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Posted in May 2011
Het vak Redeneren en Logica gaat over redeneringen en hun geldigheid. In dit vak bestuderen we een viertal hoofdonderwerpen.
Allereerst bespreken we een aantal bewijstechnieken waarmee we bewijzen voor eenvoudige stellingen kunnen geven, bijvoorbeeld over deelbaarheid van gehele getallen. Voorbeelden van zulke bewijstechnieken zijn: bewijs uit het ongerijmde, met gevalsonderscheid, en van contrapositie.
Als tweede onderwerp introduceren we de propositielogica, een kunstmatige taal waarin we eenvoudige redeneringen kunnen uitdrukken. Omdat het een kunstmatige taal is, kunnen we het onderzoeken van de geldigheid van zulke redeneringen formaliseren. We behandelen een aantal methoden om die geldigheid vast te stellen, bijvoorbeeld waarheidstafels, de boommethode, en resolutie. Daarnaast besteden we aandacht aan Fitch, een formeel systeem om bewijzen in uit te drukken.
Het derde hoofdonderwerp betreft verzamelingenleer, een formalisme waarop (in principe) alle wiskunde is opgebouwd. We behandelen relaties tussen en operaties op verzamelingen, en leren eenvoudige stellingen over verzamelingen te bewijzen. De verzamelingenleer is niet alleen op zichzelf een belangrijk onderwerp om kennis over te hebben in een exacte wetenschap als de informatica, maar is ook belangrijk om uitdrukkingen in de predicatenlogica van een waarde te voorzien. Deze predicatenlogica, het vierde hoofdonderwerp, is een rijkere kunstmatige taal dan de propositielogica, waarin we uitgebreidere redeneringen kunnen uitdrukken dan in de propositielogica. Ook hier bespreken we een aantal methoden om de geldigheid van zulke uitdrukkingen te onderzoeken, zoals de boommethode en resolutie.
Tenslotte behandelen we de programmeertaal Prolog, waarmee automatisch beweringen op geldigheid kunnen worden onderzocht, en zien we hoe we dit principe kunnen gebruiken om bruikbare programma’s te schrijven.
TU Delft OpenCourseWare published three new bachelor courses taught by the best teacher of 2010: Akke Suiker
Statics: Statics deals with the principles of equilibrium. In this course the principles of forces and moments will be explained as well as principle of equilibrium of forces and moments. This also includes the equilibrium of 2D and 3D structures and trusses. Furthermore the principle of internal forces and moments is addressed as well as the use of the principle of virtual work to calculate both external and internal loads. Finally, the concepts of centre of gravity, centroids and moments of inertia are discussed
Vibrations: This course is about being able to do basic analyses and design of vibrations problems in engineering practice. The four essential learning goals of the course are: schematization of engineering structure into mass-sping-dashpot model, construct governing (set of) differential equation(s) for this model, derive the appropriate solution and a practical interpretation of the solution (parameter variations).
Dynamics and Stability: This course will the student provide a background in advanced methods of dynamics and their application to relevant problems in aerospace engineering. The course is given in lecture form, and includes various elaborated example problems relevant for aerospace engineering. course content: Principles of dynamics: Newton’s laws, motion with respect to non-inertial reference frames, fictitious forces, conservative systems, phase portraits, virtual work. Lagrangian dynamics: Generalised coordinates, constraints, generalised momenta, generalised forces, Lagrange equations of motion, Lagrangian function, conservative and dissipative systems, constraint forces, Lagrange multipliers, integrals of motion, Jacobi energy function, ignorable coordinates, steady motion. Stability: Definitions, stability of linearised systems, application to general problems and steady motion. Variational analysis: Extrema of integral functionals, Euler-Lagrange equation, essential and natural boundary conditions, Hamilton’s principle. Dynamics of rotating bodies: Kinematics, inertia tensor, Euler’s equations of motion, moment-free motion, Euler angles, gyrodynamics, steady precession.
Education-Portal.com recently attended the OpenCourseWare Consortium (OCWC), a gathering of educators and professionals interested in the availability and application of free online college course materials known as OpenCourseWare (OCW). We had a chance to speak with several industry leaders, including Anka Mulder, director of Education at Holland’s Delft University of Technology, and newly-elected president of the OCWC.
