallel gevolgd worden)
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.
Zich orinteren op de praktijk van het natuurkunde- / scheikunde- / wiskunde- / informatica-onderwijs voor havo en vwo.
Schoolpracticum
Handleiding Orinterende Stage (Zie Handleiding Schoolpracticum)
Aan de hand van een schoolpracticumverslag.
Lever je verslag in uiterlijk voor week 7 van periode 1!
Aanwezigheid en actieve deelname verplicht. Planning en roostering gebeurt in overleg tussen student en
schoolpracticumdocent.
De havo/vwo-afdeling van een school voor voortgezet onderwijs.
Minor-studenten kunnen ook les geven aan klassen vmbo-t
Page 95 of 134
SL3116
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Research Methodology in the Social Sciences for Education
0/2/0/0
1
1
none
Dutch
Selected topics in social research methods towards constructing an adequate and relevant research plan.
Development of the knowledge and skills required to design a small scale research study into the teaching and learning of
science at secondary school
Combination of lectures, workshops and small-group work with online and face-to-face feedback sessions.
Production of a research proposal and plan, and activities report
SL3122
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
M.A.F.M. Jacobs
Dr. F.A. Henze-Rietveld
Ir. W. Sonneveld
2/0/0/0
1
1
1
5
Dutch
Niet van toepassing
Eerste kennismaking met vakdidactiek Natuurkunde
Op het niveau van een les:
1. De student kan een visie op (vak)onderwijs formuleren en onderbouwen.
2. De student kan aangereikte (vakdidactische) theorie toepassen
3. De student kan leerdoelen van een les opstellen en onderbouwen, en kan leerdoelen koppelen aan kennisbasis onderbouw
(SLO) en eindtermen van het vak.
4. De student kan bij het voorbereiden van een les rekening houden met uitdagingen en
problemen m.b.t. het denken van de leerlingen, de leerstof en de specifieke lessituatie.
5. De student kan verschillende werkvormen toepassen en kan zijn keuzes onderbouwen.
6. De student kan gegeven lesmateriaal analyseren en correcte vaktaal onderbouwd toepassen.
7. De student kan structuur in een les aanbrengen.
8. De student kan toetsen of leerdoelen tijdens een les worden behaald.
9. De student kan de domeinen van het PCK model in samenhang toepassen bij de voorbereiding en uitvoering van een les, en bij
de reflectie na afloop van de les.
10. De student kan onder woorden brengen wat de waarde is van het PCK model voor de eigen ontwikkeling als docent.
Colleges
Opdrachten
Op basis van 7 handelingsopdrachten waarvoor een 'voldoende' beoordeling behaald moet worden en 3 toetsopdrachten die ieder
met een cijfer van minstens 55% moeten worden afgesloten. Voor details zie de toetsmatrijs op de BB site bij SL3122.
Via Blackboard
Page 96 of 134
SL3164
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Field Orientation Physics A
Drs.ing. A.J. Boer

Ir. W. Sonneveld
In overleg met de vakdidacticus en de stageschool wordt bepaald wanneer de stage plaatsvindt.
1
2
Exam by appointment
Dutch
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 orinteren 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.
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.
Education Method
Prerequisites
Assessment
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.
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 n of meerdere lessen van de student
bijwonen.
Aanwezigheid en actieve deelname verplicht!
Orienterende stage moet met voldoende resultaat zijn afgerond. Is hieraan (nog) niet voldaan dan is toestemming van de docent
noodzakelijk.
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.
SL3332
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Ir. W. Sonneveld
0/4/0/0
2
2
none
Dutch
VD1, DiVa
Verdieping van wat je in VD1 geleerd hebt.
In staat zijn een activerende didactiek te ontwikkelen en te implementeren in de klas. Ontwerpen en uitvoeren van lessen en
lessenseries.
Colleges, werkcolleges, opdrachten.
Aan de hand van de opdrachten.
Via Blackboard
Page 97 of 134
SL3462
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Required for
Course Contents
Study Goals
Education Method
Assessment
Educational Science
M.A.F.M. Jacobs
4/4/0/0
1
2
1
none
Dutch
De minor Educatie en voor de eerstegraads lerarenopleiding.
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, leertheorien, 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.
Als je het vak gevolgd hebt, kun je relevante theorien selecteren en toepassen om de kwaliteit van je handelen als leraar te
verbeteren.
Colleges, zelfstudie, samenwerken, werkstukken maken.
Aan de hand van werkstukken.
Page 98 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Orientation Education - Verdieping (Ed2) AP 2016

ECTS Program
Prerequisites
Introduction 2
30
minor Education
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 modules of educational
orientation 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 orientation. The combination of the minor Education and Ed2
orientation 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 orientation as part of their master programme and
then do the Verdiepingsdeel/Ed2 as a post-master course in order to become fully qualified.
Exam requirements
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 orientation.
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 99 of 134
SL3012
Professionalization in SC and SE
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Drs. C. Wehrmann
Drs. M. Bruggink
Study Goals
Students will be able to identify and explain similarities and differences between science communication and education.
0/0/0/2
4
4
none
English
All theoretical SC or Ed courses
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.
Students will be able to compare and integrate theories from both domains and their application.
Education Method
Materials
Assessment
Student will be able to apply what they have learned in their professional activities.
Seminars
To be decided
Assessment will be based on:
- assignments (done individually or in small groups);
- presentations;
- a final course paper.
Page 100 of 134
SL3021
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
The designing of education or communication products and

processes
Dr. M.C.A. van der Sanden

Drs.ing. A.J. Boer
Ir. W. Sonneveld
0/0/4/4
3
4
3
none
English
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.
Study Goals
Education Method
Materials
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.
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.
Lectures and seminars
Reader provided via blackboard. The additional literature for the first period will be posted on blackbord.
For science education students the literature concerning the second period see 'Literatuur en studiemateriaal'.
Prerequisites
Assessment
For science communication students the literature concerning the second period will be posted on blackbord as well.
None
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.
Remarks
Lecture attendance is compulsory.

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 101 of 134
SL3311
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Assessment
Remarks
Research of Education
Je stelt in overleg met de docent een planning op voor het onderzoek.

