Program overview. 24-Nov :12. Year 2014/2015

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1 Program overview 24-Nov :12 Year 2014/2015 Organization Architecture Education Master Geomatics Code Omschrijving ECTS Electives, courses listed below are recommended to be chosen as electives Domain: Urban Design AR0771 Beyond 3D Computer Visualisation 6 Domain: Urban Analysis AR0069 Design in Process, Process in Design 12 AR0551 People, Movement and Public Space 3 Domain: Landscape Architecture AR1LA060 The Fine Dutch Tradition 3 AR1LA070 Reflecting Ideas on Landscape: Paradigms and Positions 3 AR1LA080 Landscape Components: Green and Blue 3 Domain: Built Environment - TU Delft AR1R025 Real Estate Management 7 CIE4751 Urban Planning and Transport Networks 4 CIE4760 of Transport Infrastructure and Systems 6 CT Use of Underground Space 4 SPM9235 Game Design Project 4 Domain: Informatics GEO3001 Python Programming for Geomatics 5 IN4010(-12) Artificial Intelligence Techniques 6 IN Data Visualization 6 IN4252 Web Science & Engineering 5 Domain: Geo-data Acquisition CIE4602 Ice, snow and climate change: observation and modeling 4 CIE4606 Geodesy and Remote Sensing 5 CIE4607 Ocean topography and sea-level change 4 CIE4609 Geodesy and natural hazards 4 CIE4611 Geo-measurement processing 5 CIE4614 3D surveying of civil and offshore infrastructure 4 p1 p2 p3 p4 p5 Page 1 of 31

2 Year 2014/2015 Organization Architecture Education Master Geomatics Electives, courses listed below are recommended to be chosen as electives Page 2 of 31

3 Year 2014/2015 Organization Architecture Education Master Geomatics Domain: Urban Design Page 3 of 31

4 AR0771 Beyond 3D Computer Visualisation 6 Responsible P. de Ruiter Ir. T.R. Welman Ir. W. Meijer Ir. A. van Zalingen Education Period hours per quarter Start Education Exam Period Expected prior knowledge Summary Computer Use Literature and Study Materials Special Information Remarks 4 No prior knowledge required. The students create within 9 weeks a visualization of quote derived from a book, speach or song.(could be their own). They use Maya and Pohotoshop in the process. In weekly sessions specific themes will be covered and the corresponding techniques will be practiced. This course is called beyond 3d. It means that the content of the course goes beyond the traditional 3d visualization and enters the realm of advanced modelling, texturing and rendering which can be found in the film and gaming industry. The topic is the visualization of a quote. The quote can be chosen from a book, a speech or from a song. The complexity of the task is to translate the essence of the quote into an image communicating this essence. A process which also can be found in the visualization of an architectural design idea. The result can vary to medieval castles attacked by dragons to cityscapes floating through space and everything in between and beyond. Students who have successfully completed this course are adept at independently implementing computer applications for the effective visualization of any idea or concept The student: - has knowledge of the implementation of 3D computer visualization - has knowledge of geometric modeling in a 3D environment - has knowledge of 3D generated materials - has knowledge of data-exchange - is able to model a special design - is able to materialize a 3D computer model Contact time: 46 hours Individual study: 94 hours Exercises and lectures 8 weekly 4 hour workshops 7 lectures of 2 hours Own laptop is mandatory Online literature: - Toi-pedia A1 poster Secretary of Building Technology This course is especially designed for: Erasmus and other exchange students. Students who wants to expand their knowledge beyond what is needed for a traditional architectural visualization. Period of Education Quarter Concept Schedule Tuesday all day Leerstoel Technical Design & Informatics Minimum aantal deelnemers 10 Course evaluation For the course evaluations see: Page 4 of 31

5 Year 2014/2015 Organization Architecture Education Master Geomatics Domain: Urban Analysis Page 5 of 31

6 AR0069 Design in Process, Process in Design 12 Responsible Dr. F.L. Hooimeijer Ir. A.J. Franzen Education Period 4 Start Education 4 Exam Period 8 hours per week none Urban Design is the skill of integrating different interests in the design of an urban plan. These interests are coming from socialeconomical or functional demands, and coming from conditions set by the characteristics of the site, the natural system, or the already on the site existing human or urban system. Area development is the process in which the social-economical and functional demands are connected to the political and financial carry capacity. In this course the connection between these two fields are more specifically studied around the issues of public and private ownership. Current trends of climate change, energy transition, retreating government and the financial crisis ask for a new approach towards the production of cities. The issue of what is public and what can be done by privately is of importance because the effects of climate change and the energy transition both ask for public action. At the same time the retreating government and the financial crisis make governments (national and municipal) leave more to private sectors to develop cities. Period of Education In this course the urban design is used as a process instrument to connect the different stakeholders and find out what needs to be public and what can be developed by private entities. The student: - is able to link the urban design process to the process of area development and vica versa - is able to organize stakeholder input - is able to position him/herself in contemporary issues in area development (as designer or as manager) Individual design project and collective workshops. Within research projects in urbanism and real estate and housing case studies will become available to work on. project Quarter Page 6 of 31

