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-       Run lab2 for firs time on Jupyter Hub, works very well.-       Crystallography was given as final topic, but works better as first or second topic.-       Previous Lab3 (Spectroscopy) was reintroduced as voluntary exercise without report. It should be a practical exercise rather than pure data processing, the code should be more open and error analysis &amp; noise handling should be included. Code could be used to Lab4.-       Update exercises and relate them tide to what is topic that week (practicing with the matter). Exam practice exercises can be added, but not central during the semester. Consider to use Juypterhub for exercises, to streamline it with the labs. -       Keep the lab part as it is, see most learning from those (for example from how exam questions are answered). Get an own XRF detector or similar for a spectroscopy lab, would be an instructive way to learning working with spectroscopy data. Now spectroscopy part had a relative low understanding, judging from reports and exam answers.-       Be aware that level in class is likely very spread (some with too limited background, others (mostly from abroad) for whom parts are repetition).-       Not recording lectures is helpful. Unsure if giving lecture notes as handout afterwards, is not best way, maybe do this partial or include control questions. -       Topic specific detail: (self-) convolutions and dispersion functions should be covered also in exercises. Just lecture and book do not convey how general useful these are in solid state physics.

The main topic is diffraction physics, using it to characterize different structures. Taken as first topic in the course. Learning aims general concepts achieved, but convolutions needs to be stressed more as very useful.Spectroscopy aims partly achieved, need a lab so learn and apply concepts hands-on, or consider to take out and stress the other learning aims.Imaging related learning aspects achieved, related to diffraction and spectroscopy. 3D imaging less important.Crystallography/symmetry: as final topic not ideal, is self-contained topic, in general the learning aims were not obtained as in other years. For PhDs varied which topic was most central.

Blackboard worked at the simplest level (sending short messages, putting out lecture notes and reading material). Except one, all students had access from the start. All materials via BB. Lectures were not recorded after experience in 2022, not asked for by students. Made lecture notes available as PDF from lecture 6-7, on request. Have as teacher not the feeling that improved learning for all. Some wrote notes as for, others became passive. Had discussion forum, but this was not use at all, will not use that in next version. Exercises were via BB Collaborate, as no room allocated. That is far from optimal, actual use was low.  We had two official referansegruppe meetings and I regularly asked the representatives if there were issues to discuss. Small bits that I could take care off directly were addressed, like notes or solution suggestions not visible for students. In general feedback from students were fine. Nearly all came to lecture, but non took the non-compulsory exercises. Was some interaction during lectures, became more relaxed (passive?) after notes were given out. In lab exercises there was direct contact. Lab and report writing cost time, but planning the work pays off.  Number of students could be higher, but the number of PhDs was up. Is demanding course and in a busy semester (UKA?), makes it less popular? Pensum was kept as before, at whole lecture schedule (with pensum references) was set before Summer and kept). Labs were linked to pensum given in those weeks. Own fixed lecture room was very good. Room itself (C3-118) suited for such MSc course. Lectures Wednesday-Friday is OK. Nice most students came to all lectures, even there was an overlap with another courses. Lectures were not recorded anymore. Exercises after 2 hours lectures was absolutely not popular (4 hours in a row) and should be avoided.Had some students who follow the lectures to learn, one even did all lab work, not taking the exam.What I am not happy about is that I could not improve the exercises and put them in BB. Exercises have to be restructured so that students take advantage of them (not look at them as exam prep only). The reports were of a good general level. AI as tool was allowed, all text was formally fine, but some did trust the AI blindly and some intros and reference list were garbage. Will address use of AI as assisting tool next year.  Semester seemed to be very short (late start, early exam, UKA), was rush and no backup slots. The class and the reference group gave constructive input, appreciated. Main topic: writing on tablet and formulations solution suggestions.Exam score was as expected, still had the spread as other years (from nearly 100% to just past). For PhD part all passed but there was a spread in performance.

NTNU:TIA:REST

Institutt for fysikk

Department of Physics

Ingen hjelpemidler tillatt.

Engelsk

Mer om vurdering

Delvurdering: skriftlig eksamen og rapport. Begge deler må være bestått. Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen. Eksamen er på engelsk.

Anbefalte forkunnskaper

TFY4220 Faste stoffers fysikk eller tilsvarende.