3
4
3
3
4
Dutch
SL3111 Social science research methods
Systematisch onderzoeken van een onderwijskundig en/of vakdidactisch probleem, met als doel oplossingen voor het probleem
te verkennen.
Zelfstandig een onderzoek kunnen opzetten en uitvoeren in een onderwijsomgeving en hierover rapporteren.
Individueel.
In overleg met de docent is het ook mogelijk het onderzoek in tweetallen of drietallen uit te voeren.
Aan de hand van de onderzoeksopzet en het onderzoeksverslag.
In januari en februari 2016 worden enkele bijeenkomsten georganiseerd om ervoor te zorgen dat iedere student op tijd aan het
onderzoek gaat beginnen en daardoor het onderzoek tijdig kan afsluiten.
Vooral individuele begeleiding door de onderzoekers van SEC.
Studenten die de tweejarige lerarenopleiding volgen, kunnen dit vak inpassen in hun vakdidactisch onderzoek.
SL3371
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method
Materials
Assessment
Remarks
M.A.F.M. Jacobs
Ir. L.A.R. Henze
Drs. M. Bruggink
Dr. J.G. Spandaw
Didactics Physics 3
Ir. W. Sonneveld
0/0/2/2
3
4
3
Exam by appointment
Dutch
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.
- Ontwerpen van en onderzoek naar onderwijs m.b.t. Domeinen A en I (onderwijsdoelen m.b.t. technisch ontwerp (Domein I);
leren onderzoeken / Praktische Opdracht (Domein I), leren modelleren (Domein I)
- Natuurkunde-onderwijs, taal en algemene vaardigheden (Domein A)
- Onderzoek en ontwerp van onderwijs m.b.t. begripsontwikkeling
- Kennismaking met de examen- praktijk (Analyse en ontwerp PTA, VWO examen maken en nakijken, nakijktraining,regionale
bijeenkomst)
- Verkenning vakvernieuwingen (concept-context benadering, NiNa)
- Verkenning nieuwe inhouden(quantum, relativiteit), vakken (NLT) en ontwikkelingen (ICT)
- Orientatie op professionalisering
Het verwerven van kennis en vaardigheden in het toepassen van vakdidactische principes bij het voorbereiden, uitvoeren en
evalueren van natuurkundelessen.
Werkcolleges / practicum
Blackboard
Osborne, J. & Dillon, J. (2010). Good Practice in Science Teaching - What research has to say. (2nd ed.) Maidenhead; Open
University Press.
Frederik, I & Vrijman-van Putten, M. (red.). (2007). Ontwerpen moet je doen.
www.nvon.nl
Aanvullend materiaal
Continuous assessment aan de hand van taken gespecificeerd in de cursusbeschrijving
Aanwezigheid en actieve deelname verplicht
Page 102 of 134
SL3414
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Schoolpracticum natuurkunde B
12
Drs.ing. A.J. Boer

Ir. W. Sonneveld
In overleg met de vakdidacticus en de stageschool wordt bepaald wanneer de stage plaatsvindt.
1
2
3
4
1
Exam by appointment
Dutch
Page 103 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Orientation Management of Technology (MoT) AP 2016

Faculty of
ECTS Program
Introduction 1
TBM
30
This orientation 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 104 of 134
Year
Organization
Education
2016/2017
Applied Sciences
1st semester MoT Modules 2016
Page 105 of 134
MOT1412
Technology Dynamics
Dr.ir. U. Pesch
Module Manager
Dr. C. Werker
Instructor
Responsible for assignments Dr.ir. U. Pesch
4/0/0/0
x/x/x/x
Education Period
1
Start Education
1
Exam Period
1
2
Course Language
English
Course Contents
Concepts of socio-technological change, and the drivers and barriers in the innovation change process, such as economic-, social
-, or knowledge drivers will be the core of the course. The course focuses on the relation between society and technology
including the way societal values such as sustainable development are affected by new technologies. In particular, it offers
concepts, theories, and methods to incorporate these societal values into design processes in a responsible way. Moreover, we
will look at the role of different stakeholders, i.e. universities, firms and government in innovation systems.
More specifically, the course addresses these issues as follows:
1)Theories on technological development and its relation with society will be presented, including technological determinism,
social construction of technology, and quasi-evolutionary theory. These theories give rise to reflections on the possibility of
technological forecasting and the necessity to attend societal values already in the innovation process itself.
2)Methods to integrate societal values into design processes will be presented, such as constructive technology assessment
(CTA) and value sensitive design.
Study Goals
Education Method
Assessment
3)Innovation systems will be presented by discussing how innovative agents and knowledge infrastructure shape and drive
innovation systems on the industry level as well as on the regional, national and global level. Using the so-called Triple-Helix
approach we investigate university-industry-government linkages as well as the role of management and policy in this context.
At the end of the course the student is able to analyze dynamic processes of technological change from different methodological
angles. Students are able to reflect on the societal implications of technological change and the challenges that society poses to
technology and industry, and they have command over the methods and conceptual tools to integrate these societal challenges in
innovation processes.
The course is organized as a series of lectures in which the content of the course is introduced and in which students themselves
present the content of the articles that form the exam material of this course.
The mark is determined by the results of a written assessment and a research paper made by the students. In this paper a
technology project is analyzed in its societal context taking internal and external dynamics in account. The research papers are
dealt with during the course. The exam material consists of a reader and academic articles which the students can access at the
university.
Moreover, students are requested to assess the work of their fellow students in the form of peer review. This will be a formative
form of assessment.
Page 106 of 134
MOT1421
Economic Foundations
Dr. S.T.H. Storm

