| Language of instruction : English |
| Exam contract: not possible |
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Sequentiality
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Advising sequentiality bound on the level of programme components
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Group 1 |
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Following programme components are advised to also be included in your study programme up till now.
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General chemistry 1 (3830)
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6.0 stptn |
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Physics: waves (3832)
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6.0 stptn |
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Or group 2 |
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Following programme components are advised to also be included in your study programme up till now.
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Chemistry, transition (2830)
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4.0 stptn |
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Physics, transition (2822)
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3.0 stptn |
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| Degree programme | | Study hours | Credits | P1 SBU | P1 SP | 2nd Chance Exam1 | Tolerance2 | Final grade3 | |
 | Master of Electronics and ICT Engineering Technology | Optional | 108 | 4,0 | 108 | 4,0 | Yes | Yes | Numerical |  |
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| | | Learning outcomes |
- EC
| EC1 - The holder of the degree thinks and acts professionally with an appropriate engineering attitude and continuous focus on personal development, adequately communicates, effectively cooperates, takes into account the economical, ethical, social and/or international context and is hereby aware of the impact on the environment. | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| The student reflects critically on the obstacles and bottlenecks on the road to make better batteries. | | | - DC
| DC-M9 - can communicate in oral and in written (also graphical) form. | | | | - BC
| The student is capable to formulate written and in a structured way, the answers of the homework and the exam questions. | | | - DC
| DC-M11 - acts socially responsible and within an international framework. | | | | - BC
| The student is able to design sustainable batteries which meet the requirements of the stakeholders. | | | - DC
| DC-M12 - shows a suitable engineering attitude. | | | | - BC
| The student has to deliver the homeworks on time. | | | | - BC
| The student has to show discipline in attending the classes in order to be able to have the complete picture of the design of batteries. | - EC
| EC6 - The holder of the degree has specialist knowledge of and insight in principles and applications within the domains of analogue electronics, in which he/she can independently initiate, plan, critically analyse and create solid solutions with eye for data processing and implementation, with the help of simulation techniques or advanced tools, while being aware of potential mistakes, practical constraints and with attention to the topical technological developments. | | | - DC
| DC-M1 - has knowledge of the basic concepts, structures and coherence. | | | | - BC
| The structure and main components (i.e., anode, cathode, and electrolyte) of the state-of the art lithium-ion batteries are expected to be well understood by the student. | | | - DC
| DC-M2 - has insight in the basic concepts and methods. | | | | - BC
| The students knowledge/skill to properly model and integrate the physics & chemistry of a lithium-ion battery into a general mathematical framework will be examined. | | | - DC
| DC-M5 - can analyze problems, logically structure and interpret them. | | | | - BC
| The student is supposed to master the main methods of battery-performance evaluation as well as the technical/scientific analysis of the test results. | | | - DC
| DC-M6 - can select methods and make calculated choices to solve problems or design solutions. | | | | - BC
| The student will be asked to select, size, and design the battery components in order to meet the power/energy requirements of a given application (e.g., electric vehicle, cell phone, etc.). | | | - DC
| DC-M8 - can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| The student reflects critically on the obstacles and bottlenecks on the road to make better batteries. |
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| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
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The battery technology has an active history of 200 years after the invention of Alessandro Volta in 19th century and is moving fast forward to address the energy-storage demands in the modern time. As of today, there are 3 main areas of application for rechargeable (secondary) batteries, i.e., portable electronics, transport, and stationary applications. Lithium-ion batteries represent a good example of the recent fruitful scientific and industrial battery research. This course is an exciting journey into the world of lithium-ion batteries (LIBs). The basic concepts for the design, production, and control of these batteries are introduced. To do so, the following major topics are touched upon:
-What are the main components of a LIB?
-How different materials are selected and assembled to build a LIB for a specific application?
-What physical/chemical phenomena are responsible for the proper operation of a LIB?
-How to depict a mathematical portrait of a LIB for the design and control purposes?
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Period 1 Credits 4,00
| Evaluation method | |
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| Written evaluaton during teaching periode | 50 % |
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| Transfer of partial marks within the academic year | ✔ |
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Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
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| Explanation (English) | There is no second chance for the homework assignments. The grade from the first exam period will be transferred to the second exam period.