7 AR0551 People, Movement and Public Space 3 Responsible Dr.ir. M.G.A.D. Harteveld Course Coordinator Dr.ir. M.G.A.D. Harteveld Dr.ir. M.G.A.D. Harteveld Education Period 4 Start Education 4 Exam Period hours per week (28 hours total) Selfstudy: 56 hours Cities are alive! People move through the city to reach their work, school, go shopping or to enjoy culture, art, or other people. But what environments accommodate the urban vitality we all crave for? What is the influence of urban design and architecture? This course aims to provide an overview of vested theories and cutting edge research on people movement, urban vitality and public space. This includes seminal works by Gehl, Whyte, Jacobs, Appleyard, Lynch and research work by Cullen, Smithsons and Venturi & Scott Brown. The role of citizens and designers in shaping vibrant urban public space is explored through readings, film and active discussions with students. This is certainly not your average dry theory course the course material will come alive through active discussions and the direct application of theories in analyzing real urban settings. The student: - is able to understand main theories on people, movement and public space - is able to critically reflect on these theories - is able to apply these theories in analyzing real urban settings - is aware of recent research on people, movement and public space - is able to present and debate the subject on an academic level The course consists of lectures, in which active participation and discussions are greatly welcomed and reading the course materials is absolutely required. These are not consumer classes! Great urbanists are critical thinkers questioning the course material, the lecturer and the general state of urban theory is strongly encouraged. Lectures are followed by smaller discussion groups* that challenge you to discuss and apply the theories covered in class in real urban analyses. Small weekly homework assignments are covered either in these discussion groups, or sometimes in class. Therefore, come prepared! The class concludes with a final urban analysis project in groups of about five people. This project will be presented at the last day of class. Literature and Study Materials *the discussion groups are partly moderated by peers. If you're interested to be a peer-student in this group, please send a motivation ( words) to s.c.vanderspek@tudelft.nl 1 {People, Movement & Public Space} - Intro Pedestrianisation: Sert (1952), Mumford (1958), Gruen (1964), Breines, etc 28/4 2 {Path Systems} Communication Lines: Kahn (1952, Venturi & Scott Brown (1972, 2004), Francis (1984) 12/5 3 {Pedestrian Perspective} Urban Quality and Scenic Analyses: Cullen (1961), Smithsons (1983 (~1961)) 19/5 4 {Psychology of Place} The Sense of Place and Imageability: Lynch (1960), Appleyard (1970), Alexander (1979?), Canter (1977), Relph (1976), etc 26/5 5 {Observing Public Life} Making Observations: Whyte (1958, 1980, 1988), Jacobs (1961), Rudofsky, (1969), etc 02/6 6 {Design for people} Improving Public Space: Gehl (1987), etc Reader 7 {Presentaion} Parallel Poster Presentation + Hand-In The proposed literature and required articles will be made available through the blackboard (Syllabus). 30% class participation and homework assignments Enrolment / Application Special Information Period of Education Concept Schedule Used Materials Leerstoel Minimum aantal deelnemers 12 Course evaluation 20% midterm work and presentation 40% final report quality and proven integration with class readings 10% final presentation Late homework assignments (without prior valid notification) will only count 50% toward final grading. s.c.vanderspek@tudelft.nl Lecturer for this course: Maurice Harteveld MSc PhD, Chair of Urban Design Quarter LECTURES/STUDIO Monday morning (4 hrs/wk) SELFSTUDY depending on group asignments! Reader (articles on blackboard) Urban Design For the course evaluations see: Page 7 of 31