Module Manager
Responsible for assignments Dr. S.T.H. Storm
0/6/0/0
x/x/x/x
Education Period
2
Start Education
2
Exam Period
2
3
Course Language
English
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 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 (2,5 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. Macroeconomics (2,5 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 answer to this question holds major lessons
for public policy.
Course Contents
Microeconomics: demand and supply; consumer behavior; market competition; perfect competition; monopoly; oligopoly;
market failures; externalities; public goods; regulation; efficiency; welfare; production; profit maximization; choice of technique;
technological progress; game theory; dominant strategy; labour markets; employment; worker-management relations.
Study Goals
Education Method
Books
Assessment
Special Information
Macroeconomics: aggregate demand and aggregate supply; circular flow of incomes; neoclassical economics; Keynesian
economics; unemployment; fiscal policy; monetary policy; money creation; crowding out; stabilization policies; labour market
regulation; technology policy; foreign direct investment; financial markets.
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 and document the impact(-s) of regulation on the static efficiency and dynamic efficiency of markets.
4. analyze and weigh up the short-term and long-term impacts of macroeconomic policy on income, employment, productivity
and competitiveness.
5. critically examine and reflect on the existing alternative theories and models.
6. understand how money is created and how the financial sector works, and how this affects the real economy.
Lectures. Students are expected to prepare for each class by reading the indicated literature.
S. Himmelweit, R. Simonetti and A. Trigg, Microeconomics. Neoclassical and Institutionalist Perspectives on Economic
Behaviour, Cengage (indicated chapters). ISBN 1-86152-539-7
A Reader on Macroeconomic Theory and Policy (available on blackboard).
All sheets/slides (available under course documents in blackboard)
Closed-book multiple-choice examination.
None.
Page 107 of 134
MOT1442
Module Manager
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Social and Scientific Values
Prof.dr. S. Roeser
Dr. M.P.M. Franssen
Prof.dr. S. Roeser
Dr. M.P.M. Franssen
Dr.ir. N.M.A. Huijts
0/6/0/0
2
2
2
3
English
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 role of reasoning in science. The strength and quality 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?
Study Goals
Education Method
Assessment
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).
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 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, preventing these problems and decision making about them, via for example design for values,
responsible innovation and emotional deliberation.
The module is taught in the form of a mixture of lectures and tutorials. Attendance is obligatory. The methodology used is
philosophical analysis, reflection and discussion.
The assessment method for this course consists of two individual exams and a group-assignment consisting of a short paper and
a presentation. Attendance of all the tutorials is compulsory and a prerequisite for taking part in exams and assignments.
The final grade for this course is determined according to the following scheme: students receive partial grades for the ScientificValues part of the course and for the Social-Values part of the course. The final course grade is the plain average of these two
partial grades, provided each is at least 5.76. The partial grade for the Scientific-Values part is determined by the grade for a
written exam, with the extra provision that students must score at least 5.76 for one particular question in the exam (to be
indicated on the exam form). The partial grade for the Social-Values part is determined as the plain average of a grade for a
written exam and a grade for a group essay, where both grades need to be at least 5.76. Students do not receive a grade for the
course until they have received grades for all three assessment components. Students do not receive a sufficient grade until all
provisions have been met; as long as they have not been met, students receive their average score as grade up to a maximal
insufficient grade of 5.
Page 108 of 134
MOT1461
Financial Management
Dr.ir. Z. Roosenboom-Kwee
Module Manager
Responsible for assignments Dr.ir. Z. Roosenboom-Kwee
4/0/0/0
x/x/x/x
Education Period
1
Start Education
1
Exam Period
1
2
Course Language
English
Required for
MOT students
None
Summary
This course is about how corporations make financial decisions. It is designed to equip technical/engineering students with
fundamental financial management skills.
Course Contents
The course covers topics such as financial statement analysis, types of financing and investment decisions, and financial
consequences of those decisions. While investment decisions involve spending money, financing decisions involve raising it.
Important to highlight is that corporations finance their investments by borrowing, by retaining and reinvesting cash flow, and by
selling additional shares of stock to the corporations shareholders. Hence, there will be among others three broad financial
questions discussed in the lectures. First, what investments should the corporation make? Second, how should it pay for those
investments? Third, what plans can the firm make to ensure that it stays financially strong and healthy?
Study Goals
By the end of the course, students are expected to:
Interpret financial statements
Evaluate financial performance of companies
Identify financial instruments and markets
Examine choices of proper financing instruments
Apply relevant techniques for evaluating risk and alternatives in investment projects
Education Method
Lectures and exercises (workshops)
Lecture slides and textbook
Materials
Books
Jonathan Berk and Peter DeMarzo (2014). Corporate Finance: The Core. Third Edition, Pearson. ISBN: 978-0-273-79216-1.
Assessment
Written Exam
Enrollment via Blackboard
MOT1524
Leadership and Technology Management
Dr. R.M. Verburg

Module Manager
Responsible for assignments Dr. R.M. Verburg
Dr. L. Rook
Co-responsible for
assignments
3/0/0/0
x/x/x/x
Education Period
1
Start Education
1
Exam Period
1
2
Course Language
English
Course Contents
Leadership and management in the context of high technology firms is the key theme if this course. The core of successful
management in technology-based environments is the recognition of the value of employees for organizational success.
Selection, development and performance management of employees are 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
managements personnel strategy. Line managers are increasingly expected to play an active role in implementing management
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 technology-based companies.
Study Goals
At the end of this course, students are expected to competently:
Education Method
Assessment
analyze the nature of leadership management within advance technology organizations

provide arguments how leaders contributes to organizational performance
recognize management practices and analyze the success of these within different organizations
show the need for alignment between management practices
show the need for alignment between management practices and business strategy
recognize best practices with regard to the selection and performance management of employees
qualify scientific research in the area of Leadership and Organizational Behavior
recognize the current and future challenges of technology firms in leading and managing people
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;
Students will be evaluated according to the following two components
Individual final examination:
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. A minimum grade of 5.75 in the exam is necessary for a passing this course .
Page 109 of 134
MOT1532
Module Manager
Instructor
Instructor
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
High Tech Marketing
Prof.dr. M.S. van Geenhuizen

Dr. L. Rook
Prof.dr. D. Helbing
0/4/0/0
2
2
2
3
English
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/innovations and competing in high-tech markets require a mastery of a diverse set of skills and capabilities of
firms. Using social media, Big Data and neuro-marketing are relatively new.
The aim of this course is to learn and understand the basic principles and concepts of marketing and their applications, in hightech markets in particular. The course discusses main issues of high-tech marketing, such as: product development and
innovation, pricing strategies, advertising and promotion, customer behavior, marketing research methods, the use of Internet
and social media for marketing purposes, Big Data and neuro-marketing, etc.
The course applies marketing 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, or can evaluate new tools using Big Data and neuro-marketing (effectiveness, risks, social responsibility). 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
- Advertising and promotion, incl. modern online tools
- Marketing research, incl. social media use, Big Data and neuro-marketing methods.
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 or in a critical evaluation of new online
tools, Big Data, and neuro-marketing.
Students can combine marketing theories, strategies and tools in a Marketing Plan for a high-tech firm, and have also gained
critical insight into the newest developments concerning social media use, Big Data and neuro-marketing.
Education Method
Assessment
There are eight lectures and there is one assignment, concerning a Marketing Plan or Modern Methods of Marketing. The basic
components of the lectures include: uncertainty in high-tech markets, strategy archetypes, high-tech customer segments and
segmentation, crossing the chasm, product development strategy, pricing, market research (Big Data, neuro-marketing), and
traditional and modern marketing tools.
The assignment 'Marketing Plan' is concerned with an existing spin-off firm of TU Delft or other university. The assignment
'Modern Methods of Marketing' is concerned with a critical evaluation of specific tools, like in neuro-marketing, using Big Data
and using social media.
Final grade:
There are two grades, one for the assignment (Marketing Plan or Modern Methods) and one for the written exam. The grade for
the assignment constitutes 40% of the end-grade and the grade for the written exam constitutes 60% of the end-grade. The grade
of the written exam should be 5.5 minimum to pass.
Mohr, J., Sengupta, S. and Slater. S. (2010) Marketing of High-Technology Products and Innovations, 3rd edition, Prentice Hall
(compulsory reading for written exam).
Three papers (to be announced) are also compulsory reading for the written exam.
In addition, various handouts will support the lectures and the assignment, e.g. concerning examples of innovations and of TU
Delft spin-off firms, and concerning modern methods like social media, Big data and neuro-marketing.
Up-to-date information about the schedule of classes, rooms, etc.: in Blackboard
Page 110 of 134
Year
Organization
Education
2016/2017
Applied Sciences
2nd semester MOT Modules 2016
Page 111 of 134
MOT1003
Module Manager
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Co-responsible for
assignments
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Integration Moment
Dr. H.K. Lukosch