* Update: The surveys mentioned below have been closed. Thank you for your participation.
Since recently SURFfoundation and the Special Interest Group Open Educational Resources (in which TU Delft also participates) have initiated actions to broaden the range of Higher Education institutions that publish and (re)use Open Educational Resources and elevate the Dutch Higher Education towards a nationwide open movement. In this light several students are conducting research into the current state of affairs on Higher Educational resources in the Dutch Higher Education.
Below you will find two surveys for different target audiences.Please feel free to fill them out!
The opinions of Dutch Higher Education students on Open Educational Resources:
"An Open Educational Resource can be described as a single or collective group of learning materials developed by an institution or an individual. The current common used definition of Open Educational Resources is: “Open Educational Resources are digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research”. Open Educational Resources courses are available in different types, from PowerPoint presentation to interactive videos and games.
Your opinion as a student is essential for the Open Educational Resources development in the Netherlands. This survey provides the educational institutions insight in your needs and expectations regarding your educational program.
This survey is developed in collaboration with SURFfoundation and attempts to capture the student’s opinions regarding Open Educational Resources. If you want to have a chance to win €50,-, please submit a valid email-address at the end of the questionnaire.
The participants of this survey will remain anonymous and your email address will remain strictly confidential and will not be shared with third parties. We thank you for your thoughtful feedback.
This survey will take less than 10 minutes."
The perspective on how Dutch universities and colleges support Open Educational Resources to generate innovative learning, teaching, and assessments:
"This survey aims to put into perspective how Dutch universities and colleges support Open Educational Resources to generate innovative learning, teaching, and assessments.
Open Educational Resources (OER) are defined as digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research. OER include full courses (syllabus, schedule, assignment, digital library, web-links, and forums), free online textbooks, videos, statistical databases, interactive graphics, and assessments.
This survey consists of 25 questions and will take you an approximate 15-20 minutes to complete. "
On Thursday, the OpenCourseWare
Consortium elected Anka Mulder, the Director of Education and Student Affairs
at TU Delft, as its new president. Mulder will succeed Steve Carson of the
prestigious Massachusetts Institute of Technology (MIT), who had occupied the
position for three years. Mulder is the first president from outside the US,
where OpenCourseWare originated.
More than 250
educational institutions, including MIT, Johns Hopkins, Korea University, University
of the Western Cape and Paris Tech are members of the consortium. TU Delft and
the Open University are the only Dutch universities to be members. They endorse
the objective of making high-quality educational material available free of
More than anything
else, Mulder regards her appointment as recognition of the high standard of the
online courses provided by TU Delft. “We have been publishing courses online
since 2007, primarily in order to enhance our international reputation among
researchers and students. From the responses from teachers and students
worldwide, and rankings on DegreeDirectory.org,
for example, we conclude that we are doing a good job. I see my appointment as
an acknowledgement of our work.”
become an important tool in competing at international level to attract the best
students and researchers. A quarter of MSc students at TU Delft come from
abroad, and sixty per cent of the PhD students.
The visitors to ocw.tudelft.nl
mostly come from the Netherlands, the US, India, China and other Asian
countries: the countries many of the students come from. Foreign students use
the courses to study or to explore the possibilities of taking a course (or a
follow-up course) in Delft. Many students at the university itself use the
material to quickly revise for an exam, for example.
One of the best-known
examples is the MSc programme in Water Management. The information is used
extensively by companies in the Netherlands, but with financial support from
the Ministry of Economic Affairs, Agriculture and Innovation, it has also been passed
on to the University of Bandung in Indonesia. Some of the material is reused
and some is adapted to the local situation, with local examples.
Choice of programme
Earlier this week, TU
Delft announced that it had uploaded the fiftieth course to its OpenCourseWare
website. The course in question is the introduction to the Bachelor’s programme
in Systems Engineering, Policy Analysis and Management and is the first of a
series in which the university will be publishing from every Bachelor programme
an introduction course in the form of OpenCourseWare. In so doing, TU Delft is
seeking to give prospective students a realistic idea of the programmes it
offers and thereby help them choose the programme that is right for them.