8 Year 2014/2015 Organization Architecture Education Master Geomatics Domain: Landscape Architecture Page 8 of 31

9 AR1LA060 The Fine Dutch Tradition 3 Responsible Dr.ir. I. Bobbink Dr.ir. I. Bobbink Education Period 3 Start Education 3 Exam Period hours per quarter Expected prior knowledge Summary Bachelor Delft and similar. For more information ask the grading committee. To analyse water designs will be the main objective of this course. In the lecture series the development of the Dutch land-making process and landscape architectonic designs will be explained and analyzed against the background of up-dating land use and the new interrelation of landscape and city. The proposition that the land- making process (the condition of the Dutch Lowlands) produced a specifiec Dutch Landscape Architecture will be discussed with the help of plan analysis. Overall Quarter MSC2/1 The Dutch Lowlands quarter explores landscape as an object of collective cultural endeavour. The constructed polder spaces of delta regions, both within and beyond urban areas, are the origin and instrumentation of a unique Dutch landscape architectonic repertoire. The articulation of the latent architectonic form, the renewal of the water management system, and the programmatic transformation of the polder landscape, are central themes of the Dutch Lowlands quater and include worldwide actual themes. T Keywords: mapping, polder landscape, typology, transformation, water management, Fine Dutch tradition, Dutch design and scale. With the help of the 4-layer-method of analyzing, developed by the chair students will study water plans. Lectures on the Dutch landscape will provide the contextual knowledge of these plans. Lecture 1 - Water insight Inge Bobbink The dynamics of river and sea on sand, clay and peat formed the Dutch delta. By a journey through time this development of the Dutch landscape will be described. By explaining the land- making proces as a landscape architectonic action the discussion, if reclamation of land generates typical Dutch landscape architectonic design will be opend. Fundamental research on the polder landscape, carried out by the chair of Landscape Architecture will reveal the ongoing process of designed and not designed transformations of the landscape. Lecture 2 - Grand Work Eric Luiten Dutch landscape architecture stands on two legs: firstly the tradition of the virtuoso that developed in the context of garden and park construction and secondly the tradition of the utilitarian that had its origin in large scale land reclamation, land protection and land reallotment projects. This second 'leg' will be elaborated in a lecture in which we see a timid and servile planting profession develop into a self-assured comprehensive design expertise. Three historical phases will be presented: - land reclamation: adding a green third dimension - land reallotment: serving historical and natural values - land adjustment: comprehensive rural development. Lecture 3 - Leisure Landscapes Dirk Sijmons Leisure can be seen as the oldest motive and indeed the oldest commissioner for garden, park and landscape architecture. In the late 19th century parts of the natural landscapes, as the beach, the forest, the river were elaborated and became cultivated as leisure landscapes. Today Leisure and Tourism are the biggest single economic sector in the world. Landscapes form an important factor in the touristic product. How does leisure influence the European Landscapes? Lecture 4 - Achievable landscape - Fransje Hooimeyer After the second world war when welfare developed, a new generation of landscape architects arose. They all worked on large scale themes: agriculture, city green, recreation, infrastructure and new nature commissioned by the state. Names like: Hans Warnau, Pieter Buys, Wim de Boer, Bram Galjaard, Mien Ruys, Ellen Brandes, Harry de Vroome and Nico de Jonge founded the proffession of a landscape architect in the Netherlands. Today young Dutch landscape architects are commissioned around the world. Lecture 5 - practise guest speakers The student: - has understanding of the difference between landscape development and landscape design - has understanding of formative principles of landscape and Dutch landscape architecture - has ability to distinguish the various types of natural and man made forms and processes in the landscape - has understanding of the relationship between water management and landscape form - has understanding and can apply landscape analysis methods Course Relations Literature and Study Materials Period of Education Leerstoel Course evaluation lectures and plan analyses of landscape architectonic projects The first quarter of the MSC2 consists of studio (AR1LA050), lecture series/analyses (AR1LA060), seminar (AR1LA070) and workshop (AR1LA080). The courses deliver tools and techniques for landscape architectonic research and design. - Steenbergen, C.M. et.a., The Polderatlas, THOTH, Luiten, E, 'Grand Work', in: Peter van Bolhuis: Invented Land, Blauwdruk, Wageningen - Hooimeijer, F. and Steenhuis, M., 'Maakbaar Landschap', NAI, 2009 A report including plan analyses of 2 Dutch waterscapes. Quarter Landscape Architecture and others. Page 9 of 31

10 AR1LA070 Reflecting Ideas on Landscape: Paradigms and Positions 3 Responsible Dr.ir. I. Bobbink Course Coordinator D.T. Jauslin D.T. Jauslin Education Period 3 Start Education 3 Exam Period hours per quarter Expected prior knowledge Summary Bachelor Delft and similar. For more information ask the grading committee. Seminar The course addresses the theoretical backgrounds of architectural composition of the new Dutch and international urban landscape, dealing with the contemporary spatial demands derived from the social, economic and technological development of society, as well as new methods and instruments for landscape research and design. Overall MSC2/1 The Dutch Lowlands quarter explores landscape as an object of collective cultural endeavour. The constructed polder spaces of delta regions, both within and beyond urban areas, are the origin and instrumentation of a unique Dutch landscape architectonic repertoire. The articulation of the latent architectonic form, the renewal of the water management system, and the programmatic transformation of the polder landscape, are central themes of the Dutch Lowlands. The quarter consists of studio, lecture series, seminar and workshop. The central question is: how do contemporary landscape architects deal with landscape development in terms of landscape architectural theory and practice? In the course students become familiar with different professional ways of viewing landscapes and investigate them as designed constructions. Among others, the landscape architectural theory and practice of the 'Delft approach' will be introduced and examined. In this approach the landscape is seen as an object of design, approaching it through study of form and composition. The focus is not only on what (urban)architecture does with the landscape, but also what influence the landscape exerts on architecture. Literature and Study Materials Period of Education Leerstoel Course evaluation In this quarter theory, method and technique in landscape architecture will be examined by analysing different texts which are selected and organized around three themes: - paradigms in landscape architecture - form, meaning and experience of landscape - graphic knowledge representation The student: - has knowledge of the theory, methods and instruments of landscape architecture - has knowledge of the fine arts in relation to landscape and landscape architecture - has knowledge of other disciplines involved in spatial design, namely architecture and urbanism - has skills in communicating a plan to others using visual, written and verbal methods - has reflection on the relationship architecture/urbanism and landscape architecture - has insight in the profession of the landscape architect and the role of the landscape architect in society Seminar (presentations and discussion) Lectures Every week there will be a thematic session of three verbal presentations. Three groups of two students will prepare a presentation of minutes addressing the assigned text. During the presentation the text will be summarized, analyzed and discussed and illustrated with examples. - Steenbergen, C.M. and Reh, W., 'Architecture and Landscape, The Design Experiment of the Great', THOTH, 2003 Written report Presentations Quarter Landscape Architecture For the course evaluations see: Page 10 of 31