Dr. R.M. Verburg
C. Milchram
Dr.ir. G. Bekebrede
Dr. G. van de Kaa
Dr. L.J. Kortmann
Dr. H.K. Lukosch
Dr. H.K. Lukosch
Dr.ir. G. Bekebrede
0/0/0/9
4
4
none
English
The Master programme in Management of Technology (MOT) educates students with a bachelor degree in engineering as
technology managers, innovation managers, analysts of technological markets (either as scientists or consultants), and
entrepreneurs in technology-based, internationally-oriented competitive business environments.
The ultimate objective of the programme is to improve the quality of technology and innovation management in the different
engineering mono-disciplines in practice. Students contribute to t scientific work in the area of MOT and have the opportunity to
apply their knowledge in real-world settings, such as advanced technology organizations, laboratories, and high-tech business
ventures.
Study Goals
Education Method
Assessment
The programme deliberately aims at an international and diverse group of students. Students of MOT are all rooted in different
engineering mono-disciplines and work together in order to combine insights from the different engineering disciplines and to
apply the different aspects of technology and innovation management. The programme focuses on technology and innovation in
relation to (1) organization, (2) commercialization, (3) engineering economics, (4) research and reflection. In the course
MOT1003 students learn how to integrate the different themes of the programme.
1.By the end of the Integration Moment you are acquainted with the MOT knowledge and skills as put forward in the first year
of the Progam,
2.By the end of the Integration Moment you have a thorough understanding of the (inter-) relationships between the different
parts of the MOT program.
3.By the end of the course you have experienced how to apply MOT knowledge and skills effectively.
In part 1 of this course students will play a Business Strategy Game (BSG, see www.bsg-online.com) In groups of 1 to 5 class
members students are assigned to operate an athletic footwear company that produces and markets both branded and privatelabel footwear and competes head-to-head against footwear companies run by other members of the class.
In part 2 of the MOT1003 course students are asked to design their own version of a simulation game. The game played in part 1
may serve as a trigger but students are free to design a game that provides an optimal integration of the different topics of the
MOT curriculum. In order to prepare students, lectures on the basics of game design will be part of the course. Part 2 will be
broken down into 3 different deliverables for each week
We will use the case method of instructing and assessment during the Integration Moment. Students will be expected to do
online assignments as well as a classroom participation during the business game. All assignments are group assignments. The
final grade is based on the score of the online group assignment (50%) as well as the score on their design of a future MOT game
(50%).
Page 112 of 134
MOT1435
Technology, Strategy and Entrepreneurship
Dr. G. van de Kaa

Module Manager
Responsible for assignments Dr. G. van de Kaa
Prof.dr. C.P. van Beers
Co-responsible for
assignments
0/0/5/0
x/x/x/x
Education Period
3
Start Education
3
Exam Period
3
4
Course Language
English
Summary
The course Technology, Strategy and Entrepreneurship focuses on formulating and implementing technology strategy for large
firms and entrepreneurs. However, before a manager can formulate a successful strategy, it is needed to understand the specifics
of the external economic and societal environment in which the strategy will be implemented. Throughout the course, students
will be acquainted with a variety of academic perspectives which are utilized by strategy and entrepreneurship researchers.
Course Contents
Greater product and technology complexity and increased internationalization of innovation activities have increased costs and
risks for innovators such that the boundaries of the firms have changed and are changing.
Specifically, we explain the typical patterns of technological innovation in order to provide a foundation for the formulation of a
technology strategy. Furthermore, we focus on identifying the reasons why most industries adopt a dominant design and why a
particular firms technology is adopted as the dominant design. We will examine the factors that affect the outcome of standards
battles. These include e.g. timing of entry strategies, collaboration strategies, and appropriability strategies.
We will provide a basic background of entrepreneurship. Specifically, we will pay attention to networking strategies for new
firms (entrepreneurs). How do these firms attempt to achieve success with their new technology, in a new market? As the
boundaries of the firms are getting more transparent due to greater complexity of technical projects, it is required to decide
whether to collaborate with external partners, and with whom. This can be a good option for entrepreneurial firms as they lack
the necessary complementary assets to successfully commercialize a new technology. We will explore collaboration strategies
for entrepreneurial firms.
Study Goals
Education Method

Materials
Technological innovation is a much more uncertain activity for a firm than other activities. Strategic thinking and formulation
require knowledge on the boundaries of the firm and the markets in which the firm operates, its value chain and its core
competencies. Also, strategy formulation aims at controlling the external environment of the firm, which is characterized by
uncertainties. A distinction can be made in changes in the external environment in time or by location. General Purpose
Technologies affect strategy formulation in time and frugal or inclusive innovations by location. After formulating the sources
and innovation strategies we will pay attention to the resources firms have for innovation processes and specific valuation
techniques, like real options, conjoint analysis and data envelopment analysis.
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 the theoretical background of entrepreneurship.
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 for large and entrepreneurial firms.
After the course students are able to formulate and implement the technological innovation strategy for large and entrepreneurial
firms
This is a blended course and the course is organized into 1 introduction session, 6 regular sessions, 2 game sessions, 4 teaching
case sessions, and one concluding session with exam preparation. Each week will start with a spark which will be communicated
through blackboard on the discussion forum. On the first day the teacher will be online at a predefined time to discuss the spark
with you. On the second day of the week a teaching case or teaching game will be offered. On the third day of the week, teaching
material will come online. On the fourth day of the week, a regular interactive lecture is planned. On the fifth and final day of the
week quizzes and mid-term exams are available. Deadlines for quizzes and mid-term exams are every Friday 13:00. Each regular
session will consist of lectures. In the teaching case sessions students discuss questions posed in assigned teaching cases that
relate to the topics studied in the regular sessions. For the regular sessions students study the literature and for the teaching case
sessions students prepare the teaching cases. In the teaching game sessions students apply the theory by implementing and
evaluating various strategies in a real life situation.
Book: Schilling, M. A. 2013. Strategic Management of Technological Innovation. New York, USA, 4th Revised edition,
ISBN10 0071326448, ISBN13 9780071326445
Journal articles: Will be posted on Blackboard-site.
Assessment
Slides presented in class: Will be posted on Blackboard-site.