Faglig innhold

i) Struktur: strukturbeskrivelse i faststoffysikk med hovedvekt på krystallografi. Elementær innføring. Punkt- og romgrupper. International Tables for Crystallography. Elementær innføring i gruppeteori innenfor krystallografi ii) Diffraksjon: Kinematisk teori for elektron-, nøytron- og røntgendiffraksjon. Avvik fra kinematisk diffraksjon, for eksempel pga størrelse eller form. Analyse av ordnede materialer i polykrystallinsk og en-krystallinsk form. Krystallstrukturbestemmelse. Uordnede materialer. Nano- og mikrostruktur. iii) Spektrometri: emisjons- og absorpsjonsspektrometri med røntgen-og elektronstråle, for elektronstrukturanalyse. iv) Avbildning: Elektronmikroskopi, SEM, TEM. Røntgenmikroskopi. 3D avbildning

Kursmateriell

Læringsutbytte

Kunnskaper - kandidaten skal ha kunnskap om: - Symmetri i krystallografi, punktgrupper og romgrupper - Fourierteknikker og konvolusjonsteoremet for beskrivelse og analyse av (delvis) krystallinske materialer. - Diffraksjonsbasert strukturanalyse/materialkarakterisering ved hjelp av elektron-, røntgen-, og nøytronstråling og komplementaritet av slike prober. - Grunnprinsippene og eksempler på spektroskopiteknikker med røntgen- og elektronstråle. - Prinsipper bak avbildning i sveipe- og transmisjonselektronmikroskopi (SEM/TEM) Ferdigheter: kandidaten skal kunne: - Bruke "The International Tables for Crystallography" og koble gruppeteori til krystallografi. - Kinematiske diffraksjonsberegninger med romlig og temporal korrelasjon for materialer med varierende grad av krystallinitet. - Forklare avvik mellom kinematisk beregnet intensitet og målt intensitet. - Analysere variasjoner i intensitet for strukturkarakterisering i reelt rom. - Forklare sammenhengen mellom diffraksjon og avbildning. Generell kompetanse - kandidaten skal være i stand til: - Forstå betydningen av avanserte karakteriseringsteknikker (avbildning, diffraksjon og spektroskopi) i faststoffysikk, nano- og materialvitenskap. - Utføre hands-on spredningseksperimenter, inklusive dataanalyser og rapportskriving. - Vurdere mulighetene for å benytte de ulike eksperimentelle teknikkene til å angripe strukturrelaterte problemstillinger for en rekke organiske og uorganiske materialer.

Læringsformer og aktiviteter

Forelesninger, regneøvinger og laboratorieøvinger. Emnet blir undervist på engelsk dersom internasjonale mastergradsstudenter eller stipendiater følger det. Undervisningsmateriell og eksamen er på engelsk.

Materialfysikk

Fysikk

Teknologiske fag

Fysikk - doktorgrad (ph.d.)

Biofysikk - doktorgrad (ph.d.)

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Emnekode og -navn: TFY4255/FY8905 Materialfysikk Emneansvarlig: Ansvarlig for forelesninger: Ton van HelvoortAnsvarlig for regneøvinger: Ton van HelvoortAnsvarlig for lab: Ton (Syam Sadan som assistent. For Lab3 og lab4 hjelp fra TEMgruppa)Assistanse fra teknisk gruppe: X    Undervisning Type undervisning Sett kryss Forelesninger X Prosjekt X Kun selvstudium   Kollokvier         Erfaringer ved bruk av hjemmeside for emnet: Blackboard worked at the simplest level (sending short messages, putting out lecture notes and reading material). Except one, all students had access from the start. All materials via BB. On request, lectures were recorded, archived at BB worked well. Had discussion forum, but that was hardly used by students. Exercises were via BB Collaborate, as no room allocated. That is far from optimal.     Studentene har svart på en evaluering av emnet. Resultatet av denne er tilgjengelig for emneansvarlig i <a href="https://kvass.svt.ntnu.no/LoginActiveDirectory.aspx" target="_blank">KVASS</a>. Har emneansvarlig noen kommentarer til resultatet av denne evalueringen?  Very low response. The general raised issues were also in referansegruppe minutes. Some of raised detailed issues were case specific (background) or seem misunderstanding.   Hvordan har emneansvarlig kommunisert med referansegruppa? We had two official meeting and I regularly asked the representatives if there were issues to discus. Small bits that I could take care off directly were addressed, like error in an exercise.  Hva har vært tilbakemeldingene fra studentene?In general fine. Nearly all came to lecture and nearly half to the exercises. Not so much “complaining” on workload as other years.Only a few response to end of semester questionnaire and not gave an general guide.      Eventuelle tilbakemeldinger fra faglærere, stipendiater, studentassistenter, teknisk personale og andre involverte: Lab assistant was new and did not do the course himself before. That was a lot extra work. A MSc and PhD student of the TEM group set up a new numerical exercise on spectroscopy and run it on Juypterhub. That worked much better than the JyupterNote book for Lab2 run on CoLabs or using Binder, for those who had no python running on own PC (very few). Lab4 required postdoc from TEM group, was assistant before, to run all labs in short time (3 long days).      Emneansvarliges kommentarer:Pensum was kept as before, at whole lecture schedule (with pensum references) was set before Summer and kept). Crystallography was given as final topic, but works better as first or second topic. Labs were linked to pensum given in those weeks. Lab3 was reintroduced, good, but without report, what gave a gap. It should be a practical exercise rather than pure data processing, the code should be more open and error analysis &amp; noise handling should be included. Code could be used to Lab4. Own fixed lecture room was very good. Room itself (C3-118) suited for such MSc course. Lectures Monday-Tuesday is OK. Nice most students came to all lectures, even there was an overlap with another course and the lectures were recorded. Recording structured the lectures, but also dictate the format. Still room for questions from the class. Had some students who follow the lectures to learn, not taking the exam.What I am not happy about is that I could not improve the exercises and put them in BB. I am also not happy that I could not switch the pensum material completely, what is needed. Exercises have to be restructured so that students take advantage of them (not look at them as exam prep only). The reports were of a good general level, some impressive. Semester seemed to be very short (late start, early exam), was rush and no backup slots. Keep the The class and reference group gave constructive input, appreciated. Main topic: writing on tablet and formulations solution suggestions.Exam score was as expected, still had the spread (from nearly 100% to just past).    Veien videre for dette emnet:-       Update exercises and relate them tide to what is topic that week (practicing with the matter). Exam practice exercises can be added, but not central during the semester. Consider to use Juypterhub for this, to streamline it with the labs. -       Keep the lab part as it is, see most learning from those (for example from how exam questions are answered). Get an own XRF detector for lab3, would be an instructive way to learning working with spectroscopy data. -       Stay aware that level in class is likely very spread (some with too limited background, others (mostly from abroad) for whom parts are repetition).-       Unsure if recording lectures is helpful. From exam see that some students only watched the videos, rather than worked themselves through the pensum material. Lectures are more support of what lecture material is included.-       Topic specific detail: (self-) convolutions and dispersion functions should be covered also in exercises. Just lecture and book do not convey how general useful these are in solid state physics.       Dato:                          Emneansvarlig: Kommentarer til utformingen av sluttrapportskjemaet:

Delvurdering: skriftlig eksamen og rapport. Utsatt eksamen (kontinuasjonseksamen) kan bli endret fra skriftlig til muntlig. Eksamen vil være på engelsk.

i) Struktur: strukturbeskriving i faststofffysikk med hoved vekt på krystallografi: Elementær innføring. Punkt- og romgrupper. International Tables for Crystallography. Elementær innføring gruppeteori innenfor krystallografi ii) Diffraksjon: Kinematisk teori for elektron-, nøytron- og røntgendiffraksjon. Avvik av kinematisk diffraksjon, for eksempel pga størrelse eller form. Analyse av ordnede materialer i polykrystallinsk og en-krystallinsk form. Krystallstrukturbestemmelse. Uordnede materialer. Nano- og mikrostruktur. iii) Spektrometri: emisjons- og absorbsjonsspektrometri med røntgen-og elektronstrål, for elektronstrukturanalyse. iv) Avbildning: Elektronmikroskopi, SEM, TEM. Røntgenmikroskopi. 3D avbilding

kursmaterial vil bli annosert før første forlesning

Kunnskaper kandidaten skal ha kunnskap om: - Symmetri i krystallografi, punktgrupper og romgrupper - Fourierteknikker og konvolusjonsteoremet for beskriving og analyses av (delvis) krystallinske materialer. - Diffraksjonsbasert strukturanalyse/materialkarakterisering ved hjelp av elektronen-, røntgen-, og nøtronenstråling and komplementaritæt av disse prober. - Grunnprinsippene og eksempler av spektroskopi teknikker med røntgen- og elektronstråle. - Prinsipper bakk avbildning i sveipe- og transmisjonselektronmikroskopi (SEM/TEM) Ferdigheter kandidaten skal kunne: - Bruke "The International Tables for Crystallography" og link gruppeteorie og krystallografi. - Kinematiske diffraksjonsbergeninger med romlig og temporal korrelasjon for materialer med varierende grad av kristalinitæt. - Forklare avvik mellom kinematisk beregnet intesitæt og målt intensitæt. - Analysere variasjoner i intensitæt for strukturkarakterisering i reeltrom. - Forklare sammenhengen mellom diffraksjon og avbildning. Generell kompetanse kandidaten skal være i stand til: - Forstå betydningen av avanserte karakteriseringsteknikker (avbilding, diffraksjon og spektroskopi) i faststofffysikk, nano- og materialvitenskap. - Utføre hands-on spredningseksperimenter, inklusive dataanalyser og rapportskriving, på materiale. - Vurdere mulighetene for å benytte de ulike eksperimentelle teknikkene for å angripe strukturrelaterte problemstillinger for en rekke organiske og uorganiske materialer.

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Materialfysikk - FY8905