11 AR1LA080 Landscape Components: Green and Blue 3 Responsible Dr.ir. I. Bobbink Education Period 3 Start Education 3 Exam Period hours per quarter Expected prior knowledge Summary Bachelor Delft and similar. For more information ask the grading committee. Workshop The workshop provides artistic and technical insights on water management and is part of the studio work. Architects, urban planners and landscape architects are challenged to develop new designs whereby ecology, water technique, water structure (pattern), water form and program interconnect. In the workshop students experiment with the relation between land and water. Overall MSC2/1 The Dutch Lowlands quarter explores landscape as an object of collective cultural endeavour. The constructed polder spaces of delta regions, both within and beyond urban areas, are the origin and instrumentation of a unique Dutch landscape architectonic repertoire. The articulation of the latent architectonic form, the renewal of the water management system, and the programmatic transformation of the polder landscape, are central themes of the Dutch Lowlands. The quarter consists of studio, lecture series, seminar and workshop. Course Relations Period of Education Leerstoel Students will be asked to clarify the water structure and water system of a given polder, and have to add additional water to the polder. The water can be accumulated in such a way that other parts of the polder can remain dry. Several options for storing water, should be tested systematically (experiments) and described. The student: - is able to formulate a research question on the course content - is able to conduct a series of experiments and can describes the outcome of it - is able to visualise the research in several models Workshop Groupswork The first quarter of the MSC2 consists of studio (AR1LA050), lecture series/analyses (AR1LA060), seminar (AR1LA070) and workshop (AR1LA080). The courses deliver tools and techniques for landscape architectonic research and design. Physical models and sections of the relation between water and land documented in a booklet. Quarter Landscape Architecture Course evaluation Page 11 of 31

12 Year 2014/2015 Organization Architecture Education Master Geomatics Domain: Built Environment - TU Delft Page 12 of 31

13 AR1R025 Real Estate Management 7 Responsible M. Arkesteijn F.T.J. Curvelo Magdaniel Ir. H.J.M. Vande Putte Dr.ir. A.C. den Heijer Dr. A.C. Hordijk Prof.ir. H. de Jonge Dr.ir. D.J.M. van der Voordt Dr.ir. A. Straub Education Period 2 Start Education 2 Exam Period hours per quarter (on average 4 hours a week, varying from 2 to 10 hours per week) Required for Expected prior knowledge Summary Literature and Study Materials Permitted Materials during Tests Remarks Period of Education Course evaluation Semester 2 Master Real Estate & Housing. Bachelor Architecture or equivalent. Real Estate Management (REM) is about managing the built environment The main focus of REM is the match between real estate demand and supply on different scale levels: a single building, a building portfolio or an (urban) area level while integrating different stakeholder interests. REM can be seen from an owner/users perspective i.e. corporate or public real estate management, a developers or investors perspective or from an urban authorities perspective. The main objective of the Real Estate Management course is to align a particular corporations or public authorities real estate portfolio to the needs of the core business (processes) in order to obtain added value for the businesses and to contribute to the overall performance of the corporation, now and in the future. The real estate portfolio has to match both organisations short and long-term objectives as well as the short and long term altering space demands of users. To understand the best possible match several steps are needed: 1) the present real estate demand has to be compared with the current supply; 2) in relation to national and international developments in the real estate market the future demand has to be defined in order to compare the present supply with the future demand; 3) a strategy has to be developed in order to transform the present supply into the future supply. All of this has to be done with taking into account the interests of different stakeholders and technical and financial feasibility. In the Real Estate Management and Development course you will learn how to design an accommodation strategy from the owner-occupiers perspective, for example ABN AMRO, Philips, the Dutch Government, the European Commission, AKZO Nobel, MasterCard or a university. Relevant questions are for instance: what type and quality of buildings do the users want and need? What are the organisations goals and how can real estate support these goals? Which resources are available for real estate? What is the present condition of the buildings and what is the effect on users, resources and goals? The focus of the course is on building portfolio level, but connections will be made to object level and Urban Area Development. The student: - understand national and international developments in the real estate market in relation to economic, social, organisational, demographic and technological developments and how they influence on real estate demand and supply - understand various subject areas, namely business, construction and real estate economics, financial, economic and cost management, valuation and depreciation methods, law, business administration and management science and the way they interact with real estate management - identify relevant stakeholders in the case, analyse their demand (objectives) and how the current supply meets this demand. Combine relevant developments within and outside the organisation which influence the demand for real estate and integrate the developments into scenarios. Derive the consequences of the scenarios for the organisation and their real estate - integrate the different stakeholders demands and design an accommodation strategy on portfolio and building level. Weigh and select alternative solutions and make a step by step plan - understand the real estate lifespan cycle at individual building and stock level and be able strategically to shape, organise and direct the associated processes - apply scientific research (including the associated methods and techniques) in the real estate sector Students are introduced to literature on stakeholder analysis, real estate management, real estate strategy (design) and feasibility. The educational method is peer instruction. Peer instruction is an interactive way of studying and acquiring knowledge. The main principle of peer instruction is that knowledge transfer (lectures) takes place out of the class room (preparation) and that knowledge acquisition (peer instruction) takes place in the class room. Preparation therefore is crucial. A workgroup is used for skills training on feasibility. Compulsary literature - Arkesteijn, M.H., Voordt, D.J.M. van der, Straub, A. and Vande Putte, H.J.M. (October 2013) Reader Real Estate Management, Asset Management, Facility Management, Maintenance Management, Delft: Publikatiebureau, TU Delft. - De Jonge, H., Arkesteijn, M.H., Den Heijer, A.C., De Vries, J.C., and Vande Putte, H.J.M. (2009), Corporate Real Estate Management, Designing an Accommodation Strategy, Delft: Publikatiebureau, TU Delft (or update version). - Including all slides used during the course. Make use of the literature as given in semester 1 research methods: - Bryman, A. (2012) Social Research Methods. Oxford: Oxford University Press (4rd edition). Chapter 11, 13, 20, 29 - Emans (2002) (chapter 8, translation of, Interviewen: theorie, techniek en training. Groningen: Noordhoff, 4e druk), available on Blackboard. Examination of literature is done by a written exam (one grade, 60%). Practical application (one grade, 40%) is examined by writing a report with a real estate strategy for an organisation. None An excursion to the case organization is part of the program. Cost need to be made for the travel. Quarter For the course evaluations see: Page 13 of 31