Individual exam on book, literature, and lectures
True/false Quizzes and mid term multiple choice exams
blackboard
Page 113 of 134
MOT1451
Module Manager
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Inter- and intra-organisational decision making
H. Asghari
H. Asghari
0/0/0/4
4
4
4
4A
4B
English
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.
Study Goals
Education Method

Materials
Assessment
Elective
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 and between
organizations, but are also able to design (strategies for) decision making processes that enable change in a multi-actor context.
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.
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.
- 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.
The following academic literature is required reading for the course:
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).
The final grade for this course is determined as follows:
1. Ability to apply knowledge of the required readings is assessed through a digital exam that account for 50% of the 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 50% of the final grade.
3. The exam 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.
Yes
Page 114 of 134
MOT1531
Module Manager
Instructor
x/x/x/x
Education Period
Start Education
Exam Period
Course Language
Course Contents
Study Goals
Education Method

Materials
Assessment
Business Process Management and Technology
Prof.dr.ir. M.F.W.H.A. Janssen

Dr. M.V. Dignum
0/0/4/0
3
3
none
English
Business processes are at the core of high-tech organizations and consist of a large number of activities aimed at creating value.
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
adapt to the needs of 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 and ICTarchitecture 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
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)
Enterprise IT-architecture + practical work
Agility and adaptability of BPM systems and the users, business process and agile enterprises
Business and knowledge rules
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
-lectures
-practical work
-assignment
N. Slack, A. Brandon-Jones, R. Johnston, A. Betts (2012) Operations and Process Management. Principles and Practice for
strategic Impact.
Parts of the book N. Bharosa, R. Van Wijk, N. De Winne & M. Janssen (2015). Challenging the Chain. Governing the
Automated Exchange and Processing of Business Information. IOS Press http://www.iospress.nl/book/challenging-the-chain/
(open access)
Reader
Students will collaborate in groups to make an assignment which should contain the design of a process and a technical
architecture. Students should select a process which they want to improve. 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 presentations (20%) and final report (80%).
Page 115 of 134
MOT2312
Research Methods
Dr. W.A.G.A. Bouwman

Module Manager
Responsible for assignments Dr. W.A.G.A. Bouwman
0/0/4/0
x/x/x/x
Education Period
3
Start Education
3
Exam Period
3
4
Course Language
English
Course Contents
This course focuses on methods and techniques for designing and executing research. Both quantitative as qualitative research
methods are taught. The aim of this course is to provide MOT students with meaningful knowledge on how to execute and
critically assess research. Students are expected to acquire fundamental research methodological and statistical know-how and
skills.
This course is designed to help students develop and execute research steps: conceptualization of research ideas/problems,
development of a relevant theoretical framework and to develop 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.
Study Goals
Education Method
Topics that will be covered among others:

- define research problem, research objectives and questions
- conduct research process of scientific investigation
- develop a conceptual model
- formulation of hypotheses
- 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, non-parametrics, regression analysis, multivariate
analyses)
- perform data analyses through practical use of statistical software (SPSS)
- be able to analyse qualitative data, based on coding principals (possibily use software for qualitative data analysis)
- interpret and present results
- be able to discuss reliability and validity of research
- research ethics
After following this course, students are expected to:
- be able to describe scientific research problems, as well as research objectives and research questions
- develop a conceptual model
- 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.
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.

Materials
Assessment
To put theory into practice, students are given exercises in which they apply what is taught during class and make use of SPSS
software when necessary.
To be announced via BB
Students will be assessed based on a written and MC Exam: 100%
Exercises are formative
In order to pass the course, students should have a final mark of at least 6.0 for their final exam.
MOT2421
Emerging and Breakthrough Technologies
Dr. J.R. Ortt

Module Manager
Responsible for assignments Dr. J.R. Ortt
0/0/0/8
x/x/x/x
Education Period
4
Start Education
4
Exam Period
4
5
Course Language
English
Page 116 of 134
Year
Organization
Education
2016/2017
Applied Sciences
Orientation Study Abroad 2016

Contact for students
University of
Introduction 1
Exchange office Applied Sciences, Physics building, Room A210

see http://partneruniversities.tudelft.nl
This programme consists of a semester at a foreign university. A package of 30 EC of courses (optionally including a research
project of a maximum of 20 EC) must be done. Note that an industrial internship (AP3911) is not required if this orientation is
chosen.
The programme is especially tailored for (Dutch) students who will do a PhD after completing their master education as an
alternative for the industrial internship. It consists of a semester, project and/or courses, at a foreign university. For completing
the master programme within two years, it fits best in the spring semester of the first year. The programme has to be approved in
advance by the board of examiners.
See http://www.tnw.tudelft.nl/studyabroad for more information.
Note: the application deadline for the spring semester is September 15! Deadline for the autumn semester is February 9.
Another option for an exchange semester at a foreign university is to do 30 EC of course modules that fit in the (core)
programme and select one of the other orientations. The courses must be approved by the board of examiners in advance.
Page 117 of 134
Dr. A.J.L. Adam

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

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

Unit
Department
ChemE/Transport Phenomena
Telephone
Room
+31 15 27 85000
B58-
Unit
Department
Telephone
Room
+31 15 27 85000
B58-
Unit
Department
Telephone
Room
+31 15 27 85000
B58-
Dr. P.F.A. Alkemade

Unit
Department
QN/Kavli Nanolab Delft
Telephone
Room
+31 15 27 85979
D 117
H. Asghari
Unit
Department
Techniek, Bestuur & Management

Policy, Org Law & Gaming
Telephone
Room
+31 15 27 88460
B31-B2.140
Dr. M.E. Aubin-Tam

Unit
Department
BN/Marie-Eve Aubin-Tam Lab
Telephone
Room
+31 15 27 82853
B58-
Dr. E.P.A.M. Bakkers

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

Unit
Department
BN/Bertus Beaumont Lab
Telephone
Room
+31 15 27 88647
B58-
Prof.dr. C.P. van Beers

Unit
Department

Economics of Techn. and Innov.
Telephone
Room
+31 15 27 89031
c3.110
Page 118 of 134
Dr.ir. G. Bekebrede
Unit
Department

Telephone
Room
+31 15 27 81139
b2.060
Prof.dr.ir. K.L.M. Bertels

Unit
Department
QuTech
FTQC/Bertels Lab
Telephone
Room
+31 15 27 81632
B36-HB 10.310
Unit
Department
Elektrotechn., Wisk. & Inform.

Quantum Engineering
Telephone
Room
+31 15 27 81632
HB 10.310
Dr. N. Bhattacharya
Unit
Department
ImPhys/Optics
Telephone
Room
+31 15 27 89605
E 012
Dr. M. Blaauboer
Unit
Department
QN/Blaauboer Group
Telephone
Room
+31 15 27 83869
F 329
Prof.dr. Y.M. Blanter

Unit
Department
QN/Blanter Group
Telephone
Room
+31 15 27 86154
F 332
Dr. F. Bociort
Unit
Department
ImPhys/Optics
Telephone
Room
+31 15 27 81457
E 022
Prof.dr. J.T.M. de Boeck

Drs.ing. A.J. Boer
Unit
Department
Science Education & Comm.
Dr. G.E. Bokinsky

Unit
Department
BN/Greg Bokinsky Lab
Telephone
Room
+31 15 27 85552
B58-
Drs. M.J. van Bourgondien

Unit
Department
Reactor Instituut Delft

Cursussen
Dr. W.A.G.A. Bouwman

Unit
Department

Information & Communication T
Telephone
Room
+31 15 27 87168
b3.260
Dr. W.G. Bouwman