Student can only redo their written exam. |
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| Recommended reading |
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Electrochemical systems,John Newman, Karen E Thomas-Alyea,third,Wiley,9780471477563,Available as e-book: https://ebookcentral.proquest.com/lib/ubhasselt/detail.action?docID=708194 |
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| Remarks |
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Academic relevance:
Batteries are complex electrochemical systems in which many fields of science and engineering are involved. They are certainly one of the most important players in order to realize a post-carbon and sustainable society. Electrical, mechanical, and chemical engineers work together in order to design, integrate, and control the batteries in different applications. A common yet deep enough understanding of the lithium-ion batteries is essential for the engineers who are mostly responsible to integrate a battery into a small electronic device (e.g., cell phone) as well as a big electric bus. This common understanding (language) is a physics-based mathematical interpretation of the battery performance. Sophisticated models could then be built up not only to help the battery production but also to design battery-management-systems (BMS) that are responsible to ensure a safe and transparent operation of a battery in our electronic devices.
New skills for new markets:
Lithium-ion batteries are presently used in most of the electronic devices and are further extending to support the electricity consumption in houses (e.g., combined with solar panels) and transport systems (i.e., electric cars, buses, and scooters).
Post-graduate research opportunities:
Rechargeable batteries are extensively under research and investigation in the community of energy storage. This course provides a solid background for the students who want to participate in the research activities for the design and control of advanced battery systems. |
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| Exchange Programme Engineering Technology | Optional | 108 | 4,0 | 108 | 4,0 | Yes | Yes | Numerical | |
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|
The battery technology has an active history of 200 years after the invention of Alessandro Volta in 19th century and is moving fast forward to address the energy-storage demands in the modern time. As of today, there are 3 main areas of application for rechargeable (secondary) batteries, i.e., portable electronics, transport, and stationary applications. Lithium-ion batteries represent a good example of the recent fruitful scientific and industrial battery research. This course is an exciting journey into the world of lithium-ion batteries (LIBs). The basic concepts for the design, production, and control of these batteries are introduced. To do so, the following major topics are touched upon:
-What are the main components of a LIB?
-How different materials are selected and assembled to build a LIB for a specific application?
-What physical/chemical phenomena are responsible for the proper operation of a LIB?
-How to depict a mathematical portrait of a LIB for the design and control purposes?
|
|
|
Period 1 Credits 4,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 50 % |
|
| Transfer of partial marks within the academic year | ✔ |
|
|
|
|
|
|
|
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
| Explanation (English) | There is no second chance for the homework assignments. The grade from the first exam period will be transferred to the second exam period.
Student can only redo their written exam. |
|
|
|
|
|
| Recommended reading |
| |
Electrochemical systems,John Newman, Karen E Thomas-Alyea,third,Wiley,9780471477563,Available as e-book: https://ebookcentral.proquest.com/lib/ubhasselt/detail.action?docID=708194 |
|
|
| Remarks |
| |
Academic relevance:
Batteries are complex electrochemical systems in which many fields of science and engineering are involved. They are certainly one of the most important players in order to realize a post-carbon and sustainable society. Electrical, mechanical, and chemical engineers work together in order to design, integrate, and control the batteries in different applications. A common yet deep enough understanding of the lithium-ion batteries is essential for the engineers who are mostly responsible to integrate a battery into a small electronic device (e.g., cell phone) as well as a big electric bus. This common understanding (language) is a physics-based mathematical interpretation of the battery performance. Sophisticated models could then be built up not only to help the battery production but also to design battery-management-systems (BMS) that are responsible to ensure a safe and transparent operation of a battery in our electronic devices.
New skills for new markets:
Lithium-ion batteries are presently used in most of the electronic devices and are further extending to support the electricity consumption in houses (e.g., combined with solar panels) and transport systems (i.e., electric cars, buses, and scooters).