14 CIE4751 Urban Planning and Transport Networks 4 Responsible Ir. P.B.L. Wiggenraad Education Period 2 Start Education 2 Exam Period This course is not organized anymore. Page 14 of 31

15 CIE4760 of Transport Infrastructure and Systems 6 Responsible Dr. R. Verhaeghe Education Period 2 Start Education 2 Exam Period 2 3 0/6/0/0 Keywords: Nature of infra projects. Impact assessment - and evaluation fundamentals, followed by application to various types of plans and projects for civil engineering systems. Overview of evaluation methods: cost-effectiveness, benefit/cost, multi-criteria. Optimization of welfare. Schematization of evaluation problems: benefit and cost pattern, discounting. Valuation of effects: direct -, indirect -, and external effects. Indirect valuation. Valuation environmental components. Financial, economical, and social evaluation. Cost recovery. Public/private cost and benefit components. Optimization of the composition of projects and plans. Capacity planning, pricing. Asset management. Portfolio management. Applications: analysis of varous themes in existing studies. More detailed overview: a) Fundamentals for evaluation basic methodology overview of development in evaluation methods significance/necessity for evaluation in preparation of plans and projects: examples cost-effectiveness multi-criteria methods financial-, economic-, and social evaluation, life-cycle approach optimization of welfare (modern concept for public infra projects): derivation of practical (sub-) criteria benefit/cost analysis: criteria, schematization of benefits and costs, time valuation (discounting), shadow pricing, cost recovery methods b) Impact assessment potential problems with estimation of effects and prices, types of costs valuation of effects: direct and indirect effects, external effects indirect economic valuation valuation environmental impacts allocation of benefits and costs risk assessment, uncertainty in evaluation c) Optimization of plans/projects prioritization optimal allocation/use of inputs, use of production functions scale effects; cost types relation between investment and maintenance costs capacity planning, pricing asset management public-private cooperation: objectives, financial-economic cost/benefit components portfolio management, incremental analysis real-options: concept, applications d) Applications: analysis of different themes in evaluation using recent/typical studies, such as: - evaluation of a flooding/drainage problem (quantification of uncertainty; damage function; application of standards) - regional water supply (multi-sector strategy development; capacity planning) - evaluation of High Speed Rail Transport options in the USA (consumer surplus; environmental impact; possibilities for public/private partnerships) - evaluation of the High Speed Rail connection in the Netherlands (accessibility, European network, evaluation of high speed technology) - environmental effects transport (internalizing external effects) - regional port planning for the Black Sea (EC project; regional development, demand:trade/transport flows, hinterland, scale effects) Note for course year : the new course CT4760 is essentially based on (previous) CT4740, and expanded with aspects taken from (previous) CT4701 such as, introduction to the nature of infrastructure projects, capacity planning, pricing, asset management, public/private set-up, portfolio management, optimal welfare/value generation. There is growing recognition that infrastructure plays a crucial role in the development of a region/country. The scope of infrastructure projects has increased, requiring to integrate a large number of aspects into the planning and design of infrastructure, covering technical, financial, economic, and social aspects. In recent years there has been considerable innovation in the methods/approaches to plan and implement infrastructure, such as increased attention to an accurate demand-supply matching, pricing, value generation, asset management, public-private cooperation, and new contract types. In this context impact assessment and evaluation play an increasingly important role in the optimization of plans/designs and decision making. The main goal of the course is to provide the student with basic knowledge, - insights and - analytical tools to assess and plan infrastructure projects. After passing the course the participant will be able to prepare his/her own assessment and plan, or make a critical review of existing ones. Based on the many worked examples the course will further provide the participant with a sense (combination of technical/financial/economical insight) for optimization of infrastructure projects/plans. Lectures; presentations by practicioners in the field Closed book written examination; emphasis is on testing the acquired knowledge/insights of the students in the application to practical problem situations (derived from examples in the course) Page 15 of 31

