Struggling with data at work? Wasting valuable time working in multiple spreadsheets to gain an overview of your business? Find it hard to gain sharp insights from piles of data on your desktop?

If you are looking to enhance your efficiency in the office and improve your performance by making sense of data faster and smarter, then this advanced data analysis course is for you.

If you have already sharpened your spreadsheet skills in Data Analysis: Take It to the MAX(), this course will help you dig deeper. You will learn advanced techniques for robust data analysis in a business environment. This course covers the main tasks required from data analysts today, including importing, summarizing, interpreting, analyzing and visualizing data. It aims to equip you with the tools that will enable you to be an independent data analyst. Most techniques will be taught in Excel with add-ons and free tools available online. We encourage you to use your own data in this course but if not available, the course team can provide.

These course materials are part of an online course of TU Delft. Do you want to experience an active exchange of information between academic staff and students? Then join the community of online learners and enroll in this MOOC. This course is part of the Data Analysis XSeries.

Students explore the many different ways that engineers provide natural lighting to interior spaces. They analyze various methods of daylighting by constructing model houses from foam core board and simulating the sun with a desk lamp. Teams design a daylighting system for their model houses based on their observations and calculations of the optimal use of available sunlight to their structure.

In this lesson, students learn that sound is energy and has the ability to do work. Students discover that sound is produced by a vibration and they observe soundwaves and how they travel through mediums. They understand that sound can be absorbed, reflected or transmitted. Through associated activities, videos and a PowerPoint presentation led by the teacher, students further their exploration of sound through discussions in order to build background knowledge.

Students learn about and practice converting between fractions, decimals and percentages. Using a LEGO® MINDSTORMS® NXT robot and a touch sensor, each group inputs a fraction of its choosing. Team members convert this same fraction into a decimal, and then a percentage via hand calculations, and double check their work using the NXT robot. Then they observe the robot moving forward and record that distance. Students learn that the distance moved is a fraction of the full distance, based on the fraction that they input, so if they input ½, the robot moves half of the original distance. From this, students work backwards to compute the full distance. Groups then compete in a game in which they are challenged to move the robot as close as possible to a target distance by inputting a fraction into the NXT bot.

In an increasingly data-driven world, data and its use aren’t always all it’s cracked up to be. This course aims to address the critical lack of any or appropriate data in many areas where complex decisions need to be made.

For instance, how can you predict volcano activity when no eruptions have been recorded over a long period of time? Or how can you predict how many people will be resistant to antibiotics in a country where there is no available data at national level? Or how about estimating the time needed to evacuate people in flood risk areas?

In situations like these, expert opinions are needed to address complex decision-making problems. This course, aimed at researchers and professionals from any academic background, will show you how expert opinion can be used for uncertainty quantification in a rigorous manner.

Various techniques are used in practice. They vary from the informal and undocumented opinion of one expert to a fully documented and formal elicitation of a panel of experts, whose uncertainty assessments can be aggregated to provide support for complex decision making.

In this course you will be introduced to state-of-the-art expert judgment methods, particularly the Classical Model (CM) or Cooke’s method, which is arguably the most rigorous method for performing Structured Expert Judgment.

CM, developed at TU Delft by Roger Cooke, has been successfully applied for over 30 years in areas as diverse as climate change, disaster management, epidemiology, public and global health, ecology, aeronautics/aerospace, nuclear safety, environment and ecology, engineering and many others.

Students learn about nanocomposites, compression and strain as they design and program robots that compress materials. Student groups conduct experiments to determine how many LEGO MINDSTORMS(TM) NXT motor rotations it takes to compress soft nanocomposites, including mini marshmallows, Play-Doh®, bread and foam. They measure the length and width of their nanocomposite objects before and after compression to determine the change in length and width as a function of motor rotation.

The design of concurrent distributed hardware systems is a major challenge for engineers today and is bound to escalate in the future, but engineering education continues to emphasize traditional tools of logic design that are just not up to the job. For engineers tackling realistic projects, improvised attempts at synchronization across multiple clock domains have long been a fact of life. Prone to hazards and metastability, these ad hoc interfaces could well be the least trustworthy aspects of a system, and typically also the least able to benefit from any readily familiar textbook techniques of analysis or verification.

Progress in the long run depends on a change of tactics. Instead of the customary but inevitably losing battle to describe complex systems in terms of their stepwise time evolution, taking their causal relationships and handshaking protocols as a starting point cuts to the chase by putting the emphasis where it belongs. This way of thinking may call for setting aside a hard earned legacy of practice and experience, but it leads ultimately to a more robust and scalable methodology.

Delay insensitive circuits rely on local coordination and control from the ground up. The most remarkable consequence of adhering to this course is that circuits can get useful things done without any clock distribution network whatsoever. Because a handshake acknowledgment concludes each interaction among primitive components and higher level subsystems alike, a clock pulse to mark them would be superfluous. This effect can bring a welcome relief to projects whose timing infrastructure would otherwise tend to create more problems than it solves.

The theory of delay insensitive circuits is not new but has not yet attracted much attention outside of its research community. At best ignored and at worst discouraged in standard curricula, this topic until now has been accessible only by navigating a sea of conference papers and journal articles, some of them paywalled. Popular misconceptions and differing conventions about terminology and notation have posed further barriers to entry. To address this need, this book presents a unified account of delay insensitive circuits from first principles to cutting edge concepts, subject only to an undergraduate-level understanding of discrete math. In an approachable tutorial format with numerous illustrations, exercises, and over three hundred references, it guides an engineering professional or advanced student towards proficiency in this extensive field.