Unit
Page 119 of 134
Department
RST/Neutr. &Pos. Meth. in Mat.
Telephone
Room
+31 15 27 85687
02.01.280
Dr.ir. B. Broekhans
Unit
Department

Telephone
Room
+31 15 27 81105
B31-b2.180
Drs. M. Bruggink
Unit
Department
Telephone
Room
+31 15 27 84240
B22-C 103
Unit
Department
Telephone
Room
+31 15 27 84240
B22-C 103
Unit
Department

Software Engineering
Telephone
Room
+31 15 27 84240
B22-C 103
M. Bruggink
Dr. D. Bykov
Unit
Department
RST/Nucl. Energy & Rad. Appl.
Telephone
Room
+31 15 27 89531
B50-01.01.120
Dr. W.T.M. Caspers

Unit
Department

Analysis
Telephone
Room
+31 15 27 88239
HB 04.090
Dr. A. Caviglia
Unit
Department
QN/Caviglia Lab
Telephone
Room
+31 15 27 81412
F 393
Prof. E. Charbon
Unit
Department
QuTech
FTQC/Charbon Lab
Telephone
Room
+31 15 27 83667
B36-HB 14.280
Unit
Department

Applied Quantum Architectures
Telephone
Room
+31 15 27 83667
B36-HB 14.280
S. Conesa Boj
Unit
Department
QN/Conesa-Boj Lab
Unit
Department
QuTech
TQC/Kouwenhoven Lab
Unit
Department
QN/Quantum Transport
Page 120 of 134

Unit
Department

Telephone
Room
+31 15 27 86583
b2.190
Dr. C.J.A. Danelon

Unit
Department
BN/Christophe Danelon Lab
Telephone
Room
+31 15 27 88085
B58-
Dr. K. Dekker
Unit
Department

Mathematical Physics
Telephone
Room
+31 15 27 87230
B36-HB 05.320
Unit
Department

Telephone
Room
+31 15 27 87230
B36-HB 05.320
Unit
Department

Mathematische Fysica
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Room
+31 15 27 87230
B36-HB 05.320
Unit
Department

Mathematische Fysica
Telephone
Room
+31 15 27 87230
B36-HB 05.320
Unit
Department

Telephone
Room
+31 15 27 87230
B36-HB 05.320

Unit
Department
Telephone
Room
+31 15 27 83035
C 115
Dr. R. Delfos
Unit
Department
Mech, Maritime & Materials Eng

Support Process & Energy
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Room
+31 15 27 82963
F-1-600
Dr.ir. A.G. Denkova

Unit
Department
RST/Radiat. &Isot. for Health
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Room
+31 15 27 84471
02.00.360
Dr. S.M. Depken

Unit
Department
BN/Martin Depken Lab
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Room
+31 15 27 81305
B58-
Dr. L. Di Carlo
Unit
Department
QN/DiCarlo Lab
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Room
+31 15 27 86097
F 031
Page 121 of 134
Dr. M.V. Dignum

Unit
Department

Telephone
Room
+31 15 27 88064
b3.200

Unit
Department
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Room
+31 15 27 83378
D 212
R. Eggermont
Unit
Department

Support INSY
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Room
+31 15 27 83234
HB 12.250
Dr. S.W.H. Eijt

Unit
Department
RST/Fund. Asp. of Mat.&Energy
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Room
+31 15 27 89053
02.01.340
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Unit
Department
ImPhys/Optics
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E 012
Unit
Department
IST/Optics
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P.A. Elshof
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Department
Onderwijs en Studentenzaken
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+31 15 27 86361
B22-A 208
Unit
Department
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Room
+31 15 27 86361
B22-A 208
L. van der Elst

Unit
Department
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Room
+31 15 27 87495
B22-A 210
Prof.dr. A.H. Engel

Unit
Department
BN/Andreas Engel Lab
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Room
+31 15 27 84574
B58-
Dr.ir. M. Engelsman
Unit
Department

Afdeling RID
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Room
+31 15 27 86592
B50-02.01.010
Unit
Department
Externenregistratie
Delft Projectmanagement
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Page 122 of 134
Room
B50-02.01.010
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Department

Afdeling RID
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Dr. M.P.M. Franssen

Unit
Department

Ethiek & Filosofie van de Tec
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+31 15 27 85795
b4.300
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Department

Analysis
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+31 15 27 88775
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Department
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+31 15 27 81370
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Unit
Department
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+31 15 27 81370
B22-F 356
Dr. J. Gao
Dr. C. Garca Almudever

Unit
Department

Computer Engineering
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+31 15 27 82942
B36-HB 10.300

Unit
Department

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+31 15 27 86729
c3.160
Prof.dr.ir. H. van der Graaf

Unit
Department
Telephone
Room
+31 15 27 86511
B50-02.01.340
Unit
Department
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Room
+31 15 27 86511
B50-02.01.340
Dr.ir. W.G.M. Groenevelt

Unit
Department

Analysis
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Room
+31 15 27 85822
HB 04.040
Dr. F.C. Grozema

Unit
Department
ChemE/Opto-electr. Materials
Telephone
Room
+31 15 27 83914
B58-
Page 123 of 134
Drs.ing. S. de Haan
Unit
Department
Unit
Department
Unit
Department
Unit
Department
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Docenten extern
Unit
Department
Dr. C.W. Hagen

Unit
Department
ImPhys/Charged Particle Optics
Telephone
Room
+31 15 27 86073
F 134
Prof.dr.ir. R. Hanson
Unit
Department
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Room
+31 15 27 87188
B22-F 032
Unit
Department
QN/Hanson Lab
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Room
+31 15 27 87188
B22-F 032
C. Haringa
Unit
Department
ChemE/Prod. & Proc. Engineerin
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Room
+31 15 27 81352
B58-
Unit
Department
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Room
+31 15 27 81352
B58-
Prof.dr. D. Helbing
Unit
Department

Values Technology and Innovati
Telephone
+31 15 27 89870
Dr. E.A. Hendriks

Unit
Department

Pattern Recogn Bioinformatics
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Room
+31 15 27 86269
HB 13.080
Ir. L.A.R. Henze

Unit
Department
Industrieel Ontwerpen
Telephone
Room
+31 15 27 81224
B32-C-2-130
Unit
Department
Design Concept. & Comm.
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Room
+31 15 27 81224
B32-C-2-130
Unit
Department
Applied Ergonomics & Design
Page 124 of 134
Telephone
Room
+31 15 27 81224
B32-C-2-130
Unit
Department
Design Concept. & Comm.
Telephone
Room
+31 15 27 81224
B32-C-2-130

Unit
Department
Telephone
Room
+31 15 27 81781
B22-C 105
Dr.ir. D.R. van der Heul

Unit
Department

Numerical Analysis
Telephone
Room
+31 15 27 82632
HB 03.080
Dr.ir. N.M.A. Huijts

Unit
Department

Telephone
Room
+31 15 27 88471
B31-b4.040
Unit
Department

Transport & Logistics
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Room
+31 15 27 88471
B31-b4.040
Unit
Department