16 CT Use of Underground Space 4 0/0/4/0 Education Period 3 Start Education 3 Exam Period 3 4Different, to be announced Expected prior knowledge Course Relations Literature and Study Materials Permitted Materials during Tests Judgement The course is open to students from other faculties but it is advised to previously follow the courses: CT 2091 Grondmechanica and CT 2330 Funderingstechniek. The course addresses the following topics: Overview The subsoil (basics) Safety and risk management Basics of various kinds of tunnels Basements Special constructions & new developments Small infrastructures, trench less technology Subsurface planning Contracts and use of underground space Legal aspects Decision making process Mixed and layered use of land Cases Site visit major (relevant) project Students obtain basic knowledge of the multidisciplinary aspects of the use of undergrounds space. Based on knowledge about the characteristics of several construction technologies they are able to asses their applicability in different situations. This may be different geological or physical conditions. They are able to analyze and structure the complex decision making process that is related to the use of underground space and define an integral approach. Study load: Lectures 14 x 2 hours 28 hours Hours related to lectures 14 hours Self study (syllabus/sheets) 35 hours Paper (writing & discussing) 25 hours Exam preparation 8 hours Exam 1 hour Total 111 hours Lectures, site visit, writing a paper Not applicable with regard to the BSc program. The course CT 3300 is required if the master course CT4780 Underground Space Technology: special topics, is chosen. For the course, students can make use of the syllabus Use of Underground Space (190 pages) and the sheets of the lectures which are made available at Black Board. It is recommend but not compulsory that students also read the book Ondergronds bouwen (255 pages) COB (ISBN X). After the lectures are finished students have to form groups consisting of three (minimum) to four (maximum) students and write a short paper (10 to 20 pages)about a topic that can either be chosen from a list of available topics or of free chose. The topic has to be related to the use of underground space. After the paper is finished a groupwise oral exam follows concerning the paper and the course. The level of knowledge is tested on the understanding and the ability to apply the relevant information from the lectures, literature and syllabi. Submitted paper Grading of the oral exam and the paper Page 16 of 31

17 SPM9235 Game Design Project 4 Module Manager Dr.ir. G. Bekebrede Dr. H.K. Lukosch Dr. I. Wenzler Education Period 1 Start Education 1 Exam Period Required for Expected prior knowledge Summary 8/0/0/0 none The project is mandatory for the Modeling, Simulation & Gaming Master specialization MSG) of SEPAM, but open to students from all other faculties and external. Bachelor In this project, students acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policyand decision support, organization and management and professional learning. The project offers a series of lectures by experienced guest speakers from consultancy organizations (s.a. Accenture), game designers and universities. The project offers theory, real life cases and demonstrations. Most of the work will be done in small teams, in which students will develop their own (non-digital) game to support a real-life or mock up case of policy/decision-making or organization and management. The project is a mandatory part of the modelling, simulation and gaming profile (MSG) of SEPAM but open to other students. In this project, students acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policyand decision support, organization and management and professional learning. The project offers a series of lectures by experienced guest speakers from consultancy organizations (s.a. Accenture), game designers and universities. The project offers theory, real life cases and demonstrations. Most of the work will be done in small teams, in which students will develop their own (non-digital) game to support a real-life or mock up case of policy/decision-making or organization and management. The project is a mandatory part of the modelling, simulation and gaming profile (MSG) of SEPAM but open to other students. To acquire advanced knowledge in, and experience with, gaming-simulation for serious use, i.e. for policy- and decision support, organizational change, management and professional learning. (Guest) lectures, workshops, game-play, design Intensive workshops and group meetings Computer Use Course Relations Literature and Study Materials Enrolment / Application Special Information Targetgroup Category Student group work Not likely; dependent on selected case. spm9155 Advanced System Dynamics (4 EC) spm0555 Agent Based Modeling of Complex Adaptive Systems (4 EC) in4302 Building Serious Games (5 EC) in4302, SPM0555, SPM9155, SPM9325 Too be announced (books and articles on gaming/simulation and game design). Evaluation of group work and project result. Active participation during classes. Attendance and active contribution. Registration through BlackBoard enrollement i.s.mayer@tudelft.nl; ivo.wenzler@accenture.com Master SEPAM students of the modelling, simulation and gaming specialization(msg) Elective course for students SEPAM, EPA, MOT, other faculties such as Architecture, Industrial Design, EWI etc. MSc level Page 17 of 31

18 Year 2014/2015 Organization Architecture Education Master Geomatics Domain: Informatics Page 18 of 31

19 GEO3001 Python Programming for Geomatics 5 Responsible Dr.ir. B.M. Meijers R.Y. Peters Dr.ir. G.A.K. Arroyo Ohori Education Period 1 Start Education 1 Exam Period hours per week (2h lecture / 4h practical) Literature and Study Materials Period of Education Dutch This course gives an introduction to the Python programming language and focuses on applications for Geomatics. Introduction to programming with Python, topics that will be covered: - Using a development environment. - Interactive mode of the Python interpreter and writing scripts. - Basics of the Python programming language: variables; data types: integer, float, boolean, string; expressions; assignment statements. - Control constructs: if-statements, loop constructions (for, while, range). - Input and output. - Advanced data types: list, tuple, dictionary, set. - Functions, modules, recursion. - Objects, classes. - Installing and using external modules (not part of the standard library), e.g. using matplotlib, numpy, lastools or shapely. After following this course, the student should: - be acquainted with what a scripting language, like Python, can be used for; - know and understand the basic elements of a programming language; - be able to translate a simple problem into an algorithm; - understand how more complex programs can be structured; - have an idea what Object Oriented programming is; - be able to apply the Python programming language as a tool to solve practical problems related to the field of Geomatics. Lectures, programming assignments, self-study. Think Python: How to think like a computer scientist (v ), available from: Laboratory assignments (60%) and exam (40%). Both assignments and exam have to be graded sufficient to pass the course. Quarter IN4010(-12) Artificial Intelligence Techniques 6 Responsible Prof.dr. C.M. Jonker Responsible Dr. K.V. Hindriks Education Period 1 2 Start Education 1 Exam Period /2/0/0 college 1/1/0/0 instructie Pract. Expected prior knowledge Literature and Study Materials Remarks Computer science experience and knowledge at Bachelor level or similar, including in particular knowledge of algorithms (e.g. search algorithms), logic (TI1305), and probability theory (TW2215TI). Artificial Intelligence techniques for building cognitive agents and decision support systems are presented. Various techniques needed are discussed, including automated reasoning, action selection and planning, and learning. In addition, various models needed to design and build such systems are discussed, including cognitive architectures, mental models, decision making, and strategic interaction. After successful completion of the course: - Students have a general overview of artificial intelligence - Students are able to apply various artificial intelligence techniques - Students are able to model knowledge and preferences and using knowledge representation languages. - Students are able to design and implement intelligent agents for complex decision making problems. Lectures, tutorials, lab work Stuart J. Russel and Peter Norvig (2010). Artificial Intelligence: A Modern Approach. 3rd Edition. Prentice-Hall. ISBN-13: additional handouts. Written exam and practical assignments. 40 hrs of lab work Page 19 of 31