In our daily lives we use hundreds or even thousands of products and services. They are all designed, some with more success than others. The ‘Delft Design Approach’ is a structured approach that helps designers to tackle complex design challenges: from formulating a strategic vision, to mapping user behaviors, their needs and their environment, to developing and selecting meaningful proposals for products and services.

DDA691x offers a college-level introduction to the Delft Design Approach through lectures and exercises on design fundamentals and 6 methods. You will understand basic models and concepts that underlie the Delft approach. You will also develop the capability to use 6 basic methods in a design context. You will do so by applying the methods to realistic design challenges and by reflecting on your own performance by comparing it to that of expert designers as well as through peer discussion.

In dredging, trenching, (deep sea) mining, drilling, tunnel boring and many other applications, sand, clay or rock has to be excavated. This book gives an overview of cutting theories. It starts with a generic model, which is valid for all types of soil (sand, clay and rock) after which the specifics of dry sand, water saturated sand, clay, atmospheric rock and hyperbaric rock are covered. For each soil type small blade angles and large blade angles, resulting in a wedge in front of the blade, are discussed. For each case considered, the equations/model for the cutting forces, power and specific energy are given. The models are verified with laboratory research, mainly at the Delft University of Technology, but also with data from literature.

In this first part of a two-part lab activity, students use triple balance beams and graduated cylinders to take measurements and calculate the densities of several common, irregularly shaped objects with the purpose to resolve confusion about mass and density. After this activity, conduct the associated Density Column Lab - Part 2 activity before presenting the associated Density & Miscibility lesson for discussion about concepts that explain what students have observed.

Concluding a two-part lab activity, students use triple balance beams and graduated cylinders to take measurements and calculate densities of several household liquids and compare them to the densities of irregularly shaped objects (as determined in Part 1). Then they create density columns with the three liquids and four solid items to test their calculations and predictions of the different densities. Once their density columns are complete, students determine the effect of adding detergent to the columns. After this activity, present the associated Density & Miscibility lesson for a discussion about why the column layers do not mix.

After students conduct the two associated activities, Density Column Lab - Parts 1 and 2, present this lesson to provide them with an understanding of why the density column's oil, water and syrup layers do not mix and how the concepts of density and miscibility relate to water chemistry and remediation. Topics covered include miscibility, immiscibility, hydrogen bonds, hydrophobic and hydrophilic. Through the density column lab activities, students see liquids and solids of different densities interact without an understanding of why the resulting layers do not mix. This lesson gives students insight on some of the most fundamental chemical properties of water and how it interacts with different molecules.

Students use the engineering design process to assemble an electric racer vehicle. After using Tinkercad to design blades for their racers, students print their designs using a MakerBot printer. Once the students finish assembly and install their vehicle’s air blades, they race their vehicles to see which design travels the furthest distance in the least amount of time. A discussion at the end of the activity allows students to reflect on what they learned and to evaluation the engineering design process as a group.

Students design and build model landfills using materials similar to those used by engineers for full-scale landfills. Their completed small-size landfills are "rained" on and subjected to other erosion processes. The goal is to create landfills that hold the most garbage, minimize the cost to build and keep trash and contaminated water inside the landfill to prevent it from causing environmental damage. Teams create designs within given budgets, test the landfills' performance, and graph and compare designs for capacity, cost and performance.

Students discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature becoming a nature detective, so to speak can lead to new innovations and products. In this activity, students reverse engineer a flower to glean design ideas for new products.

Students use their creative skills to determine a way to safely mail raw (dry, uncooked) spaghetti using only the provided materials. To test the packing designs, the spaghetti is mailed through the postal system and evaluated after delivery.

Are you a design practitioner eager to become more strategic? Are you a business professional who wants to become more innovative? In this course, made by the world’s first strategic design school, you’ll follow the lead of big successful companies who already create new business opportunities and spark innovation by practicing design.

This course will introduce you to a hands-on design approach for finding new business opportunities. You will experience first-hand how design can be of value for your organisation. You’ll be challenged to create your own concepts that generate new business opportunities.

This course is produced by the same team that created the Strategic Product Design master programme at TU Delft, one of the oldest and most established programmes of strategic design in the world. Moreover, industry experts will help bridging design practice and business theory in a way that is unique in the present educational landscape.

Students practice the initial steps involved in an engineering design challenge. They begin by reviewing the steps of the engineering design loop and discussing the client need for the project. Next, they identify a relevant context, define the problem within their design teams, and examine the project's requirements and constraints. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function].)

Through Internet research, patent research, standards and codes research, user interviews (if possible) and other techniques (idea web, reverse engineering), students further develop the context for their design challenge. In subsequent activities, the design teams use this body of knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function]. This activity is Step 2 in a series of six that guide students through the engineering design loop.)

Brainstorming is a team creativity activity that helps generate a large number of potential solutions to a problem. In this activity, students participate in a group brainstorming activity to generate possible solutions to their engineering design challenge. Students learn brainstorming guidelines and practice within their teams to create a poster of ideas. The posters are used in a large group critiquing activity that ultimately helps student teams create a design project outline. (Note: Conduct this activity in the context of a design project that students are working on; this activity is Step 3 in a series of six that guide students through the engineering design loop.)