Transport and Logistics
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Room
+31 15 27 88471
B31-b4.040
Unit
Department

Transport & Logistics
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Room
+31 15 27 88471
B31-b4.040
Dr. K.R. Huitema

Unit
Department

Cursussen
Telephone
Room
+31 15 27 84071
03.00.150
Dr. T. Idema
Unit
Department
BN/Timon Idema Lab
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Room
+31 15 27 82867
B58-
M.A.F.M. Jacobs
Unit
Department
Telephone
Room
+31 15 27 85594
C 104
Prof.dr.ir. M.F.W.H.A. Janssen

Unit
Department

Telephone
Room
+31 15 27 81140
b3.150
Dr. G. van de Kaa

Unit

Page 125 of 134
Department
Telephone
Room
+31 15 27 83678
B31-C3.050
Dr. J. Kalkman
Unit
Department

Systems and Control
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Room
+31 (0)15 27 85331

E-3-220
Unit
Department
ImPhys/Quantitative Imaging
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Room
+31 15 27 83727
F 262
S. Karssen-Minekus
Unit
Department
Support TNW
Telephone
Room
+31 15 27 83253
B22-A 210
Unit
Department
Telephone
Room
+31 15 27 83253
B22-A 210
Unit
Department
Telephone
Room
+31 15 27 83253
B22-A 210
Dr.ing. S. Kenjeres
Unit
Department
Telephone
Room
+31 15 27 83649
B58-
Prof.dr.ir. C.R. Kleijn

Unit
Department
Telephone
Room
+31 15 27 82835
B58-
Prof.dr.ir. J.L. Kloosterman

Unit
Department
Telephone
Room
+31 15 27 81191
01.01.085
Dr. R. Koekoek
Unit
Department

Analysis
Telephone
Room
+31 15 27 87218
HB 04.300
Prof.dr. R.J.M. Konings

Unit
Department
Telephone
Room
+31 15 27 89531
B50-01.01.120
Dr. L.J. Kortmann

Unit
Department

Beleidsanalyse
Telephone
Room
+31 15 27 82154
B31-b2.290
Page 126 of 134

Unit
Department
ChemE/Chemical Engineering
Telephone
Room
+31 15 27 89084
B12-0.014
Unit
Department
ImPhys/Charged Particle Optics
Telephone
Room
+31 15 27 85197
F 130
Dr. D.J.P. Lahaye

Unit
Department

Numerical Analysis
Telephone
Room
+31 15 27 87257
HB 03.040
D.P. Lans
Unit
Department
Telephone
Room
+31 15 27 83148
01.01.040
Unit
Department

Telephone
Room
+31 15 27 89395
HB 13.310
M. Loog
Dr. H.K. Lukosch

Unit
Department

Beleidsanalyse
Telephone
Room
+31 15 27 83211
B31-b2.290

Unit
Department

Telephone
Room
+31 15 27 89069
HB 05.300
Dr. A.S. Meyer

Unit
Department
BN/Anne Meyer Lab
Telephone
Room
+31 15 27 89249
B58-
C. Milchram
Unit
Department

Telephone
Room
+31 15 27 85297
B31-c3.080
Prof.dr. R.F. Mudde

Unit
Department
Telephone
Room
+31 15 27 82834
B58-

Unit
Department
QN/Nazarov Group
Page 127 of 134
Telephone
Room
+31 15 27 84152
F 306
Prof.dr.ing. A. Neto
Unit
Department

Tera-Hertz Sensing
Telephone
Room
+31 15 27 88330
B36-LB 01.420
Dr. C.I.M. Nevejan

Unit
Department

Systeemkunde
Telephone
Room
+31 15 27 84107
B31-b1.050
Prof.dr. W.J. Niessen

Unit
Department
Room
B22-F 257
Dr. E. Oehlke
Unit
Department
RST/Radiat. &Isot. for Health
Telephone
Room
+31 15 27 82640
B50-02.00.380
Prof.dr.ir. J.R. van Ommen

Unit
Department
Telephone
Room
+31 15 27 82133
B58-
Dr. J.R. Ortt

Unit
Department

Telephone
Room
+31 15 27 84815
c3.010
Dr.ir. S.F. Pereira

Unit
Department
ImPhys/Optics
Telephone
Room
+31 15 27 82474
E 018
Dr.ir. U. Pesch
Unit
Department

Telephone
Room
+31 15 27 88484
B31-b4.200
Dr. L. Portela
Unit
Department
Telephone
Room
+31 15 27 82842
B58-
Dr. A. Purushothaman Vellayani

Unit
Department

Energy Technology
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Room
+31 15 27 83550
B34b-J-0-900
Dr. B. Rieger
Unit
Department
Page 128 of 134
Telephone
Room
+31 15 27 88574
F 230
Prof.dr. D.J.E.M. Roekaerts

Unit
Department

Energy Technology
Telephone
Room
+31 15 27 82470
B34b-K-0-170
Unit
Department

Fluid Mechanics
Telephone
Room
+31 15 27 82470
B34b-K-0-170
Prof.dr. S. Roeser
Unit
Department

Telephone
Room
+31 15 27 88779
B31-b4.110
Dr.ir. M. Rohde
Unit
Department
Telephone
Room
+31 15 27 86962
B50-01.01.040
Dr. S.R. de Roode

Unit
Department
Civiele Techniek & Geowetensch

Atmospheric Physics
Telephone
Room
+31 15 27 84720
HG 2.12.1
Dr. L. Rook
Unit
Department

Telephone
Room
+31 15 27 86330
c3.070
Dr.ir. Z. Roosenboom-Kwee
Unit
Department

Telephone
Room
+31 15 27 84711
B31-C3.020
Dr. M.C.A. van der Sanden

Unit
Department
Telephone
Room
+31 15 27 83055
C 110

Unit
Department

Telephone
Room
+31 15 27 85141
b4.140
Prof.dr. F. Scarano
Unit
Department
Luchtvaart- & Ruimtevaarttechn

Aerodynam., Wind Energy &Prop.
Telephone
Room
+31 15 27 85902
B64-HSL 0.31
Ing. R.N. Schouten

Unit
Department
QuTech
ALG/General
Page 129 of 134
Telephone
Room
+31 15 27 87998
B 011
M. Schouwenburg
Unit
Department

Cursussen
Telephone
Room
+31 15 27 86575
03.00.110
Dr. H. Schut
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Department
Telephone
Room
+31 15 27 81961
02.01.200

Unit
Department

Telephone
Room
+31 15 27 83825
HB 05.130
A. Sciacchitano
Unit
Department
Luchtvaart- & Ruimtevaarttechn