20 IN Data Visualization 6 Responsible Dr. A. Vilanova Bartroli Responsible Prof.dr. E. Eisemann Education Period 2 Start Education 2 Exam Period 2 3 0/4/0/0 + lab Required for Expected prior knowledge Literature and Study Materials Master course MKE IN2905-A Computer Graphics (recommended, not required) Data visualization is the visual representation of large quantities of data by computer generated images. The data sets can be results of numerical simulations or measurements (scientific visualization), or other data collections such as large databases (information visualization). The goal is to promote insight and communication. Theory and general principles are discussed and illustrated by practical examples from application areas in science, engineering, and medicine. Topics covered: models of the visualization process; colour models and use of colour; information visualization; representation and processing of data; volume visualization; medical visualization; interactive visual data analysis; visualization of vector fields and flows. Guest lectures might be given on selected topics. In this course, techniques and cases of data visualization are discussed: models, algorithms, and data representations for conversion of large data sets into visual images, and associated interactive techniques. Main application is visualization of scientific, engineering, and medical data sets (eg. CT or MRI scan data). After the course, the student has knowledge and understanding of a wide range of general visualization techniques, their mathematical foundations, their algorithmic form, and relevant data representations, so that (s)he can choose, adapt, and develop suitable techniques for a given practical visualization problem. Also, the student can describe numerous practical examples and cases of visualization in several application fields. Lectures, practical assignments, self-study of academic literature, projects. Course slides, instructions for projects. All available in electronic form via Blackboard. The final grade is a weighted average based on up to three assignments, a multiple-choice exam and a visualization project. The project will be developed in couples and is evaluated based on the developed result, its documentation and presentation. During the course, papers will be handed-out to be discussed during lectures. Questions regarding the papers and the class discussions can become part of the exam. Judgement The grade consists of 3 elements: assignments, an exam, and a project. The assignments (up to 3) are checked and will represent 10% of the mark. All assignments, which are handed in late will be evaluated with a zero and impact the part of the mark that corresponds to the assignment. Additionally, a multiple-choice exam will be held, which will represent 30% of the mark. Finally, the largest contribution is is a visualization project (60%), which will be developed in couples. The project is evaluated based on the developed result, its documentation and presentation Final Mark = 0.1 Assignments Exam Project The course is passed if the final grade is 6 or higher in average. The resit will have the form of an exam. Page 20 of 31

21 IN4252 Web Science & Engineering 5 Responsible Prof.dr.ir. G.J.P.M. Houben Education Period 1 2 Start Education 1 Exam Period 2/2/0/0 none The course considers science and engineering related to the Web, and in particular Web data. The course explains the concept of web-based information system and thus concentrates on a large class of modern information systems that use the Web in one way or another. The course considers methods and techniques for the design and development of web-based information systems, and as a consequence it gives an insight into the state of the art of the research area of Web Engineering. As the creation and access of Web data often involves properties of the users of that Web data, the course also pays attention to research into user modelling and adaptive hypermedia, as the basis for user-adaptation and personalisation in web-based information systems. In relation to user-adaptation, the Social Web plays a major role, for example because data from the Social Web creates a great source of knowledge for user modelling and adaptation. Therefore, the course also considers research in Social Web data analytics and techniques to extract user knowledge from Social Web data. Other topics that are addressed include the developments concerning the Semantic Web, with its main languages, theory and applications and tools, User-Generated Content and Crowdsourcing. As the Web and its data is mirroring the world and the people in it, the course also takes a look at Web Science and how that research is addressing a whole new range of challenges. The student learns the important principles and concepts of web-based information systems and their engineering processes, and understands the main research challenges in the area. The student has knowledge about the main methods, techniques and languages used in the area of web-based information system. The student has knowledge of the main principles and techniques for user modelling and adaptation, and of the role of Social Web in user modelling. The student learns the major challenges and principles from the research in the field of Web Science. The student is able to write a paper contributing to Web Science based on a problem in the field of web-based information systems. The education includes: - Lectures, before which and after which students study material by themselves, to get an understanding of the relevant material; - Small assignments and hands-on exercises, to apply the understanding of relevant material; - One large assignment, with a number of feedback moments, to learn how to write a web science paper and contribute to relevant research. Lectures will be not each week in the class period (1+2): in between lectures there is time reserved for studying before and after lectures, for small assignments and exercises, and for writing the large assignment paper. The writing of the large assignment paper happens throughout the class period (1+2) to enable frequent feedback. happens on the basis of the small assignments (accompanying the lectures), for 40% of the grade, and the large assignment (writing the web science paper), for 60% of the grade. Both parts need to be completed by the indicated deadlines. Page 21 of 31