Post-graduate research opportunities:
Rechargeable batteries are extensively under research and investigation in the community of energy storage. This course provides a solid background for the students who want to participate in the research activities for the design and control of advanced battery systems. |
|
|
|
|
|
| Master of Energy Engineering Technology (new) | Optional | 108 | 4,0 | 108 | 4,0 | Yes | Yes | Numerical | |
|
| | | Learning outcomes |
- EC
| EC1 - The holder of the degree thinks and acts professionally with an appropriate engineering attitude and continuous focus on personal development, adequately communicates, effectively cooperates, takes into account the economical, ethical, social and/or international context and is hereby aware of the impact on the environment. | | | - DC
| DC-M8 - The student can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| The student reflects critically on the obstacles and bottlenecks on the road to make better batteries. | | | - DC
| DC-M9 - The student can communicate in oral and in written (also graphical) form. | | | | - BC
| The student is capable to formulate written and in a structured way, the answers of the homework and the exam questions. Wijzig Verwijder | | | - DC
| DC-M11 - The student acts socially responsible and within an international framework. | | | | - BC
| The student is able to design sustainable batteries which meet the requirements of the stakeholders. | | | - DC
| DC-M12 - The student shows a suitable engineering attitude. | | | | - BC
| The student has to deliver the homeworks on time. | | | | - BC
| The student has to show discipline in attending the classes in order to be able to have the complete picture of the design of batteries. | - EC
| EC5 - The holder of the degree has specialist knowledge of and insight in principles and applications within the domain of energy and power systems in which he/she can independently identify and critically analyse unfamiliar, complex design or optimisation problems, and methodologically create solutions with eye for data processing and implementation, with the help of advanced tools, aware of practical constraints and with attention to the recent technological developments. | | | - DC
| DC-M1 - The student has knowledge of the basic concepts, structures and coherence. | | | | - BC
| The structure and main components (i.e., anode, cathode, and electrolyte) of the state-of the art lithium-ion batteries are expected to be well understood by the student. | | | - DC
| DC-M2 - The student has insight in the basic concepts and methods. | | | | - BC
| The students knowledge/skill to properly model and integrate the physics&chemistry of a lithium-ion battery into a general mathematical framework will be examined. | | | - DC
| DC-M5 - The student can analyze problems, logically structure and interpret them. | | | | - BC
| The student is supposed to master the main methods of battery-performance evaluation as well as the technical/scientific analysis of the test results. | | | - DC
| DC-M6 - The student can select methods and make calculated choices to solve problems or design solutions. | | | | - BC
| The student will be asked to select, size, and design the battery components in order to meet the power/energy requirements of a given application (e.g., electric vehicle, cell phone, etc.). | | | - DC
| DC-M8 - The student can evaluate knowledge and skills critically to adjust own reasoning and course of action accordingly. | | | | - BC
| The student reflects critically on the obstacles and bottlenecks on the road to make better batteries. |
|
| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
|
|
The battery technology has an active history of 200 years after the invention of Alessandro Volta in 19th century and is moving fast forward to address the energy-storage demands in the modern time. As of today, there are 3 main areas of application for rechargeable (secondary) batteries, i.e., portable electronics, transport, and stationary applications. Lithium-ion batteries represent a good example of the recent fruitful scientific and industrial battery research. This course is an exciting journey into the world of lithium-ion batteries (LIBs). The basic concepts for the design, production, and control of these batteries are introduced. To do so, the following major topics are touched upon:
-What are the main components of a LIB?
-How different materials are selected and assembled to build a LIB for a specific application?
-What physical/chemical phenomena are responsible for the proper operation of a LIB?
-How to depict a mathematical portrait of a LIB for the design and control purposes?
|
|
|
Period 1 Credits 4,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 50 % |
|
| Transfer of partial marks within the academic year | ✔ |
|
|
|
|
|
|
|
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
| Explanation (English) | There is no second chance for the homework assignments. The grade from the first exam period will be transferred to the second exam period.
Student can only redo their written exam. |
|
|
|
|
|
| Recommended reading |
| |
Electrochemical systems,John Newman, Karen E Thomas-Alyea,third,Wiley,9780471477563,Available as e-book: https://ebookcentral.proquest.com/lib/ubhasselt/detail.action?docID=708194 |
|
|
| Remarks |
| |
Academic relevance:
Batteries are complex electrochemical systems in which many fields of science and engineering are involved. They are certainly one of the most important players in order to realize a post-carbon and sustainable society. Electrical, mechanical, and chemical engineers work together in order to design, integrate, and control the batteries in different applications. A common yet deep enough understanding of the lithium-ion batteries is essential for the engineers who are mostly responsible to integrate a battery into a small electronic device (e.g., cell phone) as well as a big electric bus. This common understanding (language) is a physics-based mathematical interpretation of the battery performance. Sophisticated models could then be built up not only to help the battery production but also to design battery-management-systems (BMS) that are responsible to ensure a safe and transparent operation of a battery in our electronic devices.