Aerodynamics
Telephone
Room
+31 15 27 88692
B64-HSL 1.01
Dr. W.A. Smith

Unit
Department
ChemE/Mat for Energy Conv &Sto
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+31 15 27 82659
Ir. W. Sonneveld
Unit
Department
Telephone
Room
+31 15 27 88679
-
Unit
Department
Dr. J.G. Spandaw

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Department

Analysis
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Room
+31 15 27 85806
HB 04.090
S. Stallinga
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Department
Telephone
Room
+31 15 27 83538
F 230
Dr. G.A. Steele

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Department
QN/Steele Lab
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Room
+31 15 27 83402
F 388
Dr.ir. V. van Steijn

Unit
Department
Telephone
Room
+31 15 27 87194
B58-
Page 130 of 134
Dr. S.T.H. Storm

Unit
Department

Telephone
Room
+31 15 27 83548
c2.160
Dr. D.S.W. Tam

Unit
Department

Fluid Mechanics
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Room
+31 15 27 82991
B34-F-1-450
Dr.ir. S.J. Tans

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

Unit
Department

Telephone
Room
+31 15 27 84232
HB 13.290
Dr. J.M. Thijssen

Unit
Department
QN/Thijssen Group
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Room
+31 15 27 88457
F 338
Dr. B.P. Tighe

Unit
Department

Engineering Thermodynamics
Telephone
Room
+31 15 27 81103
B34b-K-1-250
Dr. N. Tuning
Unit
Department
Unit
Department
Prof.dr. H.P. Urbach

Unit
Department
ImPhys/Optics
Telephone
Room
+31 15 27 89406
E 008

Unit
Department
Telephone
Room
+31 15 27 82469
B22-B 004
Unit
Department
QN/Vandersypen Lab
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Room
+31 15 27 82469
B22-B 004
Dr. R.M. Verburg

Unit
Department

Telephone
Room
+31 15 27 87234
c3.030
Page 131 of 134

Unit
Department

Numerics for Contr.& Identific
Telephone
Room
+31 15 27 85204
B34-C-1-340
Ir. I.D. Verhoev

Unit
Department

Analysis
Telephone
Room
+31 15 27 84560
B36-HB 04.050

Unit
Department

Numerical Analysis
Telephone
Room
+31 15 27 87298
HB 03.310

Unit
Department
ImPhys/Acoust. Wavefld Imaging
Telephone
Room
+31 15 27 82403
D 203
Prof.dr.ir. L.J. van Vliet

Unit
Department
Telephone
Room
+31 15 27 87989
F 238
Dr. F.M. Vos

Unit
Department
Telephone
Room
+31 15 27 87133
F 261

Unit
Department

Filosofie
Telephone
Room
+31 15 27 83027
B22-C 106
Unit
Department
Telephone
Room
+31 15 27 83027
B22-C 106
Prof.dr.ir. C. Vuik
Unit
Department

Numerical Analysis
Telephone
Room
+31 15 27 85530
HB 03.070
S.A. Wahl
Unit
Department
BT/Cell Systems Engineering
Telephone
Room
+31 15 27 83193
B58-
Unit
Department

Multimedia Computing
Telephone
Room
+31 15 27 88847
B36-HB 11.050
H. Wang
Page 132 of 134
Dr. S.D.C. Wehner

Unit
Department
QuTech
Stephanie Wehner Group
Telephone
+31 15 27 87746
Unit
Department

Quantum Information Software
Telephone
+31 15 27 87746
Drs. C. Wehrmann
Unit
Department
Telephone
+31 15 27 81070
Dr. C. Werker
Unit
Department

Telephone
Room
+31 15 27 87205
c3.120
Prof.dr.ir. J. Westerweel
Unit
Department

Fluid Mechanics
Telephone
Room
+31 15 27 86887
F-1-580
Dr. P. Wilders
Unit
Department

Telephone
Room
+31 15 27 87291
HB 05.050
Dr. M.T. Wimmer

Unit
Department
QuTech
TQC/Kouwenhoven Lab
Telephone
Room
+31 15 27 86779
F 340
Prof.dr. H.T. Wolterbeek

Unit
Department
RST/Radiat. Science and Techn.
Telephone
Room
+31 15 27 82105
B50-01.01.140
Ing. E. Yildirim
Unit
Department
BN/Technici en Analisten
Telephone
Room
+31 15 27 88475
B58-
Dr. H.O. Youk

Unit
Department
BN/Hyun Youk Lab
Telephone
Room
+31 15 27 86630
B58-
Unit
Department
BN/Bionanoscience
Telephone
Room
+31 15 27 86630
B58-
Unit
Department
BN/Bionanoscience
Telephone
Room
+31 15 27 86630
B58-
Page 133 of 134

Unit
Department
QN/Quantum Nanoscience
Telephone
Room
+31 15 27 87733
B22-F 378
Prof. V.G. Zwiller

Unit
Department
QN/Zwiller Lab
Telephone
Room
+31 15 27 86136
B22-B 005
Unit
Department
QN/Zwiller Lab
Telephone
Room
+31 15 27 86136
B22-B 005
Unit
Department
QN/Zwiller Lab
Telephone
Room
+31 15 27 86136
B22-B 005
Unit
Department
Telephone
Room
+31 15 27 86136
B22-B 005
Unit
Department
Telephone
Room
+31 15 27 86136
B22-B 005
ontbreekt
Ir. A.J.W. Haket
Page 134 of 134

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Program overview

Mathematical Methods for Physics

Thesis Project AP 2016

Master Thesis Applied Physics

General Advanced Physics (G-list) Modules AP 2016

Advanced Statistical Mechanics

Track/Department related (D-list) Modules AP 2016

Physics of Biological Systems: Mathematical modelling in Systems

Advanced Wave Propagation

D-list Imaging Physics 2016

D-list Quantum Nanoscience 2016

Advanced Solid State Physics

D-List Radiation Science and Technology 2016

Neutrons, X-Rays and Positrons for Studying Microscopic Structures and

D-list Transport Phenomena and Fluid Flow 2016

Advanced Physical Transport Phenomena

Theory of General Relativity

Interdepartmental D-list 2016

Research (R-List) Modules AP 2016

R-list Imaging Physics 2016

R-list Quantum Nanoscience 2016

The Interpretation of Quantum Mechanics

R-list Radiation Science and Technology 2016

Computational Techniques for Neutron Transport and Radiative Heat

R-list Transport Phenomena and Fluid Flow 2016

Flow Measurement Techniques

Modeling and Data Analysis in Complex Networks

Math (M-list) Modules AP 2016

Societal (S-list) Modules AP 2016

Engineering for sustainable development

Work Placement (Internship)

Annotation Technology in Sustainable Development (TiSD)

Didactical Skills, only given in Dutch

Orientation Education - Verdieping (Ed2) AP 2016

Orientation Management of Technology (MoT) AP 2016

High Tech Marketing

2nd semester MOT Modules 2nd semester MoT Modules 2016

Orientation Study Abroad 2016