22 Year 2014/2015 Organization Architecture Education Master Geomatics Domain: Geo-data Acquisition Page 22 of 31

23 CIE4602 Ice, snow and climate change: observation and modeling 4 Responsible Prof.dr. M. Menenti Dr.ir. B.G.H. Gorte Education Period 3 Start Education 3 Exam Period none Week Subject 1 Hydrospheric and biospheric processes Land surface properties Measurable signals 2 Optical imaging and measurements: reflectance and emission Optical imaging and measurements: laser scanning and ranging 3 Microwave imaging and measurements: radiometry Microwave measurements: retrieval of soil moisture and snow water equivalent Microwave measurements:exercise 4 Radiative and convective fluxes in the urban space 2D and 3D Imaging of the urban landscape Case study urban environment: processes and models 6 Modeling signals Retrieval of geo-biophysical variables Image processing exercise 7 Evolution of the mixed layer over the land surface Measurement of turbulent fluxes at the land atmosphere interface 8 Modeling of land surface processes in Earth system models Satellite land data products This course will provide students with knowledge on how bio-geophysical processes determine the state of terrestrial environments and how such processes lead to signals observable with instruments on remote plaforms. The course will focus on two exemplary terrestrial landscapes: a river basin, where several bio-geophysical processes need to be considered, and urban areas, where bio-geophysical processes and the design of physical space cannot be separated. Methods to determine terrestrial variables from observable Electro - Magnetic (EM) signals will be explained and applied. Students will learn how to link the bio -geophysical variables and the EM signals using numeric models of the processes and of the signals. Such models will be used to generate synthetic image-like data to help understanding the signals and the retrieval of bio-geophysical variables from the signals. The interactions between the land surface and the planetary boundary layer will be covered by lectures on modeling and observations. A synthesis of course contents will be provided by illustrating through a lecture and an assignment how land surface processes are described in global models of the Earth System. After successful completion of this course, the student will have understood how remote sensing provides information about terrestrial landscapes and their changes and know how to extract quantitative information from the EM signals measurable by airborne and space-borne platforms. Lectures, demonstrations, homework assignments Graded (individual)assignments, no written examination at the end CIE4606 Geodesy and Remote Sensing 5 Responsible Dr.ir. D.C. Slobbe Education Period 1 Start Education 1 Exam Period After defining the discipline of Geodesy and its role in Earth sciences, we explore the reference systems and reference frames used in Geodesy (both for time and positions). In particular, we will study the way they are defined and how their realizations are obtained in practice. Second, we will classify the two main positioning methods by the type of measurements used to compute a position solution, and work out in detail positioning using Global Navigation Satellite Systems (GNSS). Next, we treat the determination of the Earth's gravity field and figure. Starting with the fundamentals of potential theory, we will derive Geodetic Boundary Value Problems and outline the strategy to solve them using gravity measurements performed at the Earth's surface. In a separate lecture, we will discuss the meaning of the word "height" in view of what we learned about the figure of the Earth. The second part of this course treats the physical principles of remote sensing based on electromagnetic radiation. First, we will explore the different forms of interaction of electromagnetic radiation with the Earths surface and the Earths atmosphere. After that, we will compare the remote sensing measurement techniques (i.e., electro-optical systems, ranging systems, and radar) in terms of underlying physical principles and limitations. Finally, given that we want to study a particular phenomenon or process on Earth, we will learn how to select an appropriate survey platform and, if applicable, orbit design by taking into account requirements regarding target accuracy, spatial coverage, and spatial/temporal resolution. After this course students are able to: 1. Explain the role of Geodesy in Earth Sciences; 2. Analyze the reference systems used in Geodesy in terms of: (i) definition and (ii) the ways their realizations are obtained; 3. Apply coordinate transformations among the reference systems used in Geodesy; 4. Explain how positions can be obtained from GNSS code and carrier phase measurements; 5. Summarize the procedure how to derive the figure of the Earth from gravity observations; 6. Describe the different forms of interaction of electromagnetic radiation with the Earths surface; 7. Describe the different forms of interaction of electromagnetic radiation with the Earths atmosphere; 8. Compare the remote sensing measurement techniques in terms of underlying physical principles and limitations; 9. Select an appropriate survey platform and, if applicable, orbit design to acquire data from a particular phenomenon or process on Earth by taking into account requirements regarding target accuracy, spatial coverage, and spatial/temporal resolution. Lectures, in-class assignments, in-class demonstrations, and take-home assignments The student's final grade will consist of a final written exam and one or more take-home assignments. The result of the final exam will make up 70% of the final grade, and the assignments will be worth the remaining 30% of the final grade. Page 23 of 31