New skills for new markets:
Lithium-ion batteries are presently used in most of the electronic devices and are further extending to support the electricity consumption in houses (e.g., combined with solar panels) and transport systems (i.e., electric cars, buses, and scooters).
Post-graduate research opportunities:
Rechargeable batteries are extensively under research and investigation in the community of energy storage. This course provides a solid background for the students who want to participate in the research activities for the design and control of advanced battery systems. |
|
|
|
|
|
| 2nd year Master of Materiomics traject opleidingsonderdelen | Optional | 108 | 4,0 | 108 | 4,0 | Yes | Yes | Numerical | |
|
| | | Learning outcomes |
- EC
| EC 1. The graduate of the Master of Materiomics programme has an in-depth understanding of the fundamentals of functional materials, especially with regard to the relation between composition, structure and functional properties at all length scales and in their operating surroundings. | - EC
| EC 4. The graduate of the Master of Materiomics programme is able to autonomously consult, summarise and critically interpret international scientific literature, reference it correctly and use it to explore and identify new domains relevant to the field. | - EC
| EC 8. The graduate of the Master of Materiomics programme is able to act with integrity and independently judge ethical and societal implications of scientific developments in one’s domain with particular attention to sustainability. | - EC
| EC 9. The graduate of the Master of Materiomics programme is aware of the economic context of scientific developments in one’s domain, is able to identify and critically analyse relevant needs and interests of stakeholders and take up the role of an expert in interaction with them. |
|
| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
|
|
The battery technology has an active history of 200 years after the invention of Alessandro Volta in 19th century and is moving fast forward to address the energy-storage demands in the modern time. As of today, there are 3 main areas of application for rechargeable (secondary) batteries, i.e., portable electronics, transport, and stationary applications. Lithium-ion batteries represent a good example of the recent fruitful scientific and industrial battery research. This course is an exciting journey into the world of lithium-ion batteries (LIBs). The basic concepts for the design, production, and control of these batteries are introduced. To do so, the following major topics are touched upon:
-What are the main components of a LIB?
-How different materials are selected and assembled to build a LIB for a specific application?
-What physical/chemical phenomena are responsible for the proper operation of a LIB?
-How to depict a mathematical portrait of a LIB for the design and control purposes?
|
|
|
Period 1 Credits 4,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 50 % |
|
| Transfer of partial marks within the academic year | ✔ |
|
|
|
|
|
|
|
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
|
|
| Recommended reading |
| |
Electrochemical systems,John Newman, Karen E Thomas-Alyea,third,Wiley,9780471477563,Available as e-book: https://ebookcentral.proquest.com/lib/ubhasselt/detail.action?docID=708194 |
|
|
| Remarks |
| |
Academic relevance:
Batteries are complex electrochemical systems in which many fields of science and engineering are involved. They are certainly one of the most important players in order to realize a post-carbon and sustainable society. Electrical, mechanical, and chemical engineers work together in order to design, integrate, and control the batteries in different applications. A common yet deep enough understanding of the lithium-ion batteries is essential for the engineers who are mostly responsible to integrate a battery into a small electronic device (e.g., cell phone) as well as a big electric bus. This common understanding (language) is a physics-based mathematical interpretation of the battery performance. Sophisticated models could then be built up not only to help the battery production but also to design battery-management-systems (BMS) that are responsible to ensure a safe and transparent operation of a battery in our electronic devices.
New skills for new markets:
Lithium-ion batteries are presently used in most of the electronic devices and are further extending to support the electricity consumption in houses (e.g., combined with solar panels) and transport systems (i.e., electric cars, buses, and scooters).
Post-graduate research opportunities:
Rechargeable batteries are extensively under research and investigation in the community of energy storage. This course provides a solid background for the students who want to participate in the research activities for the design and control of advanced battery systems. |
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1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.16.9, section 2. |
3 Education, Examination and Legal Position Regulations art.15.1, section 3.
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| Legend |
| SBU : course load | SP : ECTS | N : Dutch | E